Abstract
The aim of this research is to make a cross-national comparison of art curricula for kindergarten-aged children across five countries—Korea, Norway, New Zealand, Slovakia and Singapore. A document analysis was conducted on the five curricula using a constant comparative approach for selected qualitative statements to analyse two major constructs: ‘art within the curriculum system’ and the ‘educational value of art’. Only two countries expressly mentioned art education in the overall aims of their curricula document. All five countries included art education as part of an interdisciplinary learning area. The goals of art education were primarily concerned with art expression in the affective domain. The content of art education identified in the curriculum documents was related mainly to expression. Guidance on assessment of art education was lacking in most countries. While the value of art was recognized by all countries, art education did not appear to have enough attention or recognition in the ‘general aims’ of the curricula. Governments should give greater consideration to the value of art education to maximize its many positive effects on children.
Résumé
L’objectif de cette recherche est de faire une comparaison transnationale des programmes d’enseignement de l’art pour les enfants de l’âge de la maternelle dans cinq pays: la Corée, la Norvège, la Nouvelle-Zélande, la Slovaquie et Singapour. L’analyse des documents a été menée sur les cinq programmes en utilisant une approche comparative constante des descriptions qualitatives sélectionnées pour analyser deux structures majeures: «l’art dans le système du programme» et «la valeur éducative de l’art». Seulement deux pays mentionnent expressément l’éducation artistique dans les objectifs généraux du document de leurs programmes. Les cinq pays incluent tous l’éducation artistique comme partie d’un domaine d’apprentissage interdisciplinaire. Les objectifs de l’éducation artistique sont d’abord relatifs à l’expression artistique dans le domaine affectif. Le contenu de l’éducation artistique identifié dans les documents du curriculum est principalement lié à l’expression. Des orientations pour l’évaluation de l’éducation artistique manquent dans la plupart des pays. Bien que la valeur de l’art soit reconnue par tous les pays, l’éducation artistique ne semble pas recevoir assez d’attention ou de reconnaissance dans les «objectifs généraux» des programmes. Les gouvernements devraient accorder plus d’importance à la valeur de l’éducation artistique pour maximiser ses nombreux effets positifs sur les enfants.
Resumen
El objetivo de esta investigación es conducir una comparación multinacional de los currículos del arte para los niños y niñas de la edad del kindergarten entre cinco países—Corea, Noruega, Nueva Zelanda, Eslovaquia, y Singapur. Un análisis documental fue conducido sobre los cinco currículos usando una aproximación constantemente comparativa de las declaraciones cualitativas elegidas para analizar los dos mayores constructos: ‘el arte adentro del sistema curricular’ y ‘el valor educativo del arte’. Solamente dos países mencionaron expresivamente la educación artística en los objetivos totales de sus documentos curriculares. La totalidad de los cinco países incluyeron la educación artística como una parte del área de su enseñanza interdisciplinaria. Las metas de la educación artística eran concentradas, primeramente, en la expresión artística adentro del dominio afectivo. El contenido de la educación artística identificado en los documentos curriculares era relacionado, por la mayoría, con la expresión. Una guía en el asesoramiento de la educación artística era inexistente en la mayoría de los países. Mientras el valor del arte era reconocido por todos los países mencionados, la educación artística no aparecía tener bastante atención o reconocimiento dentro de ‘los objetivos generales’ de los currículos. Los gobiernos deben dar mejores consideraciones al valor de la educación artística para maximizar su gran cantidad de efectos positivos para los niños y niñas.
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Notes
Kindergarten-aged children are aged 3 years or older, up to the starting age for primary school. Countries that have an integrated ECEC system usually call these early education programs, kindergarten or preschool (OECD 2012).
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Kim, H., Kim, H. A Cross-National Comparison of Art Curricula for Kindergarten-Aged Children. IJEC 49, 195–210 (2017). https://doi.org/10.1007/s13158-017-0191-7
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DOI: https://doi.org/10.1007/s13158-017-0191-7