Skip to main content
SpringerLink
Log in

Weaving and Anchoring the Arts into Curriculum: The Evolving Curriculum Processes

  • Chapter
  • First Online:
Contextualized Practices in Arts Education

Part of the book series: Education Innovation Series ((EDIN))

  • 935 Accesses

Abstract

This case study aims to document and analyse the interplay teacher agency, experiences, and classroom practices in conceptualizing arts-anchored curricula. Such an account in a specialized arts school setting offers a unique perspective about curriculum enactment and development in Singapore. Multiple sources of evidence, including interviews, field notes and curriculum documents were utilized to reveal the layers of complexities involved in the selecting, adapting and modifying curriculum; and the efforts to cross-fertilise the arts and academic subjects. Using actor-network theory as an analytic lens, this inquiry is guided by several essential questions: How does the interplay of actors within the network increase complexity and flexibility in curriculum innovation? What mobilises the curriculum innovation processes in different units of instruction? How does the vision of connected curriculum and the resultant innovation process encourage teacher learning and activate teacher agency? Rich descriptions gathered in the field will render support in explaining significant propositions about how practitioners are involved in the curriculum innovation processes that meet the needs of the Singaporean arts-anchored school context.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Direct School Admission (DSA) scheme is an admission exercise where participating schools select some Primary Six students for admission to Secondary One based on their achievements and talents before the PSLE results are released. The objective of the DSA is to promote holistic education by giving participating schools greater flexibility in selecting students while holding on to the key principles of transparency and meritocracy. For students, the DSA scheme is viewed as an opportunity for potential applicants to demonstrate a wider range of achievements and talents other than PSLE scores (Ministry of Education 2012).

  2. 2.

    Three hours of Literature in this school as compared to 1 h in her previous school.

References

  • Appel, M. P. (2006). Arts integration across the curriculum. Leadership, 36(2), 14–17.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.

    Google Scholar 

  • Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. New York: Teachers College Press.

    Google Scholar 

  • Ben-Peretz, M. (1980). Teachers’ role in curriculum development: An alternative approach. Canadian Journal of Education/Revue canadienne de l’éducation, 5(2), 52–62.

    Article  Google Scholar 

  • Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the tyranny of texts. New York: SUNY Press.

    Google Scholar 

  • Bergman, L. M., & Fiering, N. C. (1997). Bridging the gap between the university researcher and the classroom teacher. Art Education, 50(5), 51–56.

    Article  Google Scholar 

  • Biesta, G. (2004). Education, accountability, and the ethical demand: Can the democratic potential of accountability be regained? Educational Theory, 54, 233–250.

    Article  Google Scholar 

  • Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement (Working paper 5). Exeter: The Learning Lives Project.

    Google Scholar 

  • Blohm, M. (2007). The influence of interviewers’ contact behaviour on the contact and cooperation rate in face-to-face household surveys. International Journal of Public Opinion Research, 19(1), 97–111.

    Article  Google Scholar 

  • Boix-Mansilla, V. (2008/2009). Productive shifts: Faculty growth through collaborative assessment of student interdisciplinary work. Journal of Learning Communities Research, 3, 21–26.

    Google Scholar 

  • Boix-Mansilla, V., Miller, W., & Gardner, H. (2000). On disciplinary lenses and interdisciplinary work. In S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum: Challenges to implementation (pp. 17–38). New York: Teachers College Press.

    Google Scholar 

  • Boylan, M. (2010). ‘It’s getting me thinking and I’m an old cynic’: Exploring the relational dynamics of mathematics teacher change. Journal of Mathematics Teacher Education, 13(5), 383–395. doi:10.1007/s10857-010-9154-8

  • Brady, L., & Kennedy, K. J. (2007). Curriculum construction. French Forest: Pearson Education Australia.

    Google Scholar 

  • Bresler, L. (2006). Toward connectedness: Aesthetically based research. Studies in Art Education, 48(1), 52–69.

    Google Scholar 

  • Brown, J. S. (2005). New learning environments for the 21st century. Paper presented at the 2005 Aspen Symposium, Aspen, CO.

    Google Scholar 

  • Burton, J. M., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer. Studies in Art Education, 41(3), 228–257.

