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3 results

  • 11 - Diverse learners, pedagogy and the Arts

  • from Part 3 - How: embedding the Arts in education
  • David Roy, University of Newcastle, New South Wales, William Baker, University of Tasmania, Amy Hamilton, Flinders University of South Australia
  • Book:
    Teaching the Arts
    Published online:
    26 June 2020
    Print publication:
    02 July 2019, pp 306-333

  • Summary

    The previous chapters have explored the teaching methodologies and concepts related to different forms of the Arts, as well as methodologies for integration and organisation. However, in addition to being able to teach the Arts, we need to have in place a system for evaluating the teaching process to ensure that the outcomes and goals we wish to achieve are met for the learners. There has been a great deal of research to identify specific teaching practices that can improve children’s outcomes. This chapter does not intend to analyse the validity or otherwise of these outcomes, as these are mandated by the various examination and education boards. In part, this is because it is difficult to isolate any specific technique or learning skill that works for individuals because all children have unique and individual learning styles. For these reasons, the focus of recent research has been to isolate general characteristics.