Date of Award


Degree Type


Degree Name

Bachelor of Education (Hons.)


School of Education

First Advisor

Anthony Monk

Second Advisor

Beverley Cook


In 1986, a new Tertiary Entrance Examination Art Syllabus was introduced to the secondary school curriculum. Four years have passed since the implementation of this syllabus without 11 formal evaluation having taken place. Because the changes to the Art Syllabus were implemented swiftly, it is considered appropriate to investigate any discrepancies between the intended changes to the Tertiary Entrance Examination Art History Syllabus and art teachers' perceptions of those changes, This study was prompted by concern expressed by art teachers over the changes in the Tertiary Entrance Examination (TEE) Art Syllabus. A foreshadowed minor change in the 1992 Art History Syllabus has refuelled the debate about the TEE Art Syllabus. Five art teachers were selected according to their teaching experience. The instrument used was a standardised open-ended interview of one hours duration. The interviews were transcribed. These verbatim records together with documents from the Ministry of Education and approved Secondary Education Authority documents, were analyzed in the light of the research questions. Michael's (1982) Sudden Organisational Change Model is proposed as a possible means of describing teachers' perceptions of extensive syllabus change, Art History as a compulsory section of TEE Art has had a stormy introduction. Art History was introduced at a time when other major changes such as the implementation of the Unit Curriculum and structural changes to the Ministry of Education occurred. Many teachers had a limited background in the area of Art History and the. inclusion of Art History in the new Syllabus presented them with a problem. The changes to the Art Syllabus occurred in a short space of time, the changes were at times, vague and confusing. Compounding the frustration and anguish felt by the teachers were the lack of resources and support from the change agents involved. The findings of this study do not accurately reflect the views of the total population of Western Australian art teachers although they highlight issues of concern. Significant issues arising from the data analysis focus on the development of the syllabus, the dissemination of information concerning the changes and the need for resources and support. Even with such a limited number of subjects, it seems apparent that future changes need to be developed and disseminated with sufficient time allowed. Teachers need to be seen as a main component of the success of change.

Included in

Art Education Commons