Download document _.doc_ - 82.94 Kb - dramatool - IDEA by linxiaoqin


									IDEA Curriculum profile
Country          Status of Drama in the Curriculum                                   Web links to            Links to Drama/    Contact       Current
                                                                                     Curriculum Materials    Theatre in                       Projects
Australia        Australia:                                                          Australian Drama        Drama Australia    Drama
                 Drama is taught in primary and secondary schools throughout         Curriculum              http://www.dram Australia
                 Australia. In all states and territories students can take one or   Documents by State: Internation
                 more drama subjects in year 12 (the final year of secondary         Victoria                                   al Officer:
                 schooling in Australia) and this subject can count towards          http://www.vcaa.vic.
                 university entry if required. Australia is currently working                                    Richard
                 towards a national curriculum for the Arts but for now each         Queensland                                 Sallis
                 state/territory has its own curriculum. At university, education    http://education.qld.                      sallis1@net
                 students can train to be specialist drama teachers.                                 
                                                                                     New South Wales                            u
                                                                                     South Australia
                                                                                     Western Australia
                                                                                     Australian Capital
                                                                                     Territory (Canberra)
                                                                          Assessment and
                                                                          Reporting Authority

Canada   Canada                                                           Source: 2nd World     The Road Map for      Canada
         The Aims of Arts Education in the Curriculum: The                Conference on Arts    Arts Education:       Research on
         curriculum documents prepared for arts education in the          Education, 2010       The Canadian          Arts
                                                                          Report for Canada
         jurisdictions present the aims of arts education. The goals                            participants in the   Education
         that are most often cited include:                                                     first World           and
                  the development of the student intellectually,                                Conference on         Knowledge
         socially, emotionally, physically, and aesthetically;                                  Arts Education        Sharing:
                  the expansion of the students’ context to a broader     ments/ArtsEducation
                                                                                                have organized        Research on
         community with wide diversity;                                   Report_March2010_ symposia,                 arts
                  the linking of arts learning to learning in other       EN.pdf                developed an          education is
         subjects and the development of transferable skills;                                   action plan, and      undertaken
                  support for student success in learning;                Association of        created a new         by
                  nurturing creativity, imagination, independent          Canadian              organization, the     universities,
         thinking, multiple ways of learning, and critical analysis;      Community             Canadian Network      governments,
                  the creation of links to tradition, history, society,   Colleges              for Arts and          educational
         and cultural diversity;                                           Learning, as a        associations,
                  proficiency in creative processes and the capacity to   Association of        result of the         non‐profit
         communicate through the arts;                                    Universities and      Conference and in     organizations,
                  the enhancement of the development of the               Colleges of Canada    response to the       and private
         students’ cultural identity                                       Road Map for Arts     companies.
                  the appreciation of the contributions of arts and       Canadian Education Education. Among         Among the
         artists.                                                         Association           the network’s         topics
                                                                          www.cea‐        major objectives      addressed
         Achieving the Aims: Sufficient funding, qualified teachers,      Canadian              are the               are:
         available resources, adequate teaching time, research,           Information Centre development of                   teach
         partnerships, the integration of arts in the curriculum, and                           resources to          er education
the establishment of the arts as a part of lifelong learning     for International        strengthen the          in the arts
feature prominently among the multiple factors                   Credentials              arts and learning                creati
characterized as essential for achieving the diverse aims of             for the benefit of      ve processes
arts education.                                                  Council of Ministers     all Canadians and                the
Obstacles to Achievement: With the high level of demand          of Education,            the strengthening       roles and
for and the wide scope of arts education, as well as the         Canada, with links       of the bridges          effectiveness
many conflicting priorities, there is rarely enough funding,     to the Web sites of      between all those       of arts
time, expertise, and focus. The lack of any of the factors       the provincial and       who share a             education
listed in the paragraph above can be an obstacle to              territorial ministries   commitment to           with specific
achieving the aims of arts education.                            and departments          arts and learning.      groups, such
Arts Fields: In almost all province and territory, arts          responsible for          The UNESCO Chair        as at‐risk and
education is divided into four strands – dance, drama,           education                in Arts and             marginalized
music, and visual arts. Within each of these, the core of the              Learning, based at      young people
learning in each jurisdiction can be described within three      Statistics Canada        Queen’s                          arts
essential elements:                                               University in           education as
         Creating – which involves producing, performing,                                 Ontario, is             a cultural tool
hands‐on experience, the language of the arts, creativity                                 particularly active     in minority
and design, artistic competence, and the capacity to                                      in these initiatives.   situations
express and use the materials and techniques of art.                                      The Road Map                     assess
         Reflection and interpretation – which encompasses                                was not                 ment of arts
developing an aesthetic, visual and critical awareness, and                               distributed to all      education
the capacity to respond and analyze.                                                      provinces and           projects
         Cultural and historical – which focuses on the                                   2nd World Conference             tracki
appreciation of art and artists and their roles in historical                             on Arts Education,      ng of
                                                                                          2010 4 Report for
and social contexts, the multiple forms of art and their link                                                     promising
to cultures, and, in many jurisdictions, a particular focus on                                                    practices in
                                                                                          territories and so
Aboriginal arts forms and the centrality of art to their                                                          arts
                                                                                          has not a direct
cultures.                                                                                                         education
                                                                                          impact on the
In the delivery of this wide scope of programming in
                                                                                          development of
schools, partnerships can play important roles as arts                                                            One
                                                                                          arts education
councils, arts centres, public galleries and museums, and                                                         particularly
                                                                                          policies and
non‐profit and community organizations all cooperate with                                                         significant
educational authorities. Among the many, many programs           practices in a        current
offered are artists in the schools, teaching of other subjects   consistent fashion.   Canadian
through the arts, workshops, viewings, and special                                     research
performances at arts centres, professional development for                             project is a
teachers, Web sites, resources, special events,                                        seven‐year
comprehensive student‐based programs in communities,                                   study on
and intensive residential programs, often for at‐risk                                  singing,
students.                                                                              involving
Approaches to Arts Education: Integrating arts into the                                more than 70
curriculum often involves three distinct approaches –                                  researchers
learning in the arts through the teaching of skills and                                around the
techniques, learning through the arts when the arts are                                world.
used to teach other subjects and concepts, and learning                                Concluding
about the arts through contact with artists’ works and                                 Remarks: Arts
performances. Many curriculum guides and other                                         education in
documents provide recommendations and strategies for                                   Canada
using the arts to teach in other subjects and major                                    involves not
non‐profit organizations support these efforts through                                 only the
extensive partnerships, resources, and training. Outside of                            ministries and
schools, providers and funders work to offer arts education                            departments
in communities and to special groups. Non‐profit                                       of education,
organizations are particularly active in this, reaching                                but many
under‐served communities, Aboriginal artists, youth and                                other
families, young people who are marginalized, immigrants,                               governmental
those challenged with mental illness, poverty, addictions,                             , non‐profit,
and those in prisons, among many diverse populations.                                  community,
Dimensions of Art Education: The pedagogy of arts                                      and private
education includes the study of artistic works, direct                                 providers and
contact with artistic works, and engaging in arts practice.                            funders. The
Curriculum strategies and practices in classrooms amply                                major themes
demonstrate how each of these comprises a part of arts                                 of the Road
