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S-94-65

SIMON FRASER UNIVERSITY

Office of

the Vice-President, Academic

MEMORANDUM

Senate

From: ?

J.M. Munro, Chair, Senate Committee on Academic Planning

Subject: ?

Proposal for Arts Education Emphasis within the

Curriculum Theory and Implementation Ph.D

Date: ?

October 14, 1994

Action undertaken by the Senate Graduate Studies Committee and the Senate Committee

on Academic Planning gives rise to the following motion:

Motion: ?

"That Senate approve and recommend approval to the Board

of Governors as set forth in S.94 - 65 , the proposed Arts Education

Emphasis within the Curriculum Theory and Implementation

Ph.D. in the Faculty of Education."

/new

SCAP 94 - 46

SIMON FRASER UNIVERSITY

MEMORANDUM

To: Alison Watt, Secretary

From: B.P. Clayman

Senate Committee on Academic

Dean of Graduate Studies

Planning

Subject: Proposal for Arts Education ?

Date: September 29, 1994

Emphasis within the Curriculum

Theory and Implementation Ph.D.

The proposal for Arts Education Emphasis within

the Curriculum Theory and Implementation Ph.D., including

the new course, Educ 945-5, was approved by the Senate

Graduate Studies Committee at its Meeting on September 26,

1994, and is now being forwarded to the Senate Committee

on Academic Planning for approval.

B.P. Clayman

Dean of Graduate Studies

mm!

attach.

SMON FRASER UDVERSDTY

FACULTY OF EDUCATION

MEMORANDUM

To:

Bruce Clayman

Dean, Graduate Studies

From:

Mike Manley-Casimir

Director, Graduate Programs

Re:

Proposal for Arts Education Emphasis within the

Curriculum Theory and Implementation Ph.D

Date:

June 28, 1994

The attached proposal is to differentiate an Arts Education curricular

emphasis within the existing Ph.D. in Curriculum Theory and Implementation

Program in the Faculty.

The original proposal was approved at the Faculty of Education Meeting

on January 25, 1993. Following that Dr. Walker resigned his position in Music

Education, so the proposal was held up pending a new appointment. Dr. J.

Senyshyn is joining the Faculty in Music Education, so it is now appropriate to

forward this proposal for approval and implementation.

I would appreciate this being included on the Agenda of SGSC on July

SIMON FRASER UNIVERSITY—FACULTY OF EDUCATION

Proposal for Ph.D. Emphasis in

ARTS EDUCATION

Introduction

Title: Arts Education

Credential: Doctor of Philosophy (Ph.D.)

Faculty or school to offer the degree: Faculty of Education

Schedule for implementation: September 1995 - Admission of first

intake (subject to resources and finances)

II.

Justification

This program is designed for persons interested in becoming scholars and

leaders in arts education. Generally, in both North America and Europe, arts

•

education is increasingly seen as an essential component in the grade school

curriculum, and many major universities in the U.S.A. require all their undergraduate

admission students to have one arts subject among their school graduation profile.

The new British National Curriculum specifies the arts as essential teaching and

assessment components in the education of all children.

The arts are currently being given increased emphasis in education in British

Columbia, as well as in other provinces in Canada. Aesthetic and artistic

development is outlined as one of the goals of both the Primary and Intermediate

Programs, and the Fine Arts constitute one of the four curriculum strands in these

programs. In the new B.C. Graduation Program the Fine Arts are included as part of

Essential Studies, and there is a recommendation that provincial examinations be

expanded to include the Fine Arts.

In addition, there are a number of curricular and pedagogical directions issuing

from the new provincial curriculum in B.C. which have implications for education in

the arts areas; for example, curriculum integration and new approaches to

evaluation. The increasing diversity and complexity of curricula demands in the arts

subjects, viewed particularly from today's pluralistic social and educational context

also have implications for the way the arts are taught in schools. This is posing

many new problems for arts educators in the areas of arts curricula content and

design, assessment, identification of goals, and, not least, defining the nature of

artistic experience particularly among artistically naive children from many different

ethnic backgrounds.

