‘Core Subjects’ Policy and Arts Education for the Rich

Abstract

What happens to art education when the national school curriculum in Israel follows a 'core subjects' policy? Allocating only two hours for all five art subjects (visual arts, music, drama, dance and cinematic arts) that remain outside the core curriculum increases the socialeconomic gap between children whose parents can fund their art education privately and children whose parents cannot afford this. This also has worrying consequences for art teachers (most of them women) deprived of job security.

Practical Application of Professional Group Curriculum Resource Library in Art Design Teaching

“…Pickard, B., in examining the current situation and development trends in the integration of art teaching and art therapy practice in the UK, reviewed relevant research and theory and carried out a scholarly discussion of the relevant perspectives of art practice; the study provides an important reference for art therapy practice [13]. Dorit Barchana-Lorand elaborated that the educational policy enacted in Israel, which focuses on teaching core subjects, contributes to a significant increase in the arts-related educational gap and also affects the level of income and career stability of art educators in the field [14]. Siukgit Lau et al attempted to introduce the video teaching model into the design professional classroom based on a controlled experiment; it was found that the video students unanimously recognized the video teaching mode.…”

A study on the prediction of development strategies of art education in universities based on deep learning model

“…The development of art professions has been possible due to the popularization of art education, and the number of young people studying art has increased [12]. New requirements for the construction of art education have emerged in society in the context of the new era due to the development of society and changes in times.…”