A Cross-National Comparison of Art Curricula for Kindergarten-Aged Children

A Cross-National Comparison of Art Curricula for Kindergarten-Aged Children The aim of this research is to make a cross-national comparison of art curricula for kindergarten-aged children across five countries—Korea, Norway, New Zealand, Slovakia and Singapore. A document analysis was conducted on the five curricula using a constant comparative approach for selected qualitative statements to analyse two major constructs: ‘art within the curriculum system’ and the ‘educational value of art’. Only two countries expressly mentioned art education in the overall aims of their curricula document. All five countries included art education as part of an interdisciplinary learning area. The goals of art education were primarily concerned with art expression in the affective domain. The content of art education identified in the curriculum documents was related mainly to expression. Guidance on assessment of art education was lacking in most countries. While the value of art was recognized by all countries, art education did not appear to have enough attention or recognition in the ‘general aims’ of the curricula. Governments should give greater consideration to the value of art education to maximize its many positive effects on children. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Early Childhood Springer Journals

A Cross-National Comparison of Art Curricula for Kindergarten-Aged Children

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Publisher
Springer Netherlands
Copyright
Copyright © 2017 by Springer Science+Business Media B.V.
Subject
Education; Early Childhood Education; Education, general; International and Comparative Education
ISSN
0020-7187
eISSN
1878-4658
D.O.I.
10.1007/s13158-017-0191-7
Publisher site
See Article on Publisher Site

Abstract

The aim of this research is to make a cross-national comparison of art curricula for kindergarten-aged children across five countries—Korea, Norway, New Zealand, Slovakia and Singapore. A document analysis was conducted on the five curricula using a constant comparative approach for selected qualitative statements to analyse two major constructs: ‘art within the curriculum system’ and the ‘educational value of art’. Only two countries expressly mentioned art education in the overall aims of their curricula document. All five countries included art education as part of an interdisciplinary learning area. The goals of art education were primarily concerned with art expression in the affective domain. The content of art education identified in the curriculum documents was related mainly to expression. Guidance on assessment of art education was lacking in most countries. While the value of art was recognized by all countries, art education did not appear to have enough attention or recognition in the ‘general aims’ of the curricula. Governments should give greater consideration to the value of art education to maximize its many positive effects on children.

Journal

International Journal of Early ChildhoodSpringer Journals

Published: Jul 28, 2017

References

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