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It uses curriculum theory and compares aesthetic education curricula with music education and literature within the Slovenian language curriculum. Qualitative analysis shows that, despite the reform, the arts curriculum fails to realize selected competence components, mainly due to its conceptual structure and its emphasis on art-making over appreciation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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of the European Competence of Cultural Awareness and Expression  \nRajka Bračun Sova1 and Metoda Kemperl*2  \n• One of the important positions ofthe last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage. Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from theart theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obvious neglect of appreciation. The integration of arts subjects at school, as  \n1 Faculty of Education, University of Ljubljana  \n2 *Corresponding author. Faculty of Education, University of Ljubljana [metoda.kemperl@pef.uni-lj.si](metoda.kemperl@pef.uni-lj.si)  \n72  the curricular reform of art education in primary school in slovenia in ...   \nproposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.  \nKeywords: Curricular reform, Curriculum analysis, The art education curriculum, Cultural awareness and expression, The model of art education  \nIntroduction  \nThe last curricular reform was completed in 2011. It included conceptual and systemic changes in education included in the White Paper on Education in the Republic Slovenia, as well as updates of curricula for compulsory subjects in primary school. Updating curricula subsequent to Slovenia becoming part of the European Union and a member of the Council of Europe meant, among other things, the integration of fundamental European competences for lifelong learning. One of these is cultural awareness and expression.  \nIn the years since Slovenia was integrated into Europe, the competence of cultural awareness and expression has been an issue more in the context of cultural policy than school policy. Cultural education was placed in the core strategic document on cultural policy (The National Programme for Culture 2004-2008; 2008-2011; 2012-2015), a few studies were undertaken, and, in 2009, special national guidelines for cultural education were created, which were confirmed by expert councils in education. Based on the White Paper, the Ministry of Culture made a number of remarks that referred to cultural education.  \nThe White Paper is a fundamental document for the development of Slovenian education. With principles, object","cbCaimzI9g7LgyAE","https://ap.wps.com/l/cbCaimzI9g7LgyAE","pdf",169946,"English","# Introduction\n## Core idea of the European competence\n## Role of cultural education and the White Paper\n# The curricular reform and its implications\n## Competence-focused aims for art education\n## Comparative curriculum analysis across subjects\n## Findings on appreciation vs. art-making\n# Teacher knowledge and practical considerations","[{\"question\":\"What competence is the article focused on?\",\"answer\":\"It focuses on the European competence of cultural awareness and expression and evaluates art education curriculum components in that context.\"},{\"question\":\"How does the article analyze the curriculum reform?\",\"answer\":\"It draws on curriculum theories and conducts qualitative analysis by comparing curricula in aesthetic education with music education and literature within the Slovenian language curriculum.\"},{\"question\":\"What is the main finding about the reformed art education curriculum?\",\"answer\":\"Despite the reform, the art education curriculum does not realize selected components of the competence, largely because of its conceptual structure and its neglect of appreciation.\"}]","The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression | PDF",1792086111]