education. Specific programs introduce artists into                                    Map for Arts
classrooms, bring students from the classroom to the              Education are
centres that display, perform, and celebrate the arts, and        well reflected
focus on hands‐on experiences of creation and display by          in policy and
the students.                                                     practice and
Education of Teachers and Artists: In‐service training for        the World
the arts is offered to teachers through departments of            Conferences
education, universities, school boards, non‐profit and            on Arts and
arts‐related organizations, teachers’ associations, reference     Learning and
tools and resources, conferences, workshops, and on‐line          the Road
networks. Programs are also made available for artists who        Map have
are involved in school‐based and community‐based                  generated
education.                                                        considerable
Partnerships: In many jurisdictions, the departments              activity in
responsible for education and for culture work together to        Canada.
support programs for arts education in schools and                Although
communities. Cultural policies and programs often cite the        funding and
important role of arts education in a vibrant society. In         resources are
some municipalities, arts councils provide support to arts,       rarely
culture, and heritage programs. Funding for the arts, while       sufficient to
never adequate to meet all the demands, comes from a              meet all the
variety of sources. The education ministries and                  needs for
departments provide overall funding to the school systems,        school‐ and
while other provincial and territorial governments                community‐b
departments may support specific arts programs in                 ased arts
communities and with students. Private foundations and            education,
companies, arts‐related facilities and companies,                 the vitality,
individuals, and parents also provide funding for arts            creativity,
education.                                                        scope, and
Source: 2nd World Conference on Arts Education, 2010 Report for   diversity of
Canada                                                            arts
                                                                  offerings are
                                                                                                                             evident from
                                                                                                                             the examples
                                                                                                                             in this report
                                                                                                                             – and these
                                                                                                                             only a
                                                                                                                             fraction of all
                                                                                                                             the activity
Croatia   Summary:                                                             Republic of Croatia -   The Croatian
          Educational system institutions:                                     National Curriculum     Centre for Drama
          These institutions include kindergartens, primary and                Framework for Pre-      Education
          secondary schools, institutions for children with special needs      School Education        The Croatian
          and pupil's hostels. In July 2010 a new National Frame               and General             Centre for Drama
          Curriculum (NFC) has been adopted where drama/theatre has            Compulsory and          Education is a
          been for the first time included as a separate field under the       Secondary Education     leading institution
          title – Drama Culture and Art (DCA).                                 http://public.mzos.h    in Croatia that is
                                                                               r/Default.aspx?sec=2    systematically
          Drama groups and studios as part of the cultural centres and         510                     doing work in the
          professional theatres:                                                                       drama pedagogy
          The tasks of cultural centres is to be active in their local area,                           field. It has been
          so drama groups that work as a part of these centres mostly                                  founded in 1996 as
          gather children any young people from a certain part of town                                 an NGO with the
          or local area and are lead by professional theatre artists and                               goal of promoting,
          drama pedagogues or other leaders interested in drama/stage                                  supporting and
          expression. These groups are mostly financed on the                                          researching drama
          local/town level through applying for projects.                                              education as a
                                                                                                       constitutional part
          Independent drama groups and NGO groups that do some                                         of the humanistic
          forms of drama education work:                                                               education, enticing
          Independent drama studios (Drama Studio Tirena – Zagreb                                      the development
          and Theatre Workshop Malik – Rijeka), as well as groups that                                 of theory and
          are part of NGOs, are financed on a project basis through local                              practice that
and governmental institutions.                                      explores the links
                                                                    between drama,
The education of drama pedagogues in Croatia:                       theatre and
The education of drama pedagogues in Croatia does not exist         education, as well
at any of the educational institutions or universities, so drama    as gathers, spreads
pedagogue as a profession does not exist on the official list of    and tries to make
professions in Croatia.                                             popular the
     DRAMA/THEATRE EDUCATION IN CROATIA TODAY                       information and
                                                                    experience from
The drama/theatre educational work in Croatia is being              the field of drama
realised through several kinds of institutions.                     and education
                                                                    work in Croatia and
Educational system institutions                                     abroad. Today, the
These institutions include kindergartens, primary and               Centre has around
secondary schools, institutions for children with special needs     350 members, who
and pupil's hostels. In July 2010 a new National Frame              are school
Curriculum (NFC) has been adopted where drama/theatre has           teachers, social
been for the first time included as a separate field under the      workers,
title – Drama Culture and Art (DCA). It should be noted that        psychologists,
the NFC is just a general frame and not a concrete or in any        therapists,
way obligatory subject curriculum; its implementation is left       rehabilitators,
to the decisions of school masters and leaderships. The             drama pedagogues
description of the DCA in this document covers, firstly, the        and theatre artists,
actual presence of drama/theatre issues and practices in            students and
other school subjects (language, literature and arts), secondly,    educators. The
its application as a method of work in the classes (especially in   Centre publishes
the early grades of the elementary school), and thirdly, as a       the magazine
drama/theatre practice and the goal in the work of the school       called Drama
drama groups. On the other side, the new positioning of DCA         Education, and in
in the NFC opened the possibilities of shaping new subjects,        2005 it started with
with drama/theatre as its main focus, but this option is not so     a series of books
close at hand, because it requires the well educated,               on drama
motivated and a bit more ambitious professional                     education. Six
drama/theatre educators. However, at the moment Croatia is           books have already
lacking this kind of professionals, because there are no high        been published.
school or university programmes offering such specific               The Centre is also
professional profile.                                                responsible for the
So the basis of drama work inside the school system are              realisation of the
drama groups formed from interested students, and the                cooperation of
leader is usually one of the (language) teachers. Drama work         Croatian experts
throughout the year is process-based, but also product-              with their foreign
oriented. The final product is usually presented on the              colleagues. Long
occasions of school festivities, performance for parents and         standing
wider audiences, but the main presentations take place at the        cooperation has
school encounters organised by Croatian Ministry of                  been established
Education. These are the encounters of reciters and drama            with the Centre for
groups from primary and secondary schools, encounters of             Drama Education
the artistic creativity of persons with special needs and            of Bosnia &
encounters of artistic work of the students who live in pupil's      Herzegovina and
hostels. These encounters are of a selective kind, because           with the Centre for
they are conducted on several levels (school, city, county,          Drama and
state level). The financing of these activities comes mostly         Education through
from the Ministry of Education and/or a specific                     the Arts (CEDEUM)
school/institution.                                                  in Serbia through
                                                                     working together
Drama groups and studios as part of the cultural centres and         on projects,
professional theatres                                                participants
The tasks of cultural centres is to be active in their local area,   exchanges. Since
so drama groups that work as a part of these centres mostly          1998 there has
gather children any young people from a certain part of town         been a cooperation
or local area and are lead by professional theatre artists and       with the EDERED
drama pedagogues or other leaders interested in drama/stage          (European Drama
expression. These groups are mostly financed on the                  Encounters)
local/town level through applying for projects.                      organisation, and
There are about fifteen drama studios that make part of              since then, a group
professional theatres. Some of them have a long standing             of Croatian
tradition, a larger number of groups and participants (for         children and young
instance, the Educational Department of the Zagreb Youth           people has always
Theatre has around 1400 pupils in its drama, dance and             taken part at the
puppetry studios). They are mostly financed through local and      Encounters.
town sources, and a number of them don't offer their services      European Drama
for free, so a part of the revenue comes from that too.            Encounter was held
                                                                   in Croatia in 2003,
Independent drama groups and NGO groups that do some               with over 200
forms of drama education work                                      participants and
Independent drama studios (Drama Studio Tirena – Zagreb            leaders from 18
and Theatre Workshop Malik – Rijeka), as well as groups that       countries. The
are part of NGOs, are financed on a project basis through local    Croatian Centre for
and governmental institutions. For instance, the activity of       Drama Education
Drama Studio Tirena is associated with developing theatre-in-      has been a
education programs and their implementation and evaluation         member of IDEA
in schools. NGO's usually use some elements of drama               since 1995.
education in working with specific parts of the population (for
example, students with learning disabilities, delinquents,
Romany people, etc.)