All these developments give rise to an increased need for leaders in arts

education who are also scholars, able to examine, in an informed and critical manner,

the nature of the arts, in particular to make the conceptual link between the arts as

practised by artists and the arts in the educational context of today's schools where

every child, irrespective of innate artistic talent, is required to experience arts

education. S.F.U. has the opportunity to play a distinctive leadership role in

educating such individuals, in articulating new directions in arts education both for

the province and the wider educational community, and in providing opportunities for

research in the arts. Unlike those universities in Canada which do have doctoral level

programs in arts education, S.F.U. is not faced with changing an existing program

based on old and outmoded attitudes to arts education. Starting from scratch, as it

were, enables us to plan a program which

custom designed to meet the needs of

arts educators as they are perceived at this time. Furthermore, many existing

programs, particularly in music are faced with extinction in some Canadian

universities due to lack of suitable faculty to teach them or retrenchment over the

last decade which has seriously affected arts education faculties in some institutions.

Characteristics

A. ?

Outline

The structure and content of the program is based on a conception of the arts -

music, art, drama, and dance - in education which more accurately reflects the ways

these arts media are practised in the community. Essentially, the arts have always

tended to be linked or related, as in opera, the cinema, the theatre, and more recently

in rock videos, not to mention their integrated role in ceremonial activities in various

cultures outside the western traditions. The development of discrete or isolated

artistic activities is a recent one in western culture, as is the view that any artistic

media can be understood in isolation from its general artistic and cultural context.

Historically, in western culture, the arts have all been affected more or less

simultaneously by new modes or styles of expression. Take, for example, the rise of

Mannerism in 15th and 16th century Italian art in all its forms: poetry, music, the

visual arts, dance, dress, and courtly manners. In order to understand what

Mannerism is in any single art form it is necessary to view the whole range of such

activity across all the arts and related behaviors. The same can be said of almost

any artistic activity in the development of western culture. In some other cultures

the arts are viewed as an integrated whole and the idea of separating artistic

activities into discrete modes of expression is quite foreign.

To this extent, the current view that the arts should be considered under a

common umbrella in education has some validity. New curricula directions, such as

those articulated in the "Year 2000" materials here in B.C., in the British National

Curriculum's "The Arts 5 - 16: A Curriculum Framework", and increasingly in

conferences, debates and educational literature, all clearly reflect the view of the arts

in total as a curriculum package. This is not to deny the differences among the arts,

indeed one major difference lies in the actual medium each uses: sound, visual shapes

and textures, movement, etc. But it is an opportunity to try to articulate more

41;

• ?

clearly what is common and what is not for purposes of curriculum development and

assessment procedures.

Finally, the proposed Ph.D. program has a number of features which make it

unique:

It involves a firm grounding in educational theory and criticism;

It is interdisciplinary across the arts, while allowing for specialization in a

particular arts area;

It has a strong component of critical studies in issues affecting arts

education;

It ensures a link between arts students and all other doctoral students in

the faculty, allowing an interchange between arts and non-arts students;

It has as a resource the School for the Contemporary Arts;

The non-departmental structure of this faculty makes it relatively easy

forstudents to take advantage of a wide variety of faculty expertise, and for

students to develop a view of arts education which encompasses the

curriculum as a whole rather than just in the arts.

Topics and Course Offerings

The current M.A. in arts education reflects these ideas. In the M.A. program,

students of varied arts backgrounds examine common aesthetic problems through a

core of two required arts education courses that are foundational in nature. They also

take two out of three specific arts curriculum courses, thus focusing on their own

specialty area, while considering the educational concerns of another art form. They

also choose one additional course according to their own professional needs and

interests.

The proposed Ph.D. program is built with the same conception in mind. The

students will gain a grounding in educational theory and develop a more

comprehensive educational context within which to examine issues in arts education

by taking courses EDUC 901-5 (Seminar in the History of Educational Theory) and

EDUC 902-5 (Interdisciplinary Seminar in Contemporary Educational Theory).

They will also do a common course dealing with central issues in arts education which

will be foundational in nature, and they will have the opportunity to focus on their

area of specialization through a Directed Studies Course in a particular arts area.

Seminar in the History of Educational Theory

EDUC 902-5

Interdisciplinary Seminar in Contemporary

Educational Theory

Arts Core:

EDUC

945-5

Doctoral Seminar in Arts Education

Curriculum Specialization:

EDUC 9

10-5

Directed Readings in Art or Music or Drama

Thesis:

EDUC 899

Doctoral Thesis

Courses in research methodology may be required depending upon

student's research interests.

Additional coursework from among Faculty offerings may be recommended,

depending upon student's background and area of research.

Required New Courses

EDUC

945-5 ?

Doctoral Seminar in Arts Education

IV. Staffing

The proposed program involves only one new course, taught every second

year, the teaching of which would be rotated among the three existing arts education

faculty.

