Arts curriculum are better resourced and supported when the principal is focussed on the student experience

The principal’s own view of the arts combined with their leadership focus determines the place and profile of the arts curriculum within the school. Yet, Mathematics, English and Science are mandated in school curriculum. Qualitative case study research used semi-structured interviews to explore eight arts specialist teachers’ responses to the Australian curriculum: The Arts and their in-school experiences. The teachers worked in Australian schools in the state of New South Wales. These teachers did not see major changes to their arts teaching practice when they compared the Australian curriculum: The Arts to the existing NSW creative arts curriculum. They indicated that forces outside the arts curriculum stemming from the principal’s focus shaped the whole school view of the arts and determined resources for the arts and influenced the students’ interest in the arts. The teachers revealed that principals held either an inward focus on the student experience or an outward focus on public perception of the school. Categorised under six factors: student numbers, curriculum regulation, resource allocation, teacher autonomy, student autonomy and interest, and culture of community, the teachers’ anecdotes demonstrated that leadership focus and school attitude to the arts influenced curricula decision-making, timetabling and resource allocation. Curriculum decisions in the school impacted teacher autonomy, student interest in the arts and the culture of community in the school. The Australian curriculum: The Arts recognises that arts teachers are the key to providing students rich, rigorous and sustained learning in the arts; yet, arts teachers must continue to be innovative to ensure the arts curriculum is implemented in schools.