Integrated arts curriculum in Hong Kong secondary schools

Marina W Y WONG*

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

3 Citations (Scopus)


This longitudinal study (2001–09) of two Hong Kong secondary schools highlights six issues with an integrated arts curriculum: first, integration of knowledge and skills negatively precedes the integration of learners’ construction of meaning; second, integration is perceived as challenging the profession’s status; third, teachers are unaccustomed to co-teaching; fourth, teachers have little prior experience conceptualizing cross-discipline teaching and learning; fifth, Hong Kong’s current systemwide education reform places arts integration as a relatively low priority; and sixth, because integrated arts curriculum implementation is not mandatory, the vagaries of individual school management create a plethora of integration approaches that confound the task of forging a common definition. Remedial recommendations include cascading “seed projects” to broaden teachers’ views of integrated arts and teaching, facilitating supportive school timetabling, and sharing integrated learning outcomes in the individual schools.

Original languageEnglish
Pages (from-to)100-105
Number of pages6
JournalArts Education Policy Review
Issue number3
Publication statusPublished - Jul 2012

Scopus Subject Areas

  • Education
  • Visual Arts and Performing Arts

User-Defined Keywords

  • Education reform
  • Hong kong
  • Integrated arts curriculum


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