    Article  Google Scholar 

  • Calhoun, C. (Ed.). (2002). Dictionary of the social sciences. Oxford: Blackwell.

    Google Scholar 

  • Callon, M. (1986). The sociology of an actor-network: The case of the electric vehicle. In M. Callon, J. Law, & A. Rip (Eds.), Mapping the dynamics of science and technology (pp. 19–34). London: Macmillan Press.

    Google Scholar 

  • Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 363–401). New York: Macmillan.

    Google Scholar 

  • Connelly, M., & Clandinin, J. (1998). Teachers as curriculum planners: Narratives of experience. New York/Toronto: Teachers College Press/OISE Press.

    Google Scholar 

  • Crawford, C. S. (2005). Actor network theory. In G. Ritzer (Ed.), Encyclopedia of social theory (Vol. 1, pp. 1–3). Thousand Oaks: Sage.

    Google Scholar 

  • Cuban, L. (1990). Reforming again, again, and again. Educational researcher, 1, 3–13.

    Article  Google Scholar 

  • Cummings, J. (1994). Educating young adolescents: Targets and strategies for the 1990s. Curriculum Perspectives, 14(3), 41–46.

    Google Scholar 

  • Czerniak, C. M., Lumpe, A. T., & Haney, J. J. (1999). Teachers’ beliefs about thematic units in science. Journal of Science Teacher Education, 10(2), 123–145.

    Article  Google Scholar 

  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962.

    Article  Google Scholar 

  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.

    Google Scholar 

  • de Laet, M., & Mol, A. (2000). The Zimbabwe bush pump: Mechanics of a fluid technology. Social Studies of Science, 30, 225–263.

    Article  Google Scholar 

  • Deasy, R. J. (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership.

    Google Scholar 

  • Dimmock, C. (2000). Designing the learning-centred school: A cross-cultural perspective. London: Falmer Press.

    Google Scholar 

  • Dimmock, C., & Lee, J. C. K. (2000). Redesigning school-based curriculum leadership: A cross-cultural perspective. Journal of Curriculum & Supervision, 15(4), 332–358.

    Google Scholar 

  • Eisner, E. W. (2000). Those who ignore the past …: 12 ‘easy’ lessons for the next millennium. Journal of Curriculum Studies, 32(2), 343–357. doi:10.1080/002202700182808.

    Article  Google Scholar 

  • Elfland, A. D. (2004). Art education as imaginative cognition. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 751–775). Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Ellis, A. (2005). Research on educational innovations. New York: Eye on Education.

    Google Scholar 

  • Elmore, R. (1996). Commentary: School reform, teaching and learning. Journal of Education Policy, 2(4), 499–504.

    Article  Google Scholar 

  • Erickson, L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks: Corwin Press, Inc.

    Google Scholar 

  • Erickson, M., & Stein, S. (1993). The curriculum negotiation game. Art Education, 46(4), 14–20.

    Article  Google Scholar 

  • Erickson, M. (2004). Interaction of teachers and curriculum. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education. Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Fenwick, T. J. (2010). (un)Doing standards in education with actor–network theory. Journal of Education Policy, 25(2), 117–133. doi:10.1080/02680930903314277.

    Article  Google Scholar 

  • Fenwick, T. J., & Edwards, R. (2010). Actor-network theory in education. Oxon: Routledge.

    Google Scholar 

  • Fogarty, R. (1991). Ten ways to integrate the curriculum. Educational Leadership, 49(2), 61–65.

    Google Scholar 

  • Fuchs, S. (2001). Beyond agency. Sociological Theory, 19, 24–40.

    Article  Google Scholar 

  • Fullan, M. (1993). The professional teacher: Why teachers must become change agents. Educational Leadership, 50(6).

    Google Scholar 

  • Fullan, M. (2000). Three stories of educational reform. Phi Delta Kappan, 80, 1–9.

    Google Scholar 

  • Fullan, M. (2003a). Change forces with a vengeance. London: Routledge Falmer.

    Google Scholar 

  • Fullan, M. (2003b). The moral imperative of school leadership. Thousand Oaks: Corwin Press.

