Exploring the arts and literacy in curriculum: A cross-cultural comparison of Australia, Canada and France

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dc.contributor.authorBarton, Georgina
dc.contributor.authorLemieux, Amélie
dc.contributor.authorChabanne, Jean-Charles
dc.date.accessioned2018-09-12T21:43:19Z
dc.date.available2018-09-12T21:43:19Z
dc.date.issued2018
dc.description.abstractThis paper explores the relationship between the arts and literacy in schools in three countries: Australia, Canada and France. It begins by sharing research that has investigated how literacy education has impacted on arts education but also relating to the unique literacies present throughout the arts. The authors then present information related to the arts and literacy in each of their prospective curriculums. This is then followed by a personal reflection on their own experiences related to the arts and literacy in schools. The paper summarises these observations by theorising ways in which the partnership between the arts and literacy be improved particularly in terms of perceptions of the arts and literacy education. We argue that provision of quality arts education is crucial if we are to address the policy rhetoric as well as approach learning holistically for children and young people.en_US
dc.format.availabilityCitation onlyen_US
dc.identifier.citationBarton, G., Lemieux, A., & Chabanne, J. C. (2018). Exploring the arts and literacy in curriculum: A cross-cultural comparison of Australia, Canada and France. Australian Art Education, 39(1), 50-68.en_US
dc.identifier.issn1032-1942
dc.identifier.urihttps://hdl.handle.net/10587/1929
dc.language.isoenen_US
dc.publisherArt Education Australiaen_US
dc.subjectArt educationen_US
dc.subjectLiteracyen_US
dc.subjectCritical pedagogy--philosophyen_US
dc.subjectArt--Study and teachingen_US
dc.titleExploring the arts and literacy in curriculum: A cross-cultural comparison of Australia, Canada and Franceen_US
dc.typeArticleen_US
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