Exploring Arts Education in the Asia-Pacific

Presented by group 6’s:

Lian Acosta
 New Zealand

• The Art education was developed and part of the core curriculum
since the current national curriculum framework in 2000 until the
revised version in 2006, wherein it consists of eight core learning
areas, including arts.
• There are four key disciplines in arts which are Dance, Music,
Drama and Visual arts. All schools need to provide courses in all
four disciplines to students from years one to eight.
 New Zealand

• In terms of the economic growth of New Zealand, creative and

cultural industries such as visual arts, theatre and music have
significant role in the internal and external economic level.
• In fact, there are growing new creative industries, such as fashion
and film, which are considered to be key factors when planning for
economic growth.
 Art education Initiatives/Key Aspects
policies in New
Zealand
Arts education in the Establishes an integrated framework of learning goals,
core curriculum values and principles across all subjects in the
curriculum that encourage collaborations and allow
teachers to use arts as processes for wider curriculum
learning. Arts education is positioned for exploring
diversity.
Provision for involving It emphasizes the importance of children experiencing
arts in early childhood stories and symbols of their own and other cultures, as
education well as discovering and developing different ways to be
creative and expressive.
Provision of tertiary the government provides a process of accreditation and
programmes in the arts provides a proportion of funding for courses on the basis
of student enrolment. Many tertiary institutions provide
degree programmes in one or more of the arts.
 Art education Initiatives/Key Aspects
policies in New
Zealand
Support of arts practice • The Ministry for Culture and Heritage to support the
in society work of a number of national professional art
companies, such as the New Zealand Ballet and the
New Zealand Orchestra.
• Regional and culture-specific arts festivals create
opportunities for the community to engage in the
social and cultural aspects of art, as both makers and
audiences.
Provision of arts This programme involves students in community
education programmes projects and allows an exchange of academic/aesthetic
and tribal knowledge.
 Art education Initiatives/Key Aspects
policies in New
Zealand
Community engagement • Outreach projects by theatres and art galleries, etc.
• Community art initiatives by local authorities where
these are seen as explicit community building events
and ways to recognize cultural diversity.

Art education as a tool • Peter O’Connor’s Everyday Theatre works with

for social justice/ social young people in schools to examine domestic
change violence and child abuse.
• Artists working with schools and communities to
develop cross-cultural understanding
• Mariao Hohaia who ran the summer arts project with
rural Maori communities and their young people to
allow elders to teach their tribal histories and to
celebrate them in traditional Maori art forms.
 “Our vision is to see ngā toi
Māori everywhere, that is
highly valued in Aotearoa as
part of our distinct identity,
and is recognised and
admired globally,” says Dean
Whiting, Chair of the Arts
Council’s Komiti Māori.
 Korea

• As early as 1945, arts education in Korea has been divided into

several subjects such as music, fine arts, and sports, along with the
later additions of technologies and practical skills.
• In Korea, the arts is one of the key or main learning areas to the
point wherein they put a time allotment.
• Arts education within the elementary and high school curricula
mainly concentrates on music, fine arts and creative experiential
activities.
TimeAllocation for Arts Education
 Arts education policies in Korea
Support for Arts and Culture
Education Act Chapter 3: Assistance
for School Arts Education
Support for Arts and Culture
Education Act Chapter 4: Assistance • Support arts education for military personnel
for Community Art Education
Initiatives/Key Aspects
• Dispatch of arts educators to elementary, middle, and
high schools
• Creativity & innovation centered (arts-oriented) schools
• Prominent and popular public figures have all
contributed their talents and personally taught arts
education hoping to raise social awareness of arts
education as well as identifying potential participants.
• Support arts education in welfare institutions (children)
• Support arts education programmes for senior citizens
and the disabled
• Youth participated in all stages of the play through
which they nurture cultural sensitivity and character.
• The “Orchestra-of-Dreams” project is a national level
project aiming not to identify and foster musical
prodigies but to share the joy of music and achieve
harmony.
Arts education policies in Korea
Support for Arts and Culture
Education Act Chapter 5: Nurture
Experts in Arts and Culture
Education
Initiatives/Key Aspects
• Training for educators including arts educators in and
out of school
• This project aims to increase awareness of arts and
culture education
• Based on three core aspects of regional cultural
resource identification and utilization, regional
specialization, and cultural community, this project
aims to foster the generation of experts who work for
sustainable regeneration of regional culture.
• Training is provided to increase awareness of
multicultural education and reinforce expertise of
multicultural teachers and cultural facility personnel.
 Singapore

