Teaching the Arts in the Primary School Curriculum: What Strategies Imbue the Integrative Arts Subjects?

REFERENCES

• Abraham, R. (2002). Art education in Zimbabwe. The International Journal on Art and Design Education, 21(2), 116–123.
   Web of Science ®Google Scholar
• Abraham, R. (2003). The localisation of “O” level art examinations in Zimbabwe. Studies in Art Education, 45(1), 73–87.
   Google Scholar
• Alberta Education. (2007). Primary programs framework for teaching and learning (kindergarten to grade 3)—curriculum integration: Making connections. Alberta, Canada: Author.
   Google Scholar
• Ary, D., Jacobs, L. C., & Sorensen, C. K. (2014). The effectiveness of teachers’ personal development initiatives in enhancing teachers’ growth in Botswana secondary schools. International Journal of Scientific Research in Education, 7(1), 75–90.
   Google Scholar
• Best, J. W., & Kahn, J. V. (2014). Research in education (10th ed.). Harlow, England: Pearson Education.
   Google Scholar
• Botswana Curriculum Development and Evaluation Department. (2002). Gaborone, Botswana: Government Printers.
   Google Scholar
• Brewer, T. M. (2002). Integrated curriculum: What benefit? Arts Education Policy Review, 103(4), 31–36.
   Google Scholar
• Campbell, L. H. (2006). Spirituality and holistic art education. Visual Arts Research, 32(1), 29–34.
   Google Scholar
• Chu, J. (2005). Integrated arts textbooks in Taiwan and the USA: A single series examination. International Journal of Music Education: Practice, 23(3), 249–261.
   Google Scholar
• Clandinin, D., & Roseik, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35-76). London, England: Sage.
   Google Scholar
• Clandinin, D. J. (2016). Engaging in narrative inquiry. New York, NY: Routledge.
   Google Scholar
• Collins, E. C., & Chandler, S. (1993). Beyond art as product: Using an artistic perspective to understand classroom life. Theory and Practice, 32(4), 199–203.
   Google Scholar
• Court, E. (1989). Drawing on culture. Catalogue for a travelling exhibition of children’s drawings from rural Kenya. London, England: National Society for Education in Art and Design.
   Google Scholar
• Creswell, J. W. (Ed.). (2003). Research design, qualitative, quantitative, and mixed methods approaches. London, England: Sage Publications.
   Google Scholar
• Cultural Policy of Zimbabwe. (2007). Harare, Zimbabwe: Government Printers.
   Google Scholar
• De Backer, F., Lombaerts, K., De Mette, T., Buffel, T., & Elias, W. (2012). Creativity in artistic education: Introducing artists into primary schools. International Journal of Art and Design Education, 31(1), 53–56.
   Web of Science ®Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Los Angeles, CA: Sage Publications.
   Google Scholar
• Efland, A. (2000). The city as metaphor for integrated learning in the arts. Studies in Art Education, 41(3), 276–295.
   Google Scholar
• Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
   Google Scholar
• Gardner, H. (1989). Zero-based arts education: An introduction to ARTS-PROPEL. Studies in Art Education, 30(2), 71–83.
   Google Scholar
• Graham, M. A., & Sims-Gunzenhauser, A. (2009). Advanced placement in studio art and secondary art education policy: Countering the null curriculum. Arts Education Policy Review, 110(3), 18–24.
   Google Scholar
• Grey, A. C. (2010). No child left behind in art education policy: A review of key recommendations for arts language revisions. Arts Education Policy Review, 111, 8–15.
   Google Scholar
• Gruber, D. D., & Hobbs, J. A. (2002). Historical analysis of assessment in art education. Art Education, 55(6), 12–17.
   Google Scholar
• Gruska, K. (2009). Meaning and identities: A visual performative pedagogy for socio-cultural learning. The Curriculum Journal, 20(3), 237–251.
   Google Scholar
• Ladson-Billings, G., & Tate, W. F. (1995). Towards a critical race theory of education. Teacher College Record, 97(1), 47–68.
   Web of Science ®Google Scholar
• Lancaster, J. (1982). Art education in Zimbabwe: A review of the present position and suggestions for development. Journal of Art and Design Education, 1(2), 295–307.
   Google Scholar
• Leder, H., Belke, B., Oeberst, A., & Augustin, D. (2004). A model of aesthetic appreciation and aesthetic judgments. British Journal of Psychology, 95, 489–508.
   PubMed Web of Science ®Google Scholar
• Lewis, L. T., & Taylor, A. (1974). Report of the committee of inquiry into African primary education. Salisbury, Rhodesia (Zimbabwe): Government Printers.
   Google Scholar
• Lindstrom, L. (2011). The multiple faces of visual arts education. International Journal of Art and Design Education, 29(3), 7–17.
