A major problem in the United States educational system is that art, music, and physical education are increasingly being taken out of the curriculum (Giambo, 2010; Housner, Metzler, Schempp, & Templin, 2009; Woodside-Jiron & Gehsman, 2009). The erosion is problematic, because students will not have an opportunity to experience a well-rounded education. Both “core” and “non-core” subjects make-up a well-rounded education for children and youth in K-12 public schools. The purpose of this study was to examine Hawai’i’s educational governance and structure, and determine how these systems influence decision-making regarding art, music, and physical education.
Method:
This study employed the theoretical perspective of interpretivism as defined by Crotty (1998) as looking for culturally derived and historically situated interpretations of the social life-world. Using Crotty’s four elements for designing methodologies and methods, an epistemological framework of constructivism, the theoretical perspective of interpretivism, the phenomenological case study methodology, and methods were used. Governance member interviews (N=19) were 37-102 minutes in length, and served as the primary data source.
Analysis/Results:
Data analysis gave insight to educational structure, governance, and detailed how decisions made by policy makers are impacting art, music, and physical education in the State of Hawai’i. Four themes arose from the data: fundamental curricular issues, changes have prevented schools from working (also changes that have set us in the right direction), educational governance “conglomerate” as an impediment to reform, and Hawai’i’s unique dilemmas. All governance members mentioned how they value art, music, and physical education; however, Federal and state laws, guidelines, and programs make it difficult to have any consistency within these subject areas across Hawai'i.
Conclusions:
Governance member interviews, artifacts, and archival records disseminated in this study have clearly depicted how educational structure, governance, and policy in Hawai’i impact art, music, and physical education. The current one state system is a controversial topic; however, evidence throughout this study show reasons why the current system is not working. There is a perceived lack of communication between the upper echelons of the governance structure and the principals of the K-12 schools. Results indicate that improved communication between all levels of the governance structure is needed for the betterment of art, music, and physical education programs across the state. Finally, educational policy at all levels makes it very hard for principals to know which policies are most important to comply with, and many times art, music, and physical education policy are dismissed.