Purpose, value, and practice in Western Australian schools: Understanding misalignment in arts learning

References

• Alter, F., Hays, T., & O’Hara, R. (2009). Creative arts teaching and practice: Critical reflections of primary school teachers in Australia. International Journal of Education & the Arts, 10(9), 1–21. doi:www.ijea.org/v10n9/
   Google Scholar
• Australian Curriculum Assessment and Reporting Authority (2014). Australian Curriculum: The Arts. Sydney: Australian Government. Retrieved from http://www.australiancurriculum.edu.au/TheArts/Rationale-Aims.
   Google Scholar
• Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy––policy enactments in secondary schools. Abingdon, Oxon: Routledge.
   Google Scholar
• Bamford, A. (2009). The wow factor. Global research compendium on the impact of the arts in education. Germany: Waxmann.
   Google Scholar
• Barrett, M. S., Everett, M. C., & Smigiel, H. M. (2012). Meaning, Value and Engagement in the Arts: Findings from a Participatory Investigation of Young Australian Children's Perceptions of the Arts. International Journal of Early Childhood, 44(2), 185–201. doi: 10.1007/s13158-012-0059-9
   Google Scholar
• Belfiore, E., & Bennett, O. (2007). Rethinking the social impacts of the arts. International Journal of Cultural Policy, 13(2), 135–151. doi: 10.1080/10286630701342741
   Google Scholar
• Blank, J. (2012). Reconsidering the educative potential of the arts in early schooling. Üharlotte, NC: IAP Information Age Publishing.
   Google Scholar
• Brewer, T. M. (2002). Integrated curriculum: What benefit? Arts Education Policy Review, 103(4), 31–36. doi: 10.1080/10632910209600296
   Google Scholar
• Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 48–50. doi: 10.1080/10632910903455785
   Google Scholar
• Bumgarner Gee, C. (2007). Valuing the Arts on their own terms? (Ceci n'est pas une pipe). Arts Education Policy Review, 108(3), 3. doi: 10.3200/AEPR.108.3.3-12
   Google Scholar
• Chapman, S., Wright, P. R., & Pascoe, R. (2016). Arts curriculum implementation: “Adopt and adapt” as policy translation. Arts Education Policy Review, 119(1), 1–13. doi: 10.1080/10632913.2016.1201031.
   Google Scholar
• Chapman, S., Wright, P. R., & Pascoe, R. (2018). Content without context is noise: Looking for curriculum harmony in primary arts education in Western Australia. International Journal of Education & the Arts, 19(2), 1–25. 10.18113/P8ijea1902.
   Web of Science ®Google Scholar
• Chisholm, J. S., Whitmore, K. F., Shelton, A. L., & McGrath, I. V. (2016). Moving interpretations: Using drama-based arts strategies to deepen learning about the diary of a young girl. English Journal, 105(5), 35–41. Retrieved from https://search-proquest-com.libproxy.murdoch.edu.au/docview/1787109057
   Google Scholar
• Collier, H. P. (2015). Early release of Phase 2 and 3 pre-primary to Year 10 syllabuses. Perth: Government of Western Australia. Retrieved from http://www.scsa.wa.edu.au/__data/assets/pdf_file/0006/74634/P-10_syllabus_release_letter_to_principals.pdf.
   Google Scholar
• Ditchburn, G. (2012). A national Australian curriculum: in whose interests? Asia Pacific Journal of Education, 32(3), 259–269. doi: 10.1080/02188791.2012.711243
   Web of Science ®Google Scholar
• Donahue, D., & Stuart, J. (2008). Working towards balance: Arts integration in pre-service teacher education in an era of standardization. Teaching and Teacher Education, 24(2), 343–355. doi: 10.1016/j.tate.2006.11.016
   Web of Science ®Google Scholar
• Eisner, E. W. (2004). What can education learn from the arts about the practice of education? International Journal of Education & the Arts, 5(4), 13. http://ijea.org/v5n4/v5n4.pdf
   Google Scholar
• Eisner, E. W. (2005a). Educational reform and the ecology of schooling. In E. W. Eisner (Ed.), Reimagining Schools: The selected works of Elliot W. Eisner. Abingdon, Oxon: Routledge.
