Theory & Approaches in Art Education

1. ADE605
Theory & Approaches in
Art Education
Curricular Content
Prepared By :
Mr. Syamsul Nor Azlan Mohamad

2. Curricular Content
 Introduction to Curricular
 The formal and informal content and process by which learners
gain knowledge and understanding, develop skills, and alter
attitudes, appreciations, and values under the auspices of
school.
 The planned and guided learning experiences and intended
learning outcomes, formulated through the systematic
reconstruction of knowledge and experiences, under the
auspices of the school, for the learners’ continuous and willful
growth in personal social competence.
(Daniel Tanner, 1980)

3. Curricular Content
 Good Curricular Content
 Implementing good curricular alignment in your instructional
program is important for several reasons.
 Programs with good curricular alignment are more efficient.
 Each aspect of the content being taught is directly related to
each other and to the instructional goals.
 This ensures that superfluous content is not included in the
curriculum.
 We (educators) teach certain concepts because we enjoy them
the most, not because they are related to our instructional goals.

4. Curricular Content
 Good Curricular Content
 Curricular alignment weeds out any content that does not relate
to our goals and could save us much valuable instructional time.
 Instructional time becomes even more valuable as more states
implement testing programs for accountability.
 Instructional units and whole classes with good curricular
alignment are easier for students to follow.
 Students can figure out how each aspect of the content relates
to other aspects and to real world ideas and tasks.

5. Curricular Content
 Curriculum Development (Click here)
 The most frequent quoted theoretical formulation in the field of
curriculum has been that published by Ralph Tyler in 1949.
 Four questions that need to be answered in developing any
curriculum and plan of instruction:
 1. What are worthwhile educational objectives?
 2. What activities will allow us to accomplish these objectives?
 3. How should we organize the activities?
 4. How will we know if we've accomplished the activities?
 These questions may be reformulated into four-step process:
stating objectives, selecting learning experiences, organizing
learning experiences, and evaluating the curriculum.

6. Curricular Content
 Curriculum Development
 The educational objectives originate from three sources: studies of
society, studies of learning, and subject-matter specialists.
 These data systematically collected and analyzed form the basis of
initial objectives to be tested for their attainability and their efforts
in real curriculum situations.
 On steps of selection and organization of learning experiences as
the means for achieving outcomes, and, finally, evaluating in terms
of those learning outcomes.
 Tyler recognizes a problem in connection with the selection of
learning experiences by a teacher or curriculum designer.
 The problem is that by definition a learning experience is the
interaction between a student and her environment.

7. Curricular Content
 Curriculum Development
 The learning experience is based on its function of the perceptions,
interests, and previous experiences of the student.
 Teacher can control the learning experience through the
manipulation of the environment, which results in stimulating
situations sufficient to evoke the kind of learning outcomes desired.
 Evaluation is the process of determining to what extent the
educational objectives are being realized by the curriculum.
 Curriculum evaluation is the process of matching initial expectations
in the form of behavioral objectives with outcomes achieved by the
learner.