An arts-led recovery in 'disadvantaged' schools!
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(Published version)
Date
2023
Authors
Gribble, A.
Miltenoff, J.
Hattam, R.
Maher, K.
Editors
Carter, J.
Price, D.
MacGill, B.
Price, D.
MacGill, B.
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Book chapter
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Source details - Title: Arts-based Practices with Young People at the Edge, 2023 / Carter, J., Price, D., MacGill, B. (ed./s), Ch.9, pp.165-191
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Abstract
This chapter reports on the transformational work of two secondary school teachers—one who teaches music (Jenna) and the other performing arts (Adam)—teaching in a public secondary school in one of the most educationally disadvantaged urban regions in Australia that had embarked on a whole-of-school transformation during 2015–2019. Both teachers have been working on redesigning curriculum and pedagogy with a view to improving student achievement through trialling strategies that offer some hope for re-engaging their students. Adam reports on his successful attempts to take up elements of Project Based Learning and especially giving his students more opportunities to construct their own learning as part of a class performance. Jenna, on the other hand, redesigned the music programme with reference to critical pedagogy studies to ensure the development of foundational musical knowledge whilst also maintaining personalised approaches to learning in the middle years. We conclude this chapter with some reflections on the unique potential of the arts curriculum to re-engage students, who traditionally reject the later years of secondary schools. The arts curriculum has the potential to connect the identity work that young people are doing with the official curriculum of school. The arts curriculum, as reported here, are also exemplars of ethical and ‘local curations of learning’ (Atkinson, 2011, Art, equality and learning. Sense Publishing, p. 151).
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Copyright 2022 The Author(s), under exclusive license to Springer Nature Switzerland
Access Condition Notes: Accepted manuscript available after 1 January 2025