    Google Scholar 

  • Gee, C. B. (2004). Spirit, mind and body: Arts education the redeemer. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 115–192). Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Gess-Newsome, J. (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge. Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Goldsmith-Conley, E., & Bales, S. (1994). Development of a sophisticated early childhood art program: Collaboration and discovery. Visual Arts Research, 20, 78–91.

    Google Scholar 

  • Greeno, J. G. (2003). Situative research relevant to standards for schools mathematics. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 304–332). Reston: National Council for Teachers of Mathematics.

    Google Scholar 

  • Grundy, S. (1987). Curriculum: Product or praxis? London: Falmer Press.

    Google Scholar 

  • Guskey, T. R., & Huberman, M. (1995). Professional development in education: New paradigms and practices. New York: Teachers College Press.

    Google Scholar 

  • Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.

    Google Scholar 

  • Heath, S. B. (2000). Seeing our way into learning. Cambridge Journal of Education, 30(1), 121–132.

    Article  Google Scholar 

  • Hetland, L., & Winner, E. (2004). Cognitive transfer from arts education to nonarts outcomes: Research evidence and policy implications. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Irwin, R. L. (1992). A profile of a arts supervisor: A political image. Studies in Art Education, 33(2), 110–121.

    Article  Google Scholar 

  • Johnson, J. M. (2002). In-depth interviewing. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context & method (pp. 103–121). Thousand Oaks: Sage.

    Google Scholar 

  • Krug, D. H., & Cohen-Evron, N. (2000). Curriculum integration positions and practices in art education. Studies in Art Education, 41(3), 258–275.

    Article  Google Scholar 

  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing (4th ed.). Thousand Oaks: Sage.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Law, J. (1999). After ANT: Topology, naming and complexity. In J. Law & J. Hassard (Eds.), Actor network theory and after (pp. 1–14). Oxford/Keele: Blackwell.

    Google Scholar 

  • Law, J. (2004). After method: Mess in social science research. Abingdon/New York: Routledge.

    Google Scholar 

  • Law, J. (2007). Actor network theory and material semiotics. Version of 25th April 2007. Lancaster: Centre for Science Studies and Department of Sociology, Lancaster University. Retrieved from http://www.heterogeneities.net/publications/Law2007ANTandMaterialSemiotics.pdf

  • Marsh, C. J. (2004). Key concepts for understanding curriculum (3rd ed.). New York: Routledge.

    Google Scholar 

  • Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum integration. Studies in Art Education, 46(3), 227–241.

    Google Scholar 

  • Ministry of Education. (2012). Effectiveness of direct school admission programme. Parliamentary Replies on October 15, 2012. Retrieved June 3, 2013, from http://www.moe.gov.sg/media/press/2010/03/moe-to-enhance-learning-of-21s.php

  • Ministry of Information and the Arts. (2000). Renaissance City Plan I: Culture and arts in Renaissance Singapore (p. 59). Singapore: Ministry of Information and the Arts.

    Google Scholar 

  • Ministry of Information and the Arts. (2008). Renaissance City Plan III: Heritage development plan. Singapore: National Heritage Board.

    Google Scholar 

  • Ministry of Information Communications and the Arts. (2004). Report of the committee on specialised arts school. Singapore: Ministry of Information, Communications and the Arts.

    Google Scholar 

  • Mol, A. (2010). Actor-network theory: Sensitive terms and enduring tensions. Köllner Zeitschrift für Soziologie und Sozialpshychologie, 50(1), 253–269. Retrieved from http://dare.uva.nl/document/213722

  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.

    Article  Google Scholar 

  • Nespor, J. (2002). Networks and contexts of reform. Journal of Educational Change, 3(3), 365–382. doi:10.1023/a:1021281913741.

    Article  Google Scholar 

  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks: Sage.

    Google Scholar 

  • Perillo, S., & Mulcahy, D. (2009). Performing curriculum change in school and teacher education: A practice-based, actor-network theory perspective. Curriculum Perspectives, 29(1), 41–52.

    Google Scholar 

  • Perkins, D. N. (1992). Smart schools: From training memories to educating minds. New York: The Free Press.

    Google Scholar 

  • Perkins, D. N. (1993). The connected curriculum. Educational Leadership, 51, 90–91.

