The International Journal of the Arts in Society: Annual Review

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

A Sociological Approach of the Art Curriculum in Greek Primary Education: The Subject's Social Status in the Intented and Implemented Curriculum


Affiliations
1 University of Patras, Greece
     

   Subscribe/Renew Journal


This study approaches the contemporary Art curriculum of the Greek Primary Education that was established in 2003 as implementation of the decisions of the European Union's leaders in Lisbon (2000). These decisions induced the Greek educational policy reforming the compulsory education's curricula. We consider Art Primary School curriculum as socially organized knowledge and Basil Bernstein's sociological theory on pedagogic code and curriculum is utilized. We tried to answer the following questions: How Art knowledge is stratified in the cases of current Greek Primary Education Curriculum and school practice and why? And, which are the relationships between the content of the Art and other subjects of the Primary Education Curriculum? Therefore the purpose of this paper is to investigate the intentented and the implemented Art curriculum of the Greek Primary Education. The former declares the Art official school knowledge discourse and the latter expresses the recontextualization of this discourse in the micro-level of the real school practice.

Keywords

Art Curriculum, Primary School, Greece, Pedagogic Code.
Subscription Login to verify subscription
User
Notifications
Font Size

  • Apple, M. W. (2000). Official Knowledge. Democratic Education in a Conservative Age. New York: Routledge.

  • Alexander, V. D. (2003). Sociology of the Arts: Exploring fine and popular forms. Oxford: Blackwell.

  • Bernstein, B. (1990). The structuring of pedagogic discourse. Class, codes and control. Vol. IV. London: Routledge.

  • Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity. Theory, Research, Critique, Revised Edition. Lanham: Rowman & Littlefield Publishers Inc.

  • Bernstein, B. (2003). Class, Codes and Control. Towards a Theory of Educational Transmission. Vol. III. London: Routledge.

  • Bernstein, B., & Solomon, J. (1999). Pedagogy, Identity and the Constitution of a Theory of Symbolic Control: Basil Bernstein questioned by Joseph Solomon. British Journal of Sociology of Education, 20(2), 265-279.

  • Bourdieu, P. (1996). The Rules of Art. Genesis and Structure of the Literary Field. Stanford, CA: Stanford University Press.

  • Cohen, L., & Manion, L. (1994). Methodology of the educational research. Athens: Metaixmio.

  • Council of Europe (2003). Learning and teaching in the communication society. Strasbourg: Council of Europe.

  • De la Fuente, E. (2007). The "New Sociology of Art": Putting Art back into Social Science Approaches to the Arts. Cultural Sociology, 1(3), 409-425.

  • Goodson, I. (1992). Studying school subjects. Curriculum Perspectives, 12(1), 23-26.

  • Goodson, I. F., Anstead, C. J., & Marshall Mangan, J. (1998). Subject Knowledge. Reading for the Study of School Subjects. London: Falmer Press.

  • Government Paper (2003). Cross Thematic Curriculum Framework and Curricula of Primary School and Gymnasium. Volume B, 303, 13-3-2003, 3827-3841 (in Greek).

  • Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to Change. Teaching Beyond Subjects and Standards. San Francisco: Jossey-Bass.

  • Hodgson, A., & Spours, K. (2003). Beyond A Levels. Curriculum 2000 and the Reform of 14-19 Qualifications. London: Kogan Page Ltd.

  • Inglis, D., & Hughson, J. (Eds) (2005). The Sociology of Art: Ways of Seeing. London: Palgrave Macmillan.

  • Krippendorff, K. (2004). Content Analysis. An Introduction to its Methodology. Thousand Oaks, California: Sage.

  • Magouliotis, A. N., & Tsiplitaris, A. (2007). Arts of E' & St' class of Primary School. Observe & Create. Teacher's Book. Athens: OEBV (in Greek).

  • Makrinioti, D., & Solomon, J. (1999). The Discourse of Citizenship Education in Greece: National Identity and Social Diversity. In J. Torney-Purta, J. Schwille & J. -A. Amadeo (Eds.), Civic Education Across Countries: Twenty-four National Case Studies from the IEA Civic Education Project (pp. 278-304). Amsterdam: IEA.

  • Ministry of Education (1982). 1 st and 2 nd Grade Curricula. Athens: ΟΕDV (in Greek).

  • Ministry of Education (2006). Reform of Primary School Class Schedules. Decision F.12/773/77094/Γ1/28-7-2006. Retrieved January 20, 2011 from http://archive.minedu.gov.gr/docs/fek_1139_23_9_2006_programma_peiram_kai_dhm.pdf (in Greek).

  • Noutsos, C. (1988). Curricula of the Secondary Education and Social Control. Athens: Themelio (in Greek).

  • Sigalas, G. (n.d.). The new Arts textbooks. Retrieved December 28, 2010 from http://www.edc.uoc.gr/~didgram/T_POL_pdf/SIGALAS.pdf (in Greek).

  • Young, M. F. D. (1998). The Curriculum of the Future. From the "New Sociology of Education" to a Critical Theory of Learning. London: Falmer Press.

  • Witty, G. (2005). Making Sense of Education Policy. London: Paul Chapman Publishing.

  • Zografos, T., Bessas, D., & Bessa, E. (2007a). Arts of A' & B' class of Primary School. Teacher's Book. Athens: OEBV (in Greek).

  • Zografos, T., Bessas, D., & Bessa, E. (2007b). Arts of A' & B' class of Primary School. Teacher's Book. Athens: OEBV (in Greek).

  • Zolberg, V. (1990). Constructing a Sociology of the Arts. Cambridge: Cambridge University Press.


Abstract Views: 178

PDF Views: 0




  • A Sociological Approach of the Art Curriculum in Greek Primary Education: The Subject's Social Status in the Intented and Implemented Curriculum

Abstract Views: 178  |  PDF Views: 0

Authors

Gerasimos Koustourakis
University of Patras, Greece

Abstract


This study approaches the contemporary Art curriculum of the Greek Primary Education that was established in 2003 as implementation of the decisions of the European Union's leaders in Lisbon (2000). These decisions induced the Greek educational policy reforming the compulsory education's curricula. We consider Art Primary School curriculum as socially organized knowledge and Basil Bernstein's sociological theory on pedagogic code and curriculum is utilized. We tried to answer the following questions: How Art knowledge is stratified in the cases of current Greek Primary Education Curriculum and school practice and why? And, which are the relationships between the content of the Art and other subjects of the Primary Education Curriculum? Therefore the purpose of this paper is to investigate the intentented and the implemented Art curriculum of the Greek Primary Education. The former declares the Art official school knowledge discourse and the latter expresses the recontextualization of this discourse in the micro-level of the real school practice.

Keywords


Art Curriculum, Primary School, Greece, Pedagogic Code.

References