The education of drama pedagogues in Croatia
The education of drama pedagogues in Croatia does not exist
at any of the educational institutions or universities, so drama
pedagogue as a profession does not exist on the official list of
professions in Croatia. On some polytechnics and faculties
there are certain courses that cover the field of drama
education work. These courses give basic guidelines that
provide the students with the insight into the field of drama
pedagogy from the theoretical and practical point of view,
which also enables them to use drama methods in their future
work. A recommendation for starting a course on drama
pedagogy did not take root at the Academy of Dramatic Art in
Zagreb, which was for many years the only institution for
education dramatic artists on an academic level, but with the
opening of new academies (Split, Osijek), an interest was
expressed by those schools not only for the course but also for
the department of drama/ theatre pedagogy. In the situation
where drama pedagogy was not recognized as a profession,
the basic education of experts in the field was made through a
system of additional education, mostly through workshops,
that are offered to interested parties by the Croatian Centre
for Drama Education, the Ministry of Education and some
Through a series of basic workshops (Basics of working in a
drama group, Basic methods of drama in education, Basics of
adapting works for stage and directing), as well as additional
seminars (Drama education techniques, Theatre-in-education,
Forum theatre, Psychodrama etc.) in the past ten years of its
existence, the Croatian centre for Drama Education has
educated hundreds of teachers, pedagogues, social workers,
educators and students. Many of them, after fulfilling the
necessary criteria, have acquired a vocation through our
organisation (drama group leader, drama pedagogue, drama
pedagogue-mentor). Together with the Croatian workshop
leaders, a number of drama pedagogy workshops was held by
experts from abroad (Finland, UK, Austria, Slovenia, Bosnia &
Herzegovina, Serbia, Holland, USA) and our members took
part in a number of international workshops abroad.

