ART TEACHERS’ PERCEPTIONS, INTERPRETATIONS, AND APPLICATION OF NATIONAL CURRICULUM
Keywords:National Curriculum, Art Education, Art Curriculum, Art pedagogy, professional development for art teachers
This phenomenological study examines the Art teachers’ perceptions and interpretations about National Curriculum 2009 for Art and Model Drawing (SSC) and Fine Arts (HSSC) implemented eight years after its publication with its set of complexities and problems. This first of its kind document needed clarity for instruction and practice. Literature review theorized the three research questions about the perception, interpretation and application of the change in Art curriculum. Although the study had its limitations mainly due to duration available and the scope that focused just the Art teachers, yet it initiated further exploration in the assessment and evaluation of art curriculum in Pakistan at SSC and HSSC levels from the perspectives of other stakeholders. The change was not limited to the contents of the syllabi at both levels; it demanded fresh approach in pedagogy. There was no orientation prior to implementation of the new curriculum. Few Art teachers took it as a challenge and majority with apprehensions, resentment and resistance. This was deduced through the data collected in the course of the 5-day professional development workshop organized by FBISE and the interactions of formal/ informal meetings, open-ended questionnaires and field notes during the running session to assess the impact focused with the research question, exploring perception, interpretation and application of National Curriculum 2009. Researcher being part of the process as participant Art teacher found many issues common and many newer surfaced after deliberation. The findings clearly indicate the need of professional development at regular intervals to facilitate change and clarity about the role of curriculum document to tame the resistance to change.
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