    Google Scholar 

  • Priestley, M. (2011). Whatever happened to curriculum theory? Critical realism and curriculum change. Pedagogy, Culture and Society, 19(2), 221–238.

    Article  Google Scholar 

  • Priestley, M., Biesta, G., & Robinson, S. (2012a). Teachers as agents of change: An exploration of the concept of teacher agency. In Teacher agency and curriculum change. Working paper retrieved from University of Stirling website: http://www.ioe.stir.ac.uk/events/tacc.php.

  • Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012b). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191–214. doi:10.1111/j.1467-873X.2012.00588.x.

    Article  Google Scholar 

  • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.

    Article  Google Scholar 

  • Russell, J., & Zembylas, M. (2007). Arts integration in the curriculum: A review of research and implications for teaching and learning. In L. Bresler (Ed.), International handbook of research in art education (Vol. 16, pp. 287–302). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Schwab, J. J. (1973). The practical 3: Translation into curriculum. School Review, 81, 501–522.

    Article  Google Scholar 

  • Skilbeck, M. (1984). School-based curriculum development. London: Harper & Row.

    Google Scholar 

  • Skilbeck, M., & Connell, H. (2004). Teachers for the future: The changing nature of society and related issues for the teaching workforce. Melbourne: Ministerial Council for Education, Employment Training and Youth Affairs.

    Google Scholar 

  • Smithrim, K., & Upitis, R. (2005). Learning through the arts: Lessons of engagement. Canadian Journal of Education, 28(1/2), 109–128.

    Article  Google Scholar 

  • Smylie, M. A. (1997). From bureaucratic control to building human capital: The importance of teacher learning in education reform. Arts Education Policy Review, 99(2), 35–39.

    Article  Google Scholar 

  • Tatnall, A. D. (2010). Using actor-network theory to understand the process of information systems curriculum innovation. Education and Informational Technologies, 15(4), 239–254.

    Article  Google Scholar 

  • Tishman, S., & Palmer, P. (2006). Artful thinking: Strong thinking and learning through the power of art. Cambridge, MA: Harvard Graduate School of Education.

    Google Scholar 

  • Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching thinking dispositions: From transmission to enculturation. Theory into Practice, 32(3), 147–153.

    Article  Google Scholar 

  • Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge: Harvard University Press.

    Google Scholar 

  • Venville, G. J., Wallace, J., Rennie, L. J., & Malone, J. A. (2002). Curriculum integration: Eroding the high ground of science as a school subject? Studies in Science Education, 37(1), 43–83. doi:10.1080/03057260208560177.

    Article  Google Scholar 

  • Vongalis-Macrow, A. (2007). I, teacher: Re-territorialization of teachers’ multi-faceted agency in globalized education. British Journal of Sociology of Education, 28(4), 425–439. doi:10.1080/01425690701369376.

    Article  Google Scholar 

  • Wallace, J., Sheffield, R., Rénnie, L., & Venville, G. (2007). Looking back, looking forward: Re-searching the conditions for curriculum integration in the middle years of schooling. Australian Educational Researcher, 34(2), 29–49.

    Article  Google Scholar 

  • Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria: Association for Supervision and Curriculum.

    Google Scholar 

  • Wiggins, G., & McTighe, J. (2006). Understanding by design. Upper Saddle River: Pearson Education, Inc.

    Google Scholar 

  • Wilson, B. (1997). The quiet evolution: Changing the face of arts education. Los Angeles: The Getty Education Institute for the Arts.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Office of Educational Research (OER), National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Tan Liang See

  2. Early Childhood and Special Education Academic Group, National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Letchmi Devi Ponnusamy

Authors
  1. Tan Liang See
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Letchmi Devi Ponnusamy
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tan Liang See .

Editor information

Editors and Affiliations

  1. Visual and Performing Arts Academic Group at the National Institute of Education (NIE), Nanyang Technological University, Singapore

    Chee-Hoo Lum

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

See, T.L., Ponnusamy, L.D. (2013). Weaving and Anchoring the Arts into Curriculum: The Evolving Curriculum Processes. In: Lum, CH. (eds) Contextualized Practices in Arts Education. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-4560-55-9_21

Download citation

Publish with us

Policies and ethics

Search

Navigation