Students

A. General Description

Graduates of this program will be prepared for work in arts education in a

variety of situations; as faculty members at the university or college level; as district

arts leaders for school boards; as leaders in arts education at provincial ministry

level; or as community arts workers.

•

It is likely that there will be increasing demand for arts educators with doctoral

degrees in the foreseeable future. Apart from the various curriculum initiatives

mentioned above, which will almost certainly generate new jobs requiring a high level

of sophistication in arts education, the scale of university and college funding cuts

over the last decade have produced an imbalance of age among existing faculty. It is

well documented that something like 60% of existing faculty will retire over the next

10 to 15 years, and that recruitment of younger faculty has not been high enough to

ensure a smooth transition from one generation to another. Thus there will be an

increasing need for new faculty to be appointed to universities and colleges across the

continent and, given the increasing prominence of the arts, there should be a

corresponding increase in demand for highly qualified arts educators.

On the provincial level, the opening of the University of Northern B.C. with a

commitment to establish a teacher education program there, together with the

development of teacher education programs in the regional colleges should also result

in increased demand for the type of doctoral student envisaged in this proposal. In

school districts across the country it is becoming evident that doctoral degrees

(rather than masters) are increasingly required as minimum qualification for

employment at the district level. In addition, in many Pacific Rim countries there is

an increasing demand for North American doctorates in arts education. U.B.C., for

example, has recruited four doctoral students from Japan over the last five years, as

well as a number from Africa to do Ph.Ds. or D.Eds. in Music and/or Art.

•

We would expect to admit two to four students every second year.

Admission Requirements

Qualifications for the Ph.D. program currently include a Master's degree with a

high standing in an appropriate specialization. For this emphasis, a thesis-based

M.A. will normally be required with a minimum standing of 3.5 GPA. Doctoral

applicants who are judged to have an inadequate preparation in research methods in

their chosen area of specialization will be required to complete additional courses to

demonstrate appropriate research competence.

Applications will be screened by a Selection Committee in the Faculty of

Education. The Committee will recommend students for acceptance.

Residence Requirement

The residence requirements for this program are the same as for all Doctoral

Students at the University. Therefore, the following regulations apply:

(a)

Doctoral students entering the program with a Master's degree shall be in

residence for five semesters;

(b)

Doctoral students entering the program with a Bachelor's degree shall be

in residence for eight semesters;

(c)

Students who have transferred to the Doctoral degree program from a

Master's degree program at Simon Fraser University without completing a

Master's degree, shall be in residence for eight semesters in the combined

programs, at least five of which must be in the Doctoral degree program.

Although most of the students might fall into the category described above,

some might well be without institutional affiliation, and be pursuing research

interests. For these students, a research internship with one or more of the members

of their committee might be planned, with course credits. These students might also

seek temporary (paid) placement in the Ministry or in school districts, as policy

researchers/analysts. Their work in these settings would normally form part of their

dissertation.

While in residence a student shall be registered in an approved program at

Simon Fraser University. Normally, the residence requirement will be fulfilled in

consecutive semesters but exceptions to the general rule are permitted to students

who go on leave.

No part of the residence requirement may be waived for work performed before

admission to the Doctoral degree program.

Under exceptional circumstances a Doctoral student at Simon Fraser

University may apply for residence credit for work to be done off campus. Such

applications shall be made at least one month before the beginning of the semester in

which the student proposed to work off campus and shall be approved by the

student's Supervisory Committee and Graduate Programs Committee and sent to

the Senate Graduate Studies Committee for final approval. While doing work off

campus under these provisions, the student shall maintain normal registration on

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SIMON FRASER UNIVERSITY

New Graduate Course Proposal Form

Calendar Information:

Department:

FACULTY OF EDUCATION

Course Number:

Educ.

9455

Title: ?

Doctoral Seminar in Arts Education

Description:

Credit Hours:

5 ?

Vector: 0-5-0 Prerequisite(s) if any:

none

Enrollment and Scheduling:

Estimated Enrollment:

2-4When will the course first be offered:

1995

How often will the course be offered:Biennially

Justification:

This course is designed to serve as the required core course in the

proposed Arts Education Ph.D. (Curriculum) program. It provides a broad

. ?

theoretical overview of problems and ideas associated with the nature and provision

of arts education in schools. As such it enables students from different arts

backgrounds to examine common questions of educational significance.

Resources:

Which Faculty member will normally teach the course: Richmond,

_Bailin. Senyshyn

What are the budgetary implications of mounting the course: 1/4FTEever

_ second year

Are there sufficient Library resources (append details): Adequate

Appended: a) Outline of the Course.

