smh.com.au
NSW Inquiry Highlights NAPLAN's Negative Impact on Arts and Music Education
A NSW parliamentary inquiry revealed that the emphasis on NAPLAN tests is causing "systemic neglect" of arts and music education, resulting in decreased funding, fewer specialized university courses, and negative perceptions of arts subjects. The inquiry recommended increased funding, teacher training, curriculum changes, and a public awareness campaign.
- What are the main consequences of prioritizing NAPLAN testing over arts and music education in NSW schools?
- A NSW parliamentary inquiry found that the emphasis on NAPLAN testing is causing a "systemic neglect of investment" in arts and music education. The inquiry urged a fundamental shift to improve the status of arts and music in schools, including increased teacher training and curriculum support. This neglect is leading to fewer students pursuing arts-related careers.
- How have societal attitudes and government policies contributed to the decline of arts and music education in NSW?
- The inquiry's findings highlight a broader societal undervaluing of arts and music, driven by the prioritization of STEM subjects and standardized testing like NAPLAN. This has resulted in decreased funding for arts programs, fewer specialized arts education courses in universities, and a perception that arts subjects are less rigorous. The focus on high-paying careers also discourages students from pursuing arts.
- What specific steps can the NSW government take to address the identified issues and improve the status of arts and music education in the long term?
- The NSW government's response to this report will determine the future of arts and music education in the state. Increased funding for regional conservatoriums and a potential music hub in Western Sydney could address geographical inequities in access. A successful "myth-busting" campaign about HSC creative arts subjects is crucial to change perceptions about their academic rigor and career potential.
Cognitive Concepts
Framing Bias
The headline and introduction immediately frame the issue as a "systemic neglect" of arts and music education due to emphasis on NAPLAN. This sets a negative tone and emphasizes the problem before presenting potential solutions. The repeated use of phrases like "undervalued," "chopped off," and "crisis" further reinforces this negative framing. The article primarily highlights the negative consequences of the current system, giving less weight to potential positive aspects of standardized testing or STEM education.
Language Bias
The article uses charged language such as "systemic neglect," "chopped off," and "crisis" to describe the situation. While accurately reflecting the concerns of the inquiry, this language is emotionally charged and could influence reader perception. More neutral alternatives might include "underinvestment," "reduced emphasis," or "challenges." The repeated use of words like "undervalued" and "misperception" also contributes to a negative tone.
Bias by Omission
The article focuses heavily on the negative impacts of prioritizing NAPLAN and STEM subjects on arts and music education, but it omits discussion of potential benefits of STEM education or counterarguments from those who support the current system. While acknowledging some parental preferences for higher-paying careers, it doesn't explore the diversity of careers within the arts or the potential for economic success in creative fields. The perspectives of school administrators facing resource allocation challenges are presented, but the article lacks exploration of their rationale or potential solutions beyond increased funding.
False Dichotomy
The article presents a false dichotomy between STEM subjects and arts education, implying they are mutually exclusive and that prioritizing one necessarily leads to the neglect of the other. It doesn't explore the possibility of integrated approaches or the value of both types of education in fostering well-rounded students.
Sustainable Development Goals
The emphasis on standardized testing (NAPLAN) and STEM subjects has led to decreased funding and prioritization of arts and music education in NSW schools. This negatively impacts the holistic development of students and their access to a well-rounded education, hindering progress towards SDG 4 (Quality Education), specifically target 4.7 which promotes access to quality education and skills development for all.