THREE ALTERNATIVE APPROACHES TO CURRICULUM PLANNING
Darvesh Karim
Assistant Instructor
Professional Development Center, North
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Eisner’s Artistic Approach
Introduction:
- Eisner is a respected scholar
- Published widely since 1960
- Special interest are art education and curriculum
- Over emphasized
- He argued against over emphasized on behavioral objectives and traditional academic subjects in school curriculum
- He contributed in need to develop qualitative mood of research
- He portrays social reality as negotiated, subjective constructed and multiple
- Study of education and decisions about curriculum are artistic in nature.
Ø Goals and their priorities:
o Typical distinction between aims, goals and objectives
o Aims: general direction of education and values
o Goals: to be more specific statements of intention
o Objectives: Most specific statements of all but it is not possible always nor desirable to have highly specific objectives
o Some activities cannot have pre-determined objectives therefore can be expressed in general terms and after teaching has taken place.
o The skills and talents of artistry are particular needed for curriculum developers to cope with competing goals and objectives put forward by different interest groups
o He maintains that the artful process of arriving at consensus about curricular priorities has to involve participants in considerable deliberation
Ø Content of curriculum:
o Three basis sources for content
o Individual, society and subject matter
o Other sources such as students’ interest, community needs to be considered besides academic disciplines / traditions
o Traditions create expectations, predictability and sustain stability
o Null curriculum: what is not taught for example, images of popular culture conveyed by mass media and content from subjects such as law, anthropology and art.
Ø Types of learning opportunities:
o Provide wide variety of learning opportunities to students
o Educational imagination and creativity are required to transform goals and content of curriculum into events, opportunities and practices
o Makes a distinction between planned curriculum and taught curriculum and experienced curriculum
o Academic specialists know the subject well but curriculum planner and teachers transform content to forms that are appropriate for students
o Therefore teachers are the artists who create varied, meaningful and satisfying learning opportunities
Ø Organization of learning opportunities:
o Give materials and activities to encourage diverse outcomes and experiences to learners
o Engagement of students rather than control
o Goal oriented
o Teacher as facilitator to develop engagement
o Non-linear approach to tasks
Ø Organization of content area:
o Integrated and variety in content
o Not traditional – inspite of social, political and intellectual constraints engage in exploring new forms of organization.
o Using materials that leads to wholestic development of child
Ø Mode of presentation and mode of response:
o An artistic approach to curriculum planning called as modes of presenting and responding to curriculum
o Criticize the educators who believe that the written words are the only means to demonstrate ones knowledge
o Metaphors are a powerful mode for communicating compared to ordinary language
o Teachers should use and allow students diverse modes of communication and response
o Curriculum should permit the visual, auditory as well as discursive forms to express oneself
Ø Types of Evaluation Procedures:
o Evaluation is not a final step but pervades the entire process
o It is a natural process in which people constantly engage to make sense of the world around them
o It involves skillfully and accurately perceiving situations, weighing the reasons for valuations and portraying evaluations – Educational Connoisseurship and Educational criticism
o Teachers should use their artistic ability to perceive and value judgments formally and informally and need to know the difference between planned, enacted and experienced curriculum
Ø Conclusion:
o Curriculum must attain to some similar things
o Its an open-ended process
o The steps are valued for their intrinsic qualities He sees curriculum planning as problematic and proceeding through artistic deliberation
Ø Criticism:
o Has identified weaknesses in existing approaches but not given any alternatives
o Over-stated the metaphor of artistry
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