An indication of the competence of the Faculty member to give the course.

Library resources

Approved:

Departmental Graduate Studies Comm

DOCTORAL SEMINAR IN ARTS EDUCATION

EDUC 945-5

The course will focus on selections from the following general areas (depending on the

specific interests of the instructor and the needs of the students):

Defining the arts

Differences and similarities among art forms (music, art, drama). The aesthetic

dimension of the arts in education. Varieties of art. Problems of definition given the

pluralistic nature of the arts. Interdisciplinary contexts of the arts. The role of

aesthetics in arts education. The unique educational value of the arts.

Artistic creativity and response

The nature of artistic creativity. Media, languages and skills in art. Artistic

representation and expression. Understanding, interpreting and appreciating art in

an educational context. Theories of visual and auditory perception in the arts.

Imagination and feeling in children's artistic experience. Developing artistic response

artistic practice. The role of the arts in various societies.

Multicultural arts education. Cultural literacy. Political and gender issues. Social

activist perspectives. Postmodern critiques. The fine and vernacular arts in

education, The arts and technology. Arts education and the practising artist in

contemporary society. The arts in a historical context: understanding the arts of the

past.

Arts curricula

Structure and content in arts curricula: a historical perspective. Current models—

Year 2000, Discipline-based, Advanced Placement, Advanced level GCE. Developing

curricula. Teaching the arts. Assessment in arts education. Criteria,

performance/production, critical studies. Moderation procedures. Curriculum

integration.

Research into arts education

Conceptual and philosophical approaches. Literary, artistic, and interpretive

approaches to qualitative enquiry in arts education. Psychological perspectives on

empirical research. Problems involved in researching artistic practice and

appreciation.

Assessment: Two short essays during the course (25% each). One long paper

at the end of the course (50%). Topics to be chosen from the list given above

and titles to be supplied by the instructor.

10.

BIBLIOGRAPHY

Abbs, P. (1989).

The symbolic order.

London: Faimer.

Baum, S.

(1992).

Achieving extraordinary ends: An essay on creativity.

Norwood, N.J.:

Ablex.

Bamberger, Jeanne. (1991).

The mind behind the musical ear.

Cambridge, Mass.:

Harvard University Press.

Barrow, R. (1990).

Understanding

skills.

London, Ont.: Althouse Press.

Bell, C.

(1958).

Art. New

York: Capricorn Books.

Blandy, D. & Congdon, K.

(1987).

Art in a democracy. N.Y.:

Teachers College.

Bronowski, J. (1978).

The visionary eye.

Cambrige, Mass.: MIT Press.

Bruner, J.S. & Haste, H. (1987).

Making sense: The child's construction

the world

London: Methuen.

Collingwood, R.G. (1974).

The principles

art.

London: Oxford.

Connor,

(1989).

Postmodernistic culture.

Oxford: Blackwell.

Davies, J.B. (1978).

The psychology

music.

London: Hutchinson.

Dewey,

J. (1934).

Art as experience. N.Y.:

Perigee Books.

Dickie.

(1988).

Evaluating art.

Philadelphia: Temple University Press.

Egan.

K. , & Nadaner,

D. (Eds.) (1988).

Imagination

& education. N.Y.:

Teachers

College.

Ellis, Catherine

(1985).

Aboriginal music.

Brisbane: University

of Queensland Press.

Gardner, H. (1980).

Artful scribbles: The significance

children's drawings. N.Y.:

Basic

Books.

Gardner, H. (1983).

Frames

minth The theory

multiple intelligences. N.Y.:

Basic

Books.

Gardner, H. (1982).

Art, mind and

Gardner, H. & Perkins,

D. (Eds.) (1988).

Art, mind and education.

Urbana:

of Illinois

Press.

Gombrich, E.H. (1969).

Art and illusion.

Princeton: Princeton

U. Press.

Goodman, N.

(1976).

Languages

art.

Indianapolis: Hackett.

Hargreaves, David J. (1986).

The developmental psychology

of music.

Cambridge:

Cambridge University Press.

Hargreaves, David J. (1989).

Children and the arts.

Milton Keynes: Open University

Indianapolis: Hackett.

Jacobus, L.A. (Ed.) (1968).

Aesthetics and the arts. N.Y.:

McGraw-Hill.

Kaelin, E.F. (1989).

An aesthetic for arts educators. N.Y.:

Teachers College.

Kennick, W.E. (1964).

Art and philosophy. N.Y.:

(1953). Feeling and form. N.Y.:

Scribners.

