Session Information
03 SES 03 B, Supporting Cultural Awareness in the Curriculum
Paper Session
Contribution
My research project explores the ways in which art education can support the curriculum to respond effectively to the educational realities of contemporary Cyprus, such as demographic change and multiculturalism. The latter has been highlighted as one of the main targets of the European dimension of education as well as the main focus of the educational reform currently being undertaken in the Greek-Cypriot educational system. Indeed, several researchers have produced related reports regarding the new curriculum design process, each from diverse, yet informed, positions (Koutselini and Loizidou, 2007; Koutselini and Papastephanou, 2006; Zembylas, 2002, 2007; Philippou, 2005). A perspective that has not been examined thoroughly in the context of Cyprus is that of the discipline of art as a potential ally of curriculum reform but also as a critical and social practice which informs the construction of identity (Atkinson and Dash, 2005) and cultural understanding. According to McFee (1998) ‘art enhances a sense of group identity’ because ‘the signs, symbols and design styles that have developed over time as familiar and associated with a group of people all have cultural reasons for being as they are’ (pp.30-31).
The intention of my research project is to establish a fundamental position for art, as a subject and as a discipline, to provide opportunities for learning in and about cultures at a time of social and cultural transition. My research questions are the following:
- How does learning in art construct cultural understanding at a time of transition in Cypriot primary schools?
- How is multiculturalism being addressed within the primary curriculum for art in Cyprus? Does the way that the curriculum is being implemented by teachers lead to understandings of cultural diversity and if not, how might it?
The focus of my present work is to develop a theoretical position around the relationship between curriculum and culture as well as to unfold the learning possibilities that art education provides children, for constructing their cultural understandings and identities. Emphasis will also be given to the relationship between art education and culture, particularly in the light of multicultural, intercultural and anti-racist strategies. It is important to note that the theoretical framework for this part of my research is currently emerging.
As part of my research, I have conducted a small-scale pilot study during February 2009 in Cyprus, so as to gain an up-to -date insight on 6-12 year old children’s learning in art in primary classrooms. While acknowledging its limitations, this study revealed some aspects of the way art education is conceptualised and taught by Cypriot primary school teachers and furthermore, how it is interpreted by the children during the technical learning process (when children are, for example, drawing and painting).
Method
Expected Outcomes
References
Addison, N. (2005), 'Expressing the Non-Said: Art and Design and the Formation of Sexual Identities'. The International Journal of Art and Design Education, 24(1), 20-30. Atkinson, D. (2002), Art in Education: Identity and Practice. Dordrecht/Boston/London: Kluwer Academic Publishers. Diamantopoulou, S. (2008), ‘Engaging with children’s graphic ensembles of an archaeological site: A multi-modal social semiotic approach to learning’. Journal of Language and Communication Studies, 41, 82-105. Kress, G. and Van Leeuwen, T. (1996), Reading Images: The Grammar of Visual Design. New York/London: Routledge. Loizidou, A. and Koutselini , M. (2007), ‘Metacognitive monitoring: an obstacle and a key to effective teaching and learning’. Teachers and Teaching, 13 (5), 499-519. McFee, J.K. (1998), Cultural Diversity and the Structure and Practice of Art Education. Virginia: National Art Education Assosiation. Papastephanou, M. and Koutselini, M. (2006), ‘Reason, Language and Education: Philosophical assumptions for new curricula orientations’. Pedagogy, Culture and Society, 14(2), 149-169. Philippou, S. (2005), ‘The ‘Problem’ of the European Dimension in Education: a principled reconstruction of the Greek-Cypriot curriculum’. European Educational Research Journal, 4(4), 243-367. Zempylas, M. (2002), ‘The global, the local, and the science curriculum: A struggle for balance in Cyprus’. International Journal of Science Education , 24(5), 499-519.
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