Curriculum change and teachers’ responses: a NSW case study

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.