The Croatian Centre for Drama Education
The Croatian Centre for Drama Education is a leading
institution in Croatia that is systematically doing work in the
drama pedagogy field. It has been founded in 1996 as an NGO
with the goal of promoting, supporting and researching drama
education as a constitutional part of the humanistic
education, enticing the development of theory and practice
          that explores the links between drama, theatre and
          education, as well as gathers, spreads and tries to make
          popular the information and experience from the field of
          drama and education work in Croatia and abroad. Today, the
          Centre has around 350 members, who are school teachers,
          social workers, psychologists, therapists, rehabilitators, drama
          pedagogues and theatre artists, students and educators. The
          Centre publishes the magazine called Drama Education, and in
          2005 it started with a series of books on drama education. Six
          books have already been published. The Centre is also
          responsible for the realisation of the cooperation of Croatian
          experts with their foreign colleagues. A long time cooperation
          has been established with the Centre for Drama Education of
          Bosnia & Herzegovina and with the Centre for Drama and
          Education through the Arts (CEDEUM) in Serbia through
          working together on projects, participants exchanges etc..
          Since 1998 there has been a cooperation with the EDERED
          (European Drama Encounters) organisation, and since then, a
          group of Croatian children and young people has always taken
          part at the Encounters. European Drama Encounter was held
          in Croatia in 2003, with over 200 participants and leaders
          from 18 countries. The Croatian Centre for Drama Education
          has been a member of IDEA since 1995.