   Web of Science ®Google Scholar
• Lotz-Sisitka, H., Fen, J., & Ketlhoilwe, M. (2013). Traditions and new niches: An overview of environmental education curriculum and learning research. In R. B. Stevenson, M. Brody, J. Dillon, & E. J. Arjen (Eds.), International handbook on research on environmental education (pp. 194–205). London, England: Routledge.
   Google Scholar
• Machinga, G. (1993). Government policy on the development of the visual arts in Zimbabwe. Southern African Art, 2(1), 5–6.
   Google Scholar
• Mamvuto, A. (2013). Visual expression among contemporary artists: Implications for art education ( Unpublished doctoral thesis). University of Zimbabwe, Zimbabwe.
   Google Scholar
• Mannathoko, M. C. (2009). Interpreting the new lower primary art and craft component of the creative and performing arts, the Botswana national curriculum: Case studies of four primary schools in the South Central and Central North Regions. An illuminative evaluation. Cardiff, Wales: University of Wales Institute.
   Google Scholar
• Mannathoko, M. C., & Major, T. E. (2013). An illuminative evaluation on practical art, craft, and design instruction: The case of Botswana. International Journal of Higher Education, 2(3), 54–61.
   Google Scholar
• Marche, T. (2002). Discipline before discipline-based art education: Federal support, curricular models, and the 1965 Penn State seminar in art education. Arts Education Policy Review, 103(6), 25–33.
   Google Scholar
• Marshall, J. (2014). Transdisciplinarity and art integration: Towards a new understanding of art-based learning across the curriculum. Studies in Art Education, 55(2), 104–127.
   Google Scholar
• Moalosi, R., & Molwane, O. B. (2008). Challenges facing teachers in the teaching of design and technology education in Botswana’s primary schools. An International Journal, 13(3), 27–30.
   Google Scholar
• National Cultural Policy of Zimbabwe. (2004/2015). Harare, Zimbabwe: Government Printers.
   Google Scholar
• Nthoi, K. (2003). Art, craft and design, module 2: Applying basic art, craft and design skills and methods. Gaborone, Botswana: Ministry of Education and University of Botswana.
   Google Scholar
• Phibion, O. S. (2006). Botswana primary school teachers’ perception on the introduction of the creative and performing arts (CAPA): A case of Lobatse town (Urban) and Tlokweng Village (Semi-Urban) schools. Gaborone, Botswana: University of Botswana.
   Google Scholar
• Phillips, R. D., Gorton, R. L., Pinciotti, P., & Sachdev, A. (2010). Promising findings on pre-schoolers’ emergent literacy and school readiness in arts-integrated early childhood settings. Early Childhood Education Journal, 38, 111–122.
   Google Scholar
• Philpott, C., & Plummeridge, C. (2001). Issues in music teaching. London, England: Routledge Falmer.
   Google Scholar
• PRIDE. (1987). The establishment of an art and design school in Zimbabwe. Harare, Zimbabwe: National Gallery of Zimbabwe.
   Google Scholar
• Republic of Botswana. (2005). Botswana curriculum development and 2005/2005. Gaborone, Botswana: Government Printers.
   Google Scholar
• Russell-Bowie, D. (2011). An ode to joy…or the sounds of silence? An exploration of arts education policy in Australian primary schools. Arts Education Policy Review, 112, 163–173.
   Google Scholar
• Sang, A. N. H. (2009). The creation of the “Hong Kong visual arts education web” and the use of the inquiry-based teaching approach. Journal of Art and Design Education, 28(2), 215–224.
   Google Scholar
• Smith, R. (2008). Educational aesthetics and policy. Arts Education Policy Review, 109(6), 3–12.
   Google Scholar
• Solórzano, D., Ceja, M., & Yosso, T. (2001). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 67(1/2), 60–73.
   Google Scholar
• Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Stankiewicz, M. A. (2009). Constructing an international history of art education: Periods, patterns and principles. International Journal of Arts Education, 7(1), 1–20.
   Google Scholar
• Taylor, L. (1974). Report of the committee of inquiry into African primary education. Salisbury, Rhodesia (Zimbabwe): Government Printers.
   Google Scholar
• Taylor, R. (1992). Visual arts in education—Completing the circle. London, England: The Falmer Press.
   Google Scholar
• Trafi, L. (2008). A visual culture art education curriculum for early childhood teacher education: Re-constructing the family album. Journal of Art and Design Education, 27(2), 53–62.
   Google Scholar
• Vermeulen, D., Klopper, C., & Van Niekerk, C. (2011). South south comparisons: A syntegrated approach to the teaching of the arts for primary school teacher preparation in South Africa and Australia. Arts Education Policy Review, 112, 199–205.
   Google Scholar
• Whitehead, D. (2004). The pedagogical aesthetic and formative experience: Educating for aletheic imagination in the fine arts curriculum. Journal of Visual Art Practice, 3(3), 195–208.
   Google Scholar
• Yin, R. K. (2005). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar