(Ne)možnost izobraževanja učiteljev umetnostne vzgoje na razredni stopnji
Povzetek
Unescove strategije, vključno z Načrtom za umetnostno vzgojo iz leta 2006, s Seulsko agendo – Cilji za razvoj umetnostne vzgoje iz leta 2010 ter z Okvirom za kulturno-umetnostno vzgojo iz leta 2024, poudarjajo trajno zaskrbljenost glede nezadostnega poudarka na kompetencah s področja umetnostne vzgoje pri bodočih učiteljih in izziv zagotavljanja ustreznega obsega umetnostne vzgoje v učnih načrtih izobraževalnih programov. V Avstraliji so nedavne vladne politike vključile umetnost kot samostojno področje v šolskem učnem načrtu, ki obsega pet predmetov: ples, gledališče, medijske umetnosti, glasbo in likovno umetnost. Cilj tega kurikuluma je zagotoviti, da bodo vsi mladi Avstralci deležni celostne umetnostne vzgoje, in sicer prek ogrodja, ki učiteljem omogoča postopno in povezano učenje umetnosti skozi celotno obdobje osnovne šole. Kljub tem prizadevanjem je na voljo malo raziskav, ki bi spremljale uresničevanje umetnostnega kurikuluma v šolah in programih izobraževanja učiteljev, kar razkriva problematično vrzel. Prispevek obravnava, kako je ena izmed avstralskih univerz skušala to vrzel nasloviti z uvedbo t. i. »specializacije za umetnosti« (Arts Specialism) v okviru programa izobraževanja učiteljev. Z uporabo sociološke teorije edukacijskih politik raziskava preučuje vplivne kontekste, oblikovanje učnih načrtov in uresničevanje politik. Kritična diskurzivna analiza se uporablja za prepoznavanje pogajanj med ključnimi deležniki v Avstraliji, vključno z vodji univerzitetnih programov, ki podpirajo koncept specializacije za umetnostni kurikulum. Študija obravnava teme, povezane z vsebino in didaktiko umetnostne vzgoje, razkriva izzive in priložnosti pri uvajanju te specializacije ter zaključuje s priporočili za nadaljnji razvoj.
Prenosi
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