Arts education in school and out of school

In comparison to the various discussions and reforms within the field of in-school arts education, the importance and potential of out-of-school arts education have been relatively neglected. This discrepancy is understandable when we consider that in most countries, school is defined as the central and official locus of student learning. However, several studies point to the necessity of a more ‘decentralized’, or multi-layered, inter-disciplinary learning, while schools remain at the centre of education process.  The relative importance and meaning of these multiple locations vary greatly according to local contexts. For instance, “afterschool activity” and “extra-curricular activity” certainly do not have the same meaning in diverse contexts. Extended families and communities may work as especially potent factors of education in some regions. At the core is a need to embrace a wide range of learning environments to encompass different places where learning takes place, which is precisely the aim of the debate to which we invite you to participate.

Moderator:  Ralph Buck (New Zealand)

Presentations :

  • 'First We See': Looking to the Future,  Tamara Winikoff (Australia)
    Short text | Full paper
  • Résumé sur la dynamisation et la promotion du programme des activités artistiques au sein des établissements scolaires, Latifa Remki (Algeria)
    Full paper
  • The Role of ‘Political Will’ in implementing Arts Education in Tanzania,Vicensia Shule (Tanzania)
    Short text | Full paper
  • Roots & Branches – From the local to the global: A Case study of long-term international engagement grown from seeds in rural NE England, Julie Ward (UK)
    Full paper

 

Moderator: Anne Bamford (Australia)

Presentations :

 

Written contributions :

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