Leppert, Richard (1988).

Music and image.

Cambridge: Cambridge University Press.

Levinson, Jerrold (1990).

Music, art, and metaphysics.

Ithaca, N.Y.: Cornell University

Press.

McGee, Timothy (1985).

The music of

Canada.

New York: Norton.

Meyer, Leonard B. (1973).

Explaining music: Essays and explorations.

Berkeley:

University of California Press.

Moody, Wm. (Ed.) (1990). Artistic intelligences: Implications

for education. N.Y.:

Teachers College.

Noddings, N. & Shore, P. (1984). Awakening the inner eye: Intuition and education.

N.Y.:

Teachers College.

D'Oyley, Vincent & Shapson, Stan M.

(Eds.) (1990).

Innovative multicultural teaching.

Toronto: Kagan and Woo.

Parsons, M.

(1987).

How

understand art:

cognitive developmental account

aesthetic experience.

Cambridge: Cambridge University Press.

II.:

The mind's best work.

Cambridge: Harvard U. Press.

Piaget, J. (1962).

Play, dreams, and imitation in childhood.

New York: Norton.

Ross, M. (1984).

The aesthetic impulse.

Oxford: Pergamon Press.

Ross,

M. (Ed.) (1989).

The claims offeeling: Readings in aesthetic education.

London:

Falmer Press.

Rothenberg, A. &

Hausman, C. (Eds.) (1976).

The creativity question.

Durham: Duke U.

Press.

Sarap, M. (1989).

An introductory guide topoststrucwralism and postmodernism.

Athens: University of Georgia Press.

Sloboda, John. (1985). The musical mind: The cognitive psychology

music.

Oxford:

Oxford

University Press.

Sloboda, John (Ed.) (1988).

Generative processes in music.

Oxford: Clarendon Press.

Smith, R. (Ed.) (1987).

Discipline-based

art education: Origins, meaning, and

development.

Urbana: University of Illinois Press.

Smith, R. (1989). The sense

art: A study in aesthetic education. N.Y.:

Routledge.

Smith, R. & Simpson, A.

(1991).

Aesthetics and arts education.

Urbana: University of

Illinois Press.

Soucy, D. & Stankiewicz, M.

(1990).

Framing the past: Essays on art education.

Reston,

VA.: National Art Education Association.

Walker, Robert (1987). The effects of culture, environment, age, and musical training on

choices of

visual metaphors for sound.

Perception and Psychophysics,

42, (5),

491-

502.

Walker, Robert (1990).

Musical beliefs: Psychoacoustic, mythical and educational

perspectives. New

York: Teachers College Press, Columbia University.

Walker, Robert (1991). Modern auditory theory and its implications for music education.

Canadian Journal

Research in Music Education,

33,207-215 (Special edition

of the papers read at the 13th International Research Seminar in Stockholm, July,

1990.)

Weisberg,

R. (1986). Creativity: Genius and other myths. N.Y.:

Freeman.

Winn, J. A. (1981).

Unsuspected eloquence: A history

the relations between poetry and

music.

New Haven: Yale University Press.

Wolff, J. (1981).

The social production

of art.

New York: New York University Press.

MEMORANDUM 

W.A.C. Bennett Library, Simon Fraser University 

?

Burnaby, British Columbia, Canada V5A 1S6 

Date: 2 November, 1993 

From: Ralph Stanton (Collections Librarian) 

To: ? 

Mike Manley Casimir, Director, Graduate Programmes 

Re: ? 

Library Course Assessment of Education 945 

Thank-you for your memorandum of 6 June 1994 concerning 

Education 945-5 Doctoral Seminar in Arts Education. We have 

assessed the available Library resources to support this 

course, here are our findings. 

This course will be offered first in 1995 and once every 2 

years thereafter to between 2 and 4 students. 

BIBLIOGRAPHY 

A revised bibliography with 36 items listed was received 

on June 8; all items are in the Library catalogue. All 

periodicals cited are in the collection. 

11 titles are out on loan and will have added copies 

ordered at a cost of $288, the Library's fines account will 

pay for these books. 

COST SUMMARY: 

One time costs (Library costs) 

?

$392 

THE ONE TIME LIBRARY COST ASSOCIATED WITH THIS COURSE IS 

$392. THERE ARE NO DEPARTMETAL COSTS. THERE ARE NO RECURRING 

COSTS. 

Please call me if you have any questions or problems with 

this review (5946) 

RS

c.c. Robin Barrow, Dean of Education 

Sharon Thomas, Library 