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  • Australian Arts Curriculum

    Deidhre WauchopManager, Creative Artsdeidhre.wauchop@det.nsw.edu.au The Shape of the Australian Curriculum: The ArtsConsultation 8 October17 December

  • Events to date....AugDec 2009Curriculum shaping: literature review and position paperJanApr 2010Curriculum shaping: drafting of initial advice paperMay 2010National forum:150 delegates consult on draft initial adviceJunAug 2010Draft Shape paper finalised

  • Whats next?OctDec 2010Shape paper consultation (10-week period)JanJun 2011

    Curriculum developmentJulSep 2011Consultation on draft curriculumDec 2011Publication

  • Development of draft Shape paperLead writer: Professor John OToole

    Arts discipline contributors:DanceMr Jeffery MeinersDrama Professor John OTooleMediaDr Michael DezuanniMusicProfessor Margaret BarrettVisual ArtsProfessor Elizabeth Grierson

    Advisory group

  • NSW: curriculum context4 art forms (dance, drama, music, visual arts)Coherent sequence of learning K-1218 syllabuses inclusive of broad range of learnersFocus on classroom learningFocus on arts practices e.g. performing, making, composing, appreciating, listeningCurrent syllabuses ready for revision/renewalDifferent to curriculum direction in other states and territories

  • About the draft Shape paper 5 art formsTheoretical framework based on Aesthetic knowledgeOrganising strands: generating, realising, respondingGeneral capabilitiesCross-curriculum priorities

  • What aspects of the Shape paper are likely to attract attention?Core learning in each art form K-8DET already mandates core learning in K-6 in each of four art forms: dance, drama, music, visual arts. DET teachers are advised that the foundation statements for dance, drama, music, visual arts guide curriculum planning, programming and assessing in K-6.DET already mandates core learning in Stage 4 in two art forms: music, visual arts. This is legislated in the Education Act.Indicative hours do not adequately address mandated hours for the arts in NSW schools.Implications for staffing and professional learning, particularly media arts

  • What aspects of the shaping paper are likely to attract attention?Content organisation and terminologyStates and territories have very different content and content organisersStates and territories use very different curriculum terms, or similar terms in different waysStates and territories have very different exit points and credentialing for senior students

  • Key considerations in consultationArticulation of content in each art form how does this compare to the way content is described now?Articulation of learning in each art form what will students learn?Use of generic terminology and organisers across the arts is this appropriate K-6, K-8, K-12?Focus on integration how appropriate is this for the arts?Aesthetic knowledge as theoretical framework how clear is this? For primary teachers? For secondary teachers?A curriculum for the future how well does the shape of the arts curriculum take account of contemporary and future arts practice?Media Arts in NSW how well is this described as an art form, and what are the implementation issue for NSW teachers?

  • How does the shaping paper address Arts practices, e.g.MakingComposingPerformingAppreciating

    Rigour?Reflect authentic arts practice?What terminology?

    Articulation of content in each art form how does this compare to the way content is described now?

  • How does the shaping paper address Interrelated learning in arts practicesSequence of learning over timeAccess and inclusivity?Artistic processes?Reflective learning?Integration of critical and historical study?Primary Secondary

    Articulation of learning in each art form what will students learn?

  • How does the shaping paper address GeneratingRealisingRespondingAccessibility for teachers and students?As a guide for writers?As a guide for programming & assessing?Use of generic terminology and organisers across the arts is this appropriate K-6, K-8, K-12?

  • How does the shaping paper address Cross-artsCross-curriculumArts as a tool for learning

    Instrumental vs intrinsicTeacher capacity?Curriculum demands at exitResourcing?

    Focus on integration how appropriate is this for the arts?

  • How does the shaping paper address Singular view of Arts learning

    Subjectivity?Hierarchical/western?Passive?Definition of culture within an aesthetics framework?Strong foundation for senior studies?

    Aesthetic knowledge as theoretical framework how clear is this? For primary teachers? For secondary teachers?

  • How does the shaping paper address 2014 implementation

    Anticipating new works, theories, technologies?

    A curriculum for the future how well does the shape of the arts curriculum take account of contemporary and future arts practice?

  • How does the shaping paper address Study of media exists in Visual Arts, Drama, Technology and English

    Clear definition of a new subject?Elective and senior studies?Implementation?Staffing?Training?

    Media Arts in NSW how well is this described as an art form, and what are the implementation issue for NSW teachers?

  • What is the Creative arts unit doing in relation to consultation for the Shape paper?

    Analysis of draft key considerationsPPT with mapping and key considerationsWeb updates, network communications and Yammer groupsCross-Directorate briefingFollow-up cross-directorate responses and reference groupsPrimary videoconferencesSecondary videoconferencesOnline forums and surveysExpert teacher meetingsMeetings with other key stakeholdersCollation of feedback and final response

  • What can Creative arts teachers do?Regularly check the Australian Curriculum, Assessment and Reporting Authority website for news:http://www.acara.edu.au/home_page.html Regularly check the Curriculum Support website, e.g. http://www.curriculumsupport.education.nsw.gov.au/primary/creativearts/dance/index.htm http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/dance/index.htm Provide feedback through consultation processes with ACARA, BOS, CK-12Register for email alerts/rss feeds

    For further information and opportunity to respond to this paper, go to:http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/essentials/national/index.htm

    Check the art form home pages of our website for further information:Dance http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/dance/curricmatters.htm Drama http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/drama/dramacurric.htm Music http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/music/curricmatters.htm Visual Arts http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/visualarts/curricmatters.htm

    *Go to the ACARA website at http://www.acara.edu.au for further information about the process of the development of the draft Shape Paper for the Arts.*Consider the curriculum starting