Curriculum updating research underpinnings
Kerry began the day, briefly contexualising the theoretical underpinnings of the NSW Visual Arts syllabuses and developments which signal opportunities for updating some aspects of the content.
She also highlighted the deficiencies of the national curriculum framework for the Arts and outlined the bases on which the NSW Visual Arts syllabuses offer a robust and high quality art education K-12.
Teachers commented that the program was “challenging”, “thought provoking” and “fascinating discussion about the history of the NSW curriculum and the need for change with links to what we do with our students [in the classroom]”.
Event Convenor, Associate Professor Kerry Thomas, assembled a provocative program that highlighted the ways leadership is demonstrated in innovative curriculum design that enables students to engage with the demands of the contemporary artworld, educational imperatives and emerging philosophical shifts.
According to the Center for Advanced Phenomenological Research (1997), there are many branches of phenomenology.
However, there are seven widely accepted features of the phenomenological Approach.
Of these seven features, I have listed the six that I consider to be most instructive as an introduction to Phenomenology: 1) The rejection of unobservable matters and ‘grand systems' erected in speculative thinking 2) The rejection of positivism or objectivism 3) The justification of cognition - or ‘the process of thought', which leads to “awareness of a matter itself as disclosed in the most clear, distinct and adequate way for something of its kind” Center for Advanced Phenomenological Research (1997).
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