期刊名称：International Journal of Education and the Arts
印刷版ISSN：1529-8094
电子版ISSN：1529-8094
出版年度：2018
卷号：19
期号：2
页码：1-26
DOI：10.18113/P8ijea1902
出版社：Arizona State University
摘要：Arts education in Western Australian primary schools consist of learning
opportunities outlined by mandated curriculum. However, assumptions underlying
this curriculum involving access, resources and support impact schools’ capacity to
implement the curriculum without them being adequately addressed by the written
curriculum. Drawing on the policy enactment theory of Ball, Maguire, and Braun
(2012), four contextual variables (situated contexts, professional cultures, material
contexts and external factors) are used to highlight the differences between the written published curriculum and the implemented, practised curriculum. Drawing
on interviews with 24 participants across four schools issues of geographic location,
use of arts specialists, appropriate learning spaces and the stresses associated with
mandated literacy and numeracy testing are reported as contextual pressures by this
study. This paper details the disruptive interference of these contextual pressures that
we describe as ‘noise’. The provision of a better understanding of this contextual
landscape brings schools and teachers away from the ‘noise’ of disruption and closer
to curriculum harmony.
