Curriculum updating research underpinnings
Teachers commented that the program was “challenging”, “thought provoking” and “fascinating discussion about the history of the NSW curriculum and the need for change with links to what we do with our students [in the classroom]”.Event Convenor, Associate Professor Kerry Thomas, assembled a provocative program that highlighted the ways leadership is demonstrated in innovative curriculum design that enables students to engage with the demands of the contemporary artworld, educational imperatives and emerging philosophical shifts.Contents: introduction · curriculum as transmission · curriculum as product · curriculum as process · curriculum as praxis · curriculum and context · curriculum and informal education · further reading · links · how to cite this article The idea of curriculum is hardly new – but the way we understand and theorize it has altered over the years – and there remains considerable dispute as to meaning.
Many people still equate a curriculum with a syllabus.
Syllabus, naturally, originates from the Greek (although there was some confusion in its usage due to early misprints).
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The School of Education was pleased to welcome Debra Gilmore, Acting Inspector Creative Arts, BOSTES, as well as Rach Kirsten, Creative Arts Curriculum Consultant from DEC.
Over 30 teachers from government and non-government schools, some from as far as the north coast and western regions of NSW, attended as well as representatives from the Biennale of Sydney and the Museum of Contemporary Art.
Here we can see some clear links – the body of knowledge to be transmitted in the first is that classically valued as ‘the canon’; the process and praxis models come close to practical deliberation; and the technical concerns of the outcome or product model mirror elements of Aristotle’s characterization of the productive.
More this will be revealed as we examine the theory underpinning individual models.
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