England                                                                      Not Supplied   Not supplied   For further
          Drama in English is by law part of the subject of English                                        informatio
          from the ages of 5 years to 14 years and from 14 is an                                           n on
          option in many schools. In reality it is not taught in all                                       Drama in
          schools.                                                                                         England
          Drama is taught in an increasing number of primary                                               Patrice
schools and a decreasing number of secondary schools         Baldwin
and is used sometimes as a pedagogy (particularly within     Chair of
English). There was a proposed new primary curriculum        National
that had Drama in primary schools as a separate subject      Drama
within “Understanding the Arts” with equal arts subject      patrice@d
status but this did not become law before the general        ramaforlea
election in 2010.                                  

The actual documents were in schools but have been
discarded since the election. The change of government
recently is leading to a new national curriculum and it is
unlikely that Drama will become a separate subject. The
emphasis is likely to be on an English Baccalaureate (that
does not include arts). It seems possible that Drama will
remain part of English but most English teachers are not
drama trained.

There are qualifications in Drama and Theatre Studies
after age 14 but not all schools offer them and it seems
likely that fewer schools will do so in the future as the
new government is differentiating between academic and
non-academic subjects and considers the former to be of
prime importance and higher status.

The number of student places for Drama in Universities is
diminishing. Arts Council spending cuts have also had a
negative impact on many small theatre companies
working with schools. The drama subject and theatre
associations have united to create a Drama and Theatre
Manifesto to lobby for the place of Drama and Theatre in
the future.
Finland   Drama is taught in primary mostly as part of mother tongue;    Finland Drama         Other Supporting       For Further
          in secondary and upper secondary it is a voluntary subject.    Curriculum            Links to Finland’s     Informatio
                                                                         http://www.minedu.    Drama and Theatre      n about
          As part of student examinations it is possible to obtain a     fi/OPM/?lang=en;      Organisations:         Finland’s
          diploma in drama and theatre                             Drama /
                                                                         nglish                ;                      Theatre in
                                                                                               tdk/okl/draama/ ;      contact:

