|dc.contributor.author||Lorenza, Linda Merewyn||-|
|dc.description.abstract||This thesis reports on the findings of a study into NSW Arts teachers’ perceptions of curriculum change in the Arts in the Australian context. From 2015 Australian schools began to engage with a national curriculum in the Arts. There are considerable implications for both practice and policy. Teachers’ willingness to adopt a new curriculum and adapt to change is a mitigating factor. This research focussed on NSW drama, music and visual arts teachers’ perceptions of curriculum change from the state curriculum they currently teach, to the incoming Australian arts curriculum.
Research was qualitative and employed a case study approach (G. Thomas, 2010) including the use of in-depth interview and document analysis. The opinions of the case study participants in this particular study reflect some and oppose other views expressed in consultation reports, which reflect the wide consultation conducted by the Australian Curriculum Assessment Reporting Authority (ACARA) during the development of the Australian arts curriculum.
The thesis investigates the teachers’ understanding of curriculum change in their particular Arts discipline area through the lens of six influences on Arts education raised by Elliot Eisner in his seminal paper, “Arts education policy?” (2000).
It argues that outside forces within the school, pre-specified outcomes and testing impact the teacher’s capacity to teach the Arts. Teachers’ backgrounds and personal interest in the artform, accompanied by ongoing skills and knowledge development, contribute to teacher competence to teach the Arts.
The thesis concludes that the teachers were positive and excited about the new curriculum, identifying similarities to their current state syllabus and potential to change practice through the Australian arts curriculum. These findings provide a benchmark of NSW teachers’ responses to the incoming Australian Curriculum in the Arts.||en_AU|
|dc.publisher||University of Sydney||en_AU|
|dc.publisher||Faculty of Arts and Social Sciences||en_AU|
|dc.publisher||Sydney School of Education and Social Work||en_AU|
|dc.rights||The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.||en_AU|
|dc.subject||high stakes testing||en_AU|
|dc.title||Curriculum change and teachers’ responses: a NSW case study||en_AU|
|dc.type.pubtype||Doctor of Philosophy Ph.D.||en_AU|
|Appears in Collections:||Sydney Digital Theses (Open Access)|