In 2002 when the British Columbia government mandated that school districts generate their own revenue, one attractive option was the creation of focus schools (schools of choice). This paper analyses the results of a case study based on the transformation of one elementary school on the brink of closure. When it transitioned into an arts-integrated site of learning, the population rose dramatically. The author, having been involved in the development of the schools� arts-integrated pedagogical transition from the outset, concluded among other things, that the arts are not necessarily valued so much for knowledge acquisition as for the other attributes they can enable. Moreover, and despite the arts being an important part of all cultures, arts-integrated schools are not necessarily accessed by a diverse population. Analyses of conversations with parents and educators leads this author to ask, to whom do arts-integrated schools appeal to, and why?
Suzanne Windsor-Liscombe, University of British Columbia, Canada
Stream: Disciplines and interdisciplinary approaches
This paper is part of the ACE2014 Conference Proceedings (View)
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