Ghana     Drama in Ghana sits within the English Curriculum in primary   None supplied         School of              An on
          and secondary school. At tertiary level Drama is taught in                           Performing Arts,       going
          Theatre Arts and/or English Departments                                              P.O.Box LG19,          project in
                                                                                               University of          Ghana is
                                                                                               Ghana, Legon,          called: Eco-
                                                                                               Ghana. For further     education -
                                                                                               information            Repossessi
                                                                                               contact Esi            ng
                                                                                               Sutherland African     Tradition
                                                                                               Studies, School of     Through
                                                                                               Performing Arts,       Theatre/Dr
                                                                                               University of          ama the
                                                                                               Ghana, Legon,          Buem
Ghana and Mrs T.   Study. This
Dei and Sandy      site is built
Arkhurst.          as a Bush
                   Site to
                   space to
                   ecology is
                   ed for the
                   nt the
                   person.It is
                   also place
                   in Ghana
                   and what it
                                                                                                                                   telling and
                                                                                                                                   drama for
                                                                                                                                   thrive by
                                                                                                                                   coming in
                                                                                                                                   groups who
                                                                                                                                   teachers in
                                                                                                                                   many ways.
New Zealand   The Arts in the New Zealand Curriculum is the core curriculum            Arts Online              Drama New          Email for
              for the essential learning area of the Arts. It identifies the skills,
                                                                                       http://artsonline2.tki   Zealand            General
              knowledge, and understanding that students will develop as they
              learn in the arts through years 1 to 13, and it outlines ways in   Enquiries:
              which this learning contributes to developing the key                    about/arts_stateme                          dramednz
              competencies, principles and values described in The New                 nt.php                            
              Zealand Curriculum.
              The Arts in the New Zealand Curriculum is structured on the four         NZQA Drama
              disciplines of Dance, Drama, Music - Sound Arts, and the Visual          http://www.nzqa.go                          Drama New
              Arts. Within each discipline, achievement objectives are                                Zealand
identified for four interrelated learning strands: Understanding      nt/   PO Box
the Arts in Context, Developing Practical Knowledge in the Arts,
Developing Ideas in the Arts, and Communicating and
                                                                      drama&level=01&vie    44033
Interpreting in the Arts. Developing skills, knowledge, attitudes,    w=all&                Pt
and understanding in one discipline does not imply a similar                                Chevalier
development in another. Separate sets of achievement                                        Auckland
objectives for each discipline recognise that each has its own
body of knowledge and means of inquiry.                                                     1246
Learning in all four disciplines is essential for a comprehensive                           Zealand
education in the arts. The Arts in the New Zealand Curriculum
provides students with opportunities to express themselves
through making and presenting art works. Students will also
respond to and interpret others' art works and learn about
diverse art forms from both within and beyond New Zealand.
Such learning includes developing an understanding of art forms
in relation to the tangata whenua, to biculturalism in New
Zealand, and to the multicultural nature of our society and its

Source Ministry of Education New Zealand

Each discipline is structured around four interrelated strands:
Understanding the Arts in Context, Developing Practical
Knowledge in the Arts, Developing Ideas in the Arts, and
Communicating and Interpreting in the Arts. The
achievement objectives for each discipline reflect its distinct
body of knowledge and practices. By building on and revisiting
learning from previous levels, arts programmes in each discipline
provide progressions of learning opportunities in all four strands.
This spiral process ensures that students' learning is relevant,
in-depth, and meaningful.

Over the course of years 1-8, students will learn in all four
disciplines. Over the course of years 9-10, they will learn in at
least two. Students in years 11-13 may specialise in one or more
of the disciplines or undertake study in multimedia and other
new technologies. Qualifications (NCEA) are accredited by the
National Qualifications Authority (NZQA).
Source: New Zealand Ministry of Education

Additional Comments:

Drama in New Zealand has taken on the legacy of two visits of
Dorothy Heathcote to New Zealand in the development of its
Drama Curriculum. It also represents at the secondary and
tertiary levels a strong theatre arts focus and a recognition of
the development of a strong focus on film and television. Media
Studies is taught in secondary schools but it does not sit within
the Arts Curriculum area.

At Tertiary level students can study Drama / Theatre to
postgraduate level. A number of institutions offer PhD courses to
students of Drama in Education. Primary and Secondary pre-
service teachers can specialise to some degree in Drama.

In 2011 there is no visible advisory service available in Drama in
Education. The subject association, Drama New Zealand, is
increasingly being asked to support government initiatives and
to create opportunities for teachers to network. At secondary
level Drama teachers are entitled to receive financial support to
attend the annual Drama New Zealand conference as part of the
their conditions of service. The vast majority of secondary
schools offer Drama which is an increasingly popular subject.
Physical conditions and Drama budgets within the state
secondary schools vary enormously. The majority of New
Zealand education is state provided. Primary and secondary
schools are self-governing but must offer the New Zealand
Curriculum. Drama new Zealand has been directly involved
through its members in all aspects of curriculum and assessment
development, resource creation and implementation

Despite continuous lobbying there is currently no identifiable
person employed in the Ministry of Education with responsibility
for implementing the Arts Curriculum. Creative New Zealand –
the Arts Council, takes no responsibility for the Arts in
Education. Its Youth Policy is currently under review.

To top