Abstract
With different theoretical perspectives, there are different interpretations of the value of art education for school children. From a traditional viewpoint, the aim of art is to cultivate in the child’s love and respect for cultural heritage. The behavioral conception is tied to the learning of visual concepts and skills in art production. The cognitive school puts forth the articulation of children’s thinking as the prime value of art education. The experiential programs would nurture children’s learning through their reconstruction of experience in their environment. In this paper, Posner’s five theoretical perspectives on analyzing curriculum would be employed as a framework of study. Three official primary art curricula published from 1960s to 1990s form the important source for this study. The findings reveal that there are some dominant theoretical conceptions behind the making of primary art curriculum. Shifting perspectives, from those of traditional and behavioral to experiential and cognitive, are also identified over time. Copyright © 2000 The Hong Kong Institute of Education.
| Original language | English |
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| Title of host publication | Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century |
| Place of Publication | Hong Kong |
| Publisher | Hong Kong Institute of Education |
| Pages | 1-6 |
| ISBN (Print) | 9629490382 |
| Publication status | Published - 2000 |