Early childhood art education in Hong Kong: Is any theory informing practice?

Kit Mei Betty WONG, Barbara Ann PISCITELLI

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Abstract

This paper examines the field of art education for young children in Hong Kong with a focus on the curriculum policy. A number of researchers have found that effects of cultures on the conceptions and understanding of art education for young children and its values are significant in their process of formation (e.g., Duncum, 2000, 2002; Freedman, 2000; Gardner, 2004; Green, 2000; Piscitelli, 1999; Piscitelli, Renshaw, Dunn & Hawke, 2004; Schirrmacher, 2001; Wright, 1991, 1997, 2003). This paper has applied the framework of the three orientations from Efland (1990), i.e. expressionism, reconstructionism and scientific rationalism in the analysis of Hong Kong curriculum policy documents and found that contradictions in terms of principles and practices are embedded. It is argued that these hidden but value-loaded assumptions about theories and practices in early childhood education and art education should be made explicit both in the formation of the policies and their implementation in schools if success is expected. Copyright © 2009 HKIEd APFSLT.
Original languageEnglish
Pages (from-to)1-30
JournalAsia-Pacific Journal for Arts Education
Volume7
Issue number1
Publication statusPublished - Jan 2009

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art education
theory-practice
Hong Kong
childhood
expressionism
curriculum
school success
rationalism
Values
education

Citation

Wong, K. M. B., & Piscitelli, B. A. (2009). Early childhood art education in Hong Kong: Is any theory informing practice? Asia-Pacific Journal for Arts Education, 7(1), 1-30.