29 SES 06 A, Parallel Paper Session
Although European countries today share similar policy initiatives in education and culture, they differ in how they conceptualise and realise arts and cultural education (EACEA 2009). In 2011 was finished the last curricular reform in Slovenia, which included conceptual and system changes in education and updates of curriculum for compulsory subjects in primary school. The second White Paper on Education was produced since Slovenia gained independence in 1991. (The first white paper dates back to 1995.) Updating elementary curricula after Slovenia became part of the European Union and a member of the Council of Europe in 2004, among other things meant the integration of fundamental European competences for lifelong learning. One of these is cultural awareness and expression. In art education it is assumed in regards to certain components of competence of cultural awareness and expression that the student acquires knowledge of art, develops ability to experience works of art and develops positive attitude to art and heritage (Official Journal of the European Union, 2006). Emphasized are cultural knowledge, appreciation and enjoyment of works of art, the feeling of identity to live and work in an intercultural environment, cultural expression and creative skills. While previous attempts of curriculum analysis were predominantly framed by art and pedagogic theories (Zupančič 2008; Herzog, Batič, Duh, 2009), our study originated from curriculum theories, whereby the basic question is, what we want to achieve with a specific curriculum. Kelly says that we have to have a critical view on the curriculum, by considering fundamental values, on which curriculum is based. “The concern is not with mere methodology, with the how of educational practice, but much more with questions of the justification of such practice, with the why as well as how.” (Kelly, 1999: 20) Gluck (1991) discusses the following curricular issues in art education: The question of the role and meaning of the art for the development of the student, lack of definition of didactical recommendations and standards in the filed of art education, and the question of (non)relevance of educational programs in this field. Other curricular topics in the field of art education include historical and conceptual reviews of aesthetic education (Otto, 1991), programs (models) of art education (Efland, 1991), museum education (Lee, Solender, 1991), as well as the issue of human relationship to art – acknowledgment of art as a personal and social value (Morris, 1991). The curriculum is not only learning content, some implementation plan of the class, but is also its context, the basis for it. When analyzing Slovenian art education curriculum we asked the following curricular questions: Which learning goals is the curriculum trying to achieve? What are the selection, scope and succession of learning contents? Which teaching methods help reaching planned and expected goals? Are learning goals, contents and methods synced? And last: Which model of art education do we have? The focus was on certain components of the European competence of cultural awareness and expression.
Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji [White Paper on Education in the Republic of Slovenia] (2011). Ljubljana: Zavod RS za šolstvo. Arts and Cultural Education at School in Europe (2009). Brussels: The Education, Audiovisual and Culture Executive Agency. Efland, A. (1991). Art: Educational Programs. In: A. Lewy (ur.), The International Encyclopedia of Curriculum (pp. 678–684). Oxford idr.: Pergamon Press. Gluck, P. G. (1991). Arts Education: Introduction. In: A. Lewy (ur.), The International Encyclopedia of Curriculum (pp. 673–674). Oxford idr.: Pergamon Press. Herzog, J., Batič, J., Duh, M. (2009). Komparativna analiza učnih načrtov za likovno vzgojo [A Comparative Analysis of Curricula for Art Education], Revija za elementarno izobraževanje, 2 (1), 19–28. Kelly, A. V.  (1999). The Curriculum: Theory and Practice (fourth edition). London, Thousand Oaks, New Delhi: P. Chapman, SAGE. Lee, S. E., Solender, K. (1991). Museum Education. In: A. Lewy (ur.), The International Encyclopedia of Curriculum (pp. 686–688). Oxford idr.: Pergamon Press. Official Journal of the European Union, L 394/10, 30. 12. 2006 Otto, G. (1991). Aesthetic Education. In: A. Lewy (ed.), The International Encyclopedia of Curriculum (pp. 675–677). Oxford etc.: Pergamon Press. Zupančič, T. (2008). Likovni kurikul – primerjava konceptov v luči prenove učnega načrta za likovno vzgojo [The Art Curriculum – A Comparison of Concepts in the Light of the Curriculum for Art Education], Revija za elementarno izobraževanje, 1 (3–4), 33–44.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
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