• Arts education has been in the curriculum since the 1970s. However, arts
education is arguably still treated as one of the “soft” subjects within the
curriculum. In the latest instance of looking at students’ social-emotional
development and engagement towards 21st century competencies, the arts
are featured as a contributing factor towards developing such
competencies.
• The Creative Industries Development Strategy laid out plans to develop
Singapore’s creative economy by supporting the industries of arts and
culture, design, and media in order to give the country a competitive edge
TimeAllocation for Arts Education
Arts Education Policies Initiatives/Key Aspects
in Singapore
Advisory Council on Build a culturally-vibrant society, preserve
Culture and the Arts the rich and diverse heritage of the country
(ACCA) Report and become an international centre for the
(1989 – 1999) arts through improvements in organization,
education and cultural facilities
Renaissance City Report Develop an arts and cultural “renaissance”
(1989 - cont’d) economy through creation of vibrant and
cultural activities, strengthening of arts
marketing and cultural tourism, increasing
arts sponsorship, and the promotion of
Singapore as an international arts events
hub
Arts Education Policies in Initiatives/Key Aspects
Singapore

Renaissance City Plan • Stimulate sophisticated demand through a

(RCP) II Report (2005- multipronged approaches include
2007) establishing funding schemes,
development of arts spaces, partnering
with other agencies and developing
networks.
• Build creative capacities by embedding
arts, design and media within all levels of
education by setting up of specialized
schools to feature multi-disciplinary
courses to propel the growth of creative
industry
Arts Education Policies Initiatives/Key Aspects
in Singapore
RCP III “Singapore as a Develop an engaged community by
Distinctive, Global City using arts and culture as a platform
for the Arts” (2008-2015) to encourage inter-racial harmony
and building of community pride. This
is done by nurturing young talents
with inquisitive and analytical minds,
creative and innovative mindsets, and
strong communication skills through
a holistic education with a firm
grounding in arts and culture, and
by building a gracious society and a
sense of belonging to Singapore
Arts Education Policies Initiatives/Key Aspects
in Singapore
RCP III – Arts • Motivate children and empower youth by
Development enhancing and enriching general arts and
Plan (NAC) (2008) humanities education
• Extend arts education to pre-schools to
maximize early arts exposure.
Primary Education • Building a quality teaching force by
Review and recruiting committed, qualified educators
Implementation (PERI) and equipping teachers well through
Recommendations (2009- training and professional development
cont’d) • Equal and fair access to schools for all
children.
Arts Education Policies Initiatives/Key Aspects
in Singapore
Arts and Culture Strategic • Bring arts and culture to everyone,
Review (ACSR) (2010- everywhere, every day by reaching new
cont’d) audiences
• Build capabilities to achieve excellence
by developing cultural institutions,
companies and offerings, spurring the
growth of both emerging and established
art forms; boosting funding and
infrastructural support for major national
cultural institutions and optimizing
funding to meet art companies’ specific
organizational and developmental needs
 Reference/s:
UNESCO Office Bangkok and Regional Bureau for Education in the Asia and the Pacific. 2013. Releasing the
power of the arts: Exploring arts education in the Asia-Pacific. Retrieved from
https://www.google.com/url?sa=t&source=web&rct=j&url=https://bangkok.unesco.org/content/releasin
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nqkRr7n&cshid=1561260068964