   Google Scholar
• Eisner, E. W. (2005b). The misunderstood role of the arts in human development. In E. W. Eisner (Ed.), Reimagining schools: The selected works of Elliot W. Eisner. Great Britain: Routledge.
   Google Scholar
• Ewing, R. (2012). Competing issues in Australian primary curriculum: Learning from international experiences. Education 3-13, 40(1), 97–111. doi: 10.1080/03004279.2012.635059
   Google Scholar
• Galloway, S. (2009). Theory-based evaluation and the social impact of the arts. Cultural Trends, 18(2), 125–148. doi: 10.1080/09548960902826143
   Google Scholar
• Gaztambide-Fernández, R. A. (2013). Why the arts don't do anything: Toward a new vision for cultural production in education. Harvard Educational Review, 83(1), 211–236. doi: 10.1177/0013124512438226
   Web of Science ®Google Scholar
• Hetland, L., & Winner, E. (2001). The arts and academic achievement: What the evidence shows. Arts Education Policy Review, 102(5), 3–6. doi: 10.1080/10632910109600008
   Google Scholar
• Koopman, C. (2005). Art as fulfilment: On the justification of education in the Arts. Journal of Philosophy of Education, 39(1), 85–97. doi: 10.1111/j.0309-8249.2005.00421.x
   Web of Science ®Google Scholar
• Kuttner, P. J. (2015). Educating for cultural citizenship: Reframing the goals of arts education. Curriculum Inquiry, 45(1), 69–92. doi: 10.1080/03626784.2014.980940
   Web of Science ®Google Scholar
• Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the Craft of Qualitative Research Interviewing (2nd ed.). Los Angeles, California: Sage Publications.
   Google Scholar
• Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities andÞducation policy: commensurate global and national developments. Journal of Education Policy, 28(5), 539–556. doi: 10.1080/02680939.2013.820042
   Web of Science ®Google Scholar
• Lingard, B., & McGregor, G. (2014). Two contrasting Australian Curriculum responses to globalisation: What students should learn or become. The Curriculum Journal, 25(1), 90–110. doi: 10.1080/09585176.2013.872048
   Google Scholar
• Lummis, G., Morris, J., & Paolino, A. (2014). An investigation of Western Australian pre-service teachers' experiences and self-efficacy in the arts. Australian Journal of Teacher Education, 39(5), 50–64. doi: 10.14221/ajte.2014v39n5.4
   Google Scholar
• Macknight, V. (2011). Ideal knowing: Logics of knowledge in primary school curricula. British Journal of Sociology of Education, 32(5), 717–728. doi: 10.1080/01425692.2011.596368
   Web of Science ®Google Scholar
• Maguire, C., Donovan, C., Mishook, J., Gaillande, G. D., & Garcia, I. (2012). Choosing a life one has reason to value: The role of the arts in fostering capability development in four small urban high schools. Cambridge Journal of Education, 42(3), 367–390. doi: 10.1080/0305764X.2012.706258
   Web of Science ®Google Scholar
• Marshall, J. (2014). Transdisciplinarity and art integration: Toward a new understanding of art-based learning across the curriculum. Studies in Art Education, 55(2), 104–127. doi: 10.1080/00393541.2014.11518922
   Google Scholar
• Martino, W., & Rezai-Rashti, G. (2013). ‘Gap talk’ and the global rescaling of educationalÚccountability in Canada. Journal of Education Policy, 28(5), 589–611. doi: 10.1080/02680939.2013.767074
   Google Scholar
• May, B. N. (2013). Arts integration: What’s the problem?. General Music Today, 26(2), 5–8. doi: 10.1177/1048371312464374
   Google Scholar
• May, B. N., & Robinson, N. R. (2016). Arts teachers’ perceptions and attitudes on arts integration while participating in a statewide arts integration initiative. Journal of Music Teacher Education, 25(3), 12–26. doi: 10.1177/1057083714568567
   Web of Science ®Google Scholar
• McCarthy, K., Ondaatje, E., Zakaras, L., & Brooks, A. (2001). Gifts of the Muse: Reframing the Debate about the Benefits of the Arts (pp. 125). Retrieved from http://0-site.ebrary.com.prospero.murdoch.edu.au/lib/murdoch/detail.action?docID=10152622
   Google Scholar
• McIlvenny, L. (2013). Critical and creative thinking in the new Australian Curriculum: Part one. Access, 27(1), 18–22. Retrieved from https://search-proquest-com.libproxy.murdoch.edu.au/docview/1329189351
   Google Scholar
• Pinar, W. (2004). What is curriculum theory? Mahwah, New Jersey: Lawrence Erlbuam Associates, Inc.
