The Guide to Curriculum in Education illuminates how four commonplaces of curriculum--subject matter, teachers, learners, and milieu--are interdependent and interconnected in curriculum making and the ties between and controversies over public debate, policy making, university scholarship, and school practice in defining and developing curricula. Complex traditions of curriculum scholarship are traced to illuminate curriculum ideas, issues, perspectives, and possibilities. A major goal is to highlight and explicate how subject matter, teachers, learners, and context or environment are interdependent and interconnected in decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels. Key Features: • Organized around four parts as articulated by curriculum scholar Joseph J. Schwab: subject matter, teachers, learners, and milieu • Brief, objective chapters of 5,000 words each provide student readers with more depth than found in an encyclopedia entry • Chapters focus on key contemporary concerns and provide Further Reading suggestions for students wishing to explore a topic in more detail • The Guide focuses on 55 topical chapters organized in four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum This guide will serve as a general, non-technical resource for students and researchers within education programs who seek to better understand the four commonplaces of curriculum and how it influences various aspects within the field of education.

Subject Matters of the Arts

Subject Matters of the Arts

Subject matters of the arts
Rachel L. S. HarperJorge R. Lucero

The subject matters of the arts comprise the aesthetic disciplines of visual arts, music, dance, theater, and creative writing. In schools, the arts tend to be most deeply integrated into the early childhood curriculum, where there is often abundant daily opportunity for students to inquire into their lives and the world around through aesthetic experiences. Integrative and living artistic modes tend to quickly constrict over grade levels into increasingly specialized, rarified, and exclusive study of one part of an established disciplinary method. Such compartmentalization is a key example of a pressing concern for arts education: The way the arts are taught in schools is often significantly different from the ways ...

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