Arts curriculum implementation: Adopt and adapt as policy translation

This paper examines macro, meso and micro understandings of policy enactment within Western Australian primary school arts education where a new national arts curriculum is being revised and implemented through a process colloquially known as ‘adopt and adapt’. This paper focuses on how a government led implementation policy has influenced arts teaching and learning in unintended ways. It Includes a theoretical reflection and a consideration of the effects of such policies. Using policy enactment theory as the enquiry lens, four contextual variables are highlighted for their impact on teachers and schools. The variables include situated contexts, material contexts, professional cultures and external factors. Effects are discussed through the perspectives of eleven arts curriculum leaders drawn from in-depth semi-structured interviews. Marginalisation of the arts, the disconnection of schools and teachers to the arts and professional learning impacts are discussed as results of this policy translation

Dynamic Markers for arts education in schools

This paper describes distinctive features of contemporary arts education in schools as markers of quality and tools for making judgments about teaching, learning and supporting this curriculum field. The paper has two sections. The first outlines markers of arts education in schools based on field work in two Australian sites of exemplary arts education and other research. It highlights the concept of arts education in schools as an ecosystem. The second part building on the first, looks forward to reflective and reflexive qualitative tools for making judgements using these dynamic markers for arts education in schools

Drama teacher education: Teaching and learning through and from community

In this paper we are exploring the concept of drama teacher education as catalyst for creating communities of drama educators – drama education as an induction into a community of drama educators. In particular, I highlight two related concepts: creating a sense of a shared learning community within the group of students; and, teaching from community – being a member of the drama education community and bringing that community into focus through the design and implementation of the drama teacher education program. Throughout this paper I interweave narratives from my 2010 students and their experiences with reflections on the pedagogical choices made in shaping this course

Enter the space in a different role

The transition – transformation, perhaps – from drama student to drama teacher involves negotiating a different sense of performance. Drama teachers move from their roles as student actors, directors, dramaturges, scenographers and managers. They take on additional roles as curriculum designers, curriculum constructors and teaching and learning managers. They bring with them their deeply interpersonal capacities, creativity and innovation and re-shape themselves to the immediate task of creating spaces of interaction and learning in the context of drama. They draw together their drama content knowledge and their developing understanding of drama pedagogy. In that sense drama teaching is stepping into performance in a new space. They are playing in the space “betwixt and between”. In this paper I explore structuring learning experiences for drama teachers in the processes of becoming, as they step into these new spaces of interaction and learn to make the drama class room their own space. I share the drama education program developed at Murdoch University since it was established in 2002 (when I reported on its beginnings to the last national conference held in Perth). In sharing “our space” I seek to open the space between participants to share their stories about drama teacher education and to critique and progress future directions for the field

An Australian perspective on drama education and the Asian century

Keynote presentatio

Drama teacher education, partnerships for transforming the future: Exploring the concepts of building a Guild of Drama Educators

Focus: The concept of drama teacher education as catalyst for creating communities of drama educators– drama education as an induction into a community of drama educator

Characterising resistance to fatigue crack growth in adhesive bonds by measuring release of strain energy

Measurement of the energy dissipation during fatigue crack growth is used as a technique to gain more insight into the physics of the crack growth process. It is shown that the amount of energy dissipation required per unit of crack growth is determined by Gmax, whereas the total amount of energy available for crack growth in a single cycle is determined by (Δ √g)2