Abstract
Although teachers’ beliefs about curriculum design affect the quality of art education in schools, researchers know little about Hong Kong art teachers’ orientations to curriculum. The study described in this article investigated 226 art teachers’ curriculum orientations. Four distinct orientations to art curriculum were identified and discussed: academic, societal, humanistic, and technological. A 30-item questionnaire was developed to measure art teachers’ beliefs about these four curriculum orientations. Analyses of teachers’ responses to the 30 items revealed that the data were reliable and teachers strongly believed in the humanistic orientation. However, art teachers generally did not reject the other three curriculum orientations. The four theoretically conflicting curriculum orientations were positively correlated. Furthermore, the curriculum orientations of art teachers working in primary and secondary schools or other institutions showed no significant difference. Also, the curriculum orientations of art teachers with different years of teaching experience appeared to be similar. Implications of these findings were discussed.
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