   Google Scholar
• Rabkin, N., & Redmond, R. (2006). The arts make a difference. The Journal of Arts Management, Law, and Society, 36(1), 25–32. doi: 10.3200/JAML.36.1.25-32
   Web of Science ®Google Scholar
• Rizvi, F., & Lingard, B. (2010). Globalizing Education Policy. Abingdon, Oxon: Routledge.
   Google Scholar
• Martino, W., & Rezai-Rashti, G. (2013). `Gap talk' and the global rescaling of educationalÚccountability in Canada. Journal of Education Policy, 28(5), 589–611. doi: 10.1080/02680939.2013.767074
   Web of Science ®Google Scholar
• Rudolph, S., & Wright, S. (2015). Drawing out the value of the visual: Children and young people theorizing time through art and narrative. Journal of Curriculum Studies, 47(4), 486–507. doi: 10.1080/00220272.2015.1006685
   Web of Science ®Google Scholar
• Sabol, R. (2013). Seismic shifts in the education landscape: What do they mean for arts education and arts education policy? Arts Education Policy Review, 114(1), 33–45. doi: 10.1080/10632913.2013.744250
   Google Scholar
• Saldaña, J. (2013). The Coding Manual for Qualitative Researchers (2nd ed.). Los Angeles, Üalifornia: Sage Publications.
   Google Scholar
• School Curriculum and Standards Authority (2015). Arts overview organisation. Perth: School Curriculum and Standards Authority. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/arts-overview/organisation.
   Google Scholar
• School Curriculum and Standards Authority (2016a). THE ARTS––Scope and sequence P–6. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/arts-overview/The-Arts_P-10_Scope-and-Sequence_March_2016.PDF
   Google Scholar
• School Curriculum and Standards Authority (2016b). Notional Time Allocation Guidelines: Pre-Primary to Year 10. Retrieved from http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0018/321714/Advice-on-Time-Allocation-2016.pdf
   Google Scholar
• Skourdoumbis, A. (2015). Distorted representations of the `capability approach' in Australian school education. The Curriculum Journal, 26(1), 24–38. doi: 10.1080/09585176.2014.955512
   Web of Science ®Google Scholar
• Shuler, S. C. (2014). From Retrospective to Proactive: Creating the Future that StudentsÞed. Arts Education Policy Review, 115(1), 7–11. doi: 10.1080/10632913.2014.847353
   Google Scholar
• Sowden, P. T., Clements, L., Redlich, C., & Lewis, C. (2015). Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 128–138. doi: 10.1037/aca0000018
   Web of Science ®Google Scholar
• Sowey, M. (2013). Australian Societal Values. Retrieved from http://www.australiancollaboration.com.au/pdf/FactSheets/Societal-values-FactSheet.pdf.
   Google Scholar
• Teitelbaum, K., & Brodsky, J. (2008). Teaching and learning in the age of accountability: One experience with the not-so-hidden costs. Journal of Curriculum and Pedagogy, 5(1), 100–110. doi: 10.1080/15505170.2008.10411690
   Google Scholar
• Tubbs, N. (2013). The value of the arts. Journal of Philosophy of Education, 47(3), 441–456. doi: 10.1111/1467-9752.12018
   Web of Science ®Google Scholar