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Appendix B - Information sheet & prompts for focus groups
25 th November 2004
RESEARCHING THE ARTS IN SCOTTISH EDUCATION
Information Sheet on Focus Groups
Glasgow Caledonian University and the University of Strathclyde are currently carrying out a study of the views, knowledge and opinions of those providing arts education in Scotland. The research is funded by the Scottish Executive's Education Department, and involves gathering responses from teachers in both mainstream and special schools, through questionnaires and focus group interviews. It is intended that this study should further understanding of how the arts are maintained and valued at a grassroots level, and provide a resource of knowledge to help schools, educationalists and government agencies in supporting arts education.
We would like to invite teachers in primary, secondary or special schools with responsibility for teaching art, music, drama or expressive arts to participate in one of several focus group interviews. Each group will involve 5-8 teachers from the Greater Glasgow area discussing their views on, and experience of, arts involvement and education in Scottish schools. This would cover things like the current curriculum, activities in your school, the local infrastructure for the arts, or problems and successes you have come across in your work. One or two researchers will moderate the discussion by providing some initial questions, asking for clarifications, or ensuring that everyone has a chance to speak. The researchers' involvement is intended to be minimal, to allow people to put their points of view in their own terms. These groups will be scheduled for 4 or 4.30 pm to last around an hour, in a central location.
Please note that the focus group interviews will be tape-recorded. However, any contributions to this study are treated by us as strictly confidential, and only the researchers will have access to the tapes and transcripts. Any individual responses referred to in our reports will contain no information regarding a speaker's identity. Participation in the focus group interview will be completely voluntary at all times; should anyone wish not to talk about some matter, their wishes will be respected. However, everyone taking part will have a chance to contribute as much or as little as they wish. We aim to keep the sessions as informal as possible, without putting anyone 'on the spot'.
If you might be interested in taking part in one of the sessions, or have any questions regarding this study, please contact Graeme Wilson at the Department of Psychology, Glasgow Caledonian University on:
0141 331 3400 / 07969 653 035
Graeme.Wilson@gcal.ac.uk
SECONDARY TEACHERS
What does 'the arts' encompass in your school?
What do the arts contribute to the general life of the school?
What differences are there between schools in support for, or recognition of, the importance of the arts?
How do parents of children at your schools view the arts?
What are the benefits of the arts outwith school?
How important are extra-curricular activities to arts teaching?
Is this different for other subjects? Why?
Does your school acknowledge/support these links?
How are the arts subjects served by school timetabling?
Are there any assessment issues you would like to discuss
How do you feel about the content of the current curriculum?
Is it better in one subject area than another?
How do you view the 5-14 Expressive Arts guidelines?
What impact does the SQA syllabus have on 5-14 teaching?
How can the arts be assessed?
What qualities are required to be a successful teacher of the arts?
How if at all do teachers of different arts subjects interact?
How are learning or participation in the arts related to learning or participation in other disciplines?
Are things getting better or worse for arts teaching? How?
Why do pupils choose to take your subject in 3 rd year? Why do others not?
PRIMARY TEACHERS
What does 'the arts' encompass in your school?
What do the arts contribute to the general life of the school?
How important have the arts been to your own lives?
What differences are there between schools in support for, or recognition of, the importance of the arts?
How do parents of children at your schools view the arts?
What are the benefits of the arts outwith school
How important are extra-curricular activities to arts teaching?
Is this different for other subjects? Why?
Does your school acknowledge/support these links?
How are the arts subjects served by school timetabling?
How do you feel about the content of the current curriculum?
Is it better in one subject area than another?
How do you view the 5-14 Expressive Arts guidelines?
Are there any assessment issues you would like to discuss?
e.g. can the arts be adequately assessed?
What qualities are required to be a successful teacher of the arts?
How are learning or participation in the arts related to learning or participation in other disciplines?
Are things getting better or worse for arts teaching? How?
How is expressive arts teaching allocated among teachers at your schools?
What is the balance of teaching time like?
How is teaching in these areas supported, in comparison with other subjects?
How do you feel about teaching outwith your area of specialisation?
SEN Teachers
What does 'the arts' encompass in your school?
How important are extra-curricular activities to arts teaching?
Is this different for other subjects? Why?
Does your school acknowledge/support these links?
How do pupils choose to take a particular arts subject?
Why do they? Why do others not?
How are learning or participation in the arts related to learning or participation in other disciplines?
How do you feel about the content of the current curriculum?
Is it better in one subject area than another?
Are there any assessment issues you would like to discuss?
e.g. can the arts be adequately assessed?
What qualities are required to be a successful teacher of the arts?
How if at all do teachers of different arts subjects interact?
How do you view the 5-14 Expressive Arts guidelines?
What impact does the SQA syllabus have on 5-14 teaching?
Are things getting better or worse for arts teaching? How?
How is expressive arts teaching allocated/ covered at your schools?
How are the arts subjects served by school timetabling?
What is the balance of teaching time like in primary schools?
How is teaching in these areas supported, in comparison with other subjects?
How do you feel about teaching outwith your area of specialisation?
What do the arts contribute to the general life of the school?
What differences are there between special schools in support for, or recognition of, the importance of the arts?
How do parents of children at your schools view the arts?
What are the benefits of the arts outwith school?
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