Secondary school art teachers’ concepts of teaching in Hong Kong

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3 Citations (Scopus)

Abstract

Recently, there has been considerable concern among art educators and cultural policy makers to promote art education in Hong Kong. The launch of the new curriculum of a discipline-based character in 1996 generated debate in the art education circle of Hong Kong. There were diverse opinions on the rationale for teaching art. Concern was expressed about the present constraints of art teaching related to teachers' ability and school administration poses another important issue that seems to inhibit further developments. This paper reports part of the findings of a study on art teachers' concepts of teaching. It explores the concepts of about 20 secondary art teachers in Hong Kong. Several categories of teaching are derived from interviews: aesthetic development, moral development, intellectual development, expression and therapy, and intellectual and aesthetic development. A scheme is developed which can be used to analyze teachers' concepts as education in or through art on a continuum from subject to learner centred. Copyright © 2000 NSEAD.

Original languageEnglish
Pages (from-to)208-216
JournalInternational Journal of Art and Design Education
Volume19
Issue number2
DOIs
Publication statusPublished - 2000

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Hong Kong
secondary school
art
Teaching
teacher
art education
aesthetics
school administration
cultural policy
Art Teachers
Secondary School
educator
curriculum
present
ability
interview
Art Education
Art Teaching
Aesthetics
education

Citation

Lam, B. H. (2000). Secondary school art teachers’ concepts of teaching in Hong Kong. International Journal of Art and Design Education, 19(2), 208-216. doi: 10.1111/1468-5949.00220