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An arts-led recovery in 'disadvantaged' schools!

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dc.contributor.authorGribble, A.
dc.contributor.authorMiltenoff, J.
dc.contributor.authorHattam, R.
dc.contributor.authorMaher, K.
dc.contributor.editorCarter, J.
dc.contributor.editorPrice, D.
dc.contributor.editorMacGill, B.
dc.date.issued2023
dc.description.abstractThis 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).
dc.identifier.citationSource 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
dc.identifier.doi10.1007/978-3-031-04345-1_9
dc.identifier.isbn9783031043444
dc.identifier.urihttps://hdl.handle.net/11541.2/32460
dc.language.isoen
dc.publisherPalgrave Macmillan
dc.publisher.placeSwitzerland
dc.rightsCopyright 2022 The Author(s), under exclusive license to Springer Nature Switzerland Access Condition Notes: Accepted manuscript available after 1 January 2025
dc.source.urihttps://doi.org/10.1007/978-3-031-04345-1_9
dc.subjectdisadvantaged schools
dc.subjectaction research
dc.subjectmusic education
dc.subjectperforming arts
dc.titleAn arts-led recovery in 'disadvantaged' schools!
dc.title.alternativeChapter 11: An arts-led recovery in 'disadvantaged' schools!
dc.typeBook chapter
pubs.publication-statusPublished
ror.fileinfo12257338850001831 13257359330001831 Open Access Postprint
ror.mmsid9916714025101831

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