Factors affecting development and implementation of an intermediate grade art curriculum in a South-Central British Columbia school district

• Main Author: Horsland, Craig
• Language: English
• Published: 2010
• Online Access: http://hdl.handle.net/2429/23094

Those factors that positively and negatively affect curriculum development and curriculum implementation were identified through a literature review and a field study in which a sequential intermediate grade art curriculum was developed and taken through the initial stages of implementation. An attempt was.made to restrain the negative factors and to utilize the positive factors in a field study involving volunteer intermediate grade teachers in a south-central British Columbia school district. The process of development involved planning a curriculum that had 'possible' learning outcomes rather than intended learning outcomes. This curriculum proposed alternative lesson and unit components so that teachers in their planning could consider different purposes, pupils, and situations. Not considered perfect, the curriculum facilitated observation of the factors affecting development and implementation. Introducing the human factor to theoretical plans necessitated responsive adaptation in practice. Of all the factors affecting this study the district supervisor responsible for curriculum was found to be one of the most important. Communication, time, energy, stamina, and perseverence were also seen as being critical to success. Without perseverence success may not be given an opportunity to evolve. As a result of this field study, implementation was determined to be an on-going process when a curriculum is continuously adapted, added to, and modified. Implementation involved teaching teachers and attempting to provide for teacher success. A broadened definition of in-service was partially explored. One major recommendation of this study is that both the curriculum and an implementation plan should be approved by the local curriculum advisory committee and the board of school trustees before implementation begins. This study noted the need to link the district level strategy for curriculum implementation with the professional development plans of individual schools. The curriculum development and implementation model explored, and the accompanying interpretive criticism are provided as a data base for other school district personnel who want a point of reference from which to plan and implement lasting curriculum changes that allow for continuing modification. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate