Dread and passion: primary and secondary teachers' views on teaching the arts1

Abstract

This article reports on a study of the views of Scottish teachers concerning the delivery of arts subjects within the 5-14 curriculum. Data were gathered through focus group interviews with primary, secondary and primary head teachers, and a questionnaire survey of 232 teachers in 10 Scottish LEAs. Research issues included the balance of the curriculum; assessment; the specialist knowledge required to teach each subject with confidence; how the arts were valued by parents and schools; and the benefits which may accrue to pupils and the school through participation in the arts. This article compares findings from primary teachers with those from secondary teachers. While differences were apparent in terms of confidence with teaching and assessing the arts, and how they felt arts subjects were valued, all participants strongly endorsed the benefits of arts education, particularly in terms of pupils' personal development. The implications of these findings are discussed in relation to current literature.

Physical education teachers’ perceptions of factors that inhibit and facilitate the enactment of curriculum change in a high-stakes exam climate

“…However, this current study presents a more positive picture. Analysis of the questionnaire and interview data showed that, contrary to a number of studies (Chedzoy & Burden, 2007;MacLean, 2007;Wilson et al, 2008), dance currently forms part of the curriculum in a wide number of schools. The results indicated a significant increase in dance provision with 96% of schools including dance in the PE curriculum.…”

“…Teacher agency Wilson, MacDonald, Bryne, Ewing, and Sheridan (2008) and Connell (2009), when identifying some of the difficulties in planning, teaching and assessing dance, acknowledge that the practicalities for teaching dance are more demanding than that of other traditional activities. The planning and preparation that are involved in design and delivery of dance can act as a deterrent, which can result in teachers avoiding the activity.…”

“…Accordingly, there is an argument that PE teachers need to be 'up skilled' in dance to increase confidence (Blanche, 2007;Morgan & Bourke, 2008). On the contrary, Wilson et al (2008) suggest that this has no bearing on effective teaching of dance, as research indicates that increased knowledge is not necessary for improved confidence but rather 'a more positive self-image of themselves as teachers' (p. 366). Research by MacLean (2007) supported that claim, indicating that a strong sense of identity attributed to feelings of confidence when teaching dance.…”

Primary School Teachers’ Comfortability with Generalised Teaching in Public Schools in Osun State, Nigeria

“…There is also evidence of increasing perceptions that specialist skills are required for teaching primary school subjects (e.g. Appleton, 2003;Goulding Rowland & Barber, 2002;Hennessy, 2000;Wilson et al, 2008). It is based on these discourses that the researchers purposed to find out the perceptions of primary school teachers to the existing generalist form of teaching to subject specialist teaching.…”

“…Much of the current research posits that specialist teachers bring a number of important dimensions to a subject. Hennessy, (2000) for example, argues that specialist teachers bring greater confidence to the classroom, while Wilson Macdonald, Byrne, Ewing, and Sheridan (2008) contend that subject specialists use their specialized content knowledge to empower students to produce a higher quality of work. Emotional and values-based claims have also been made about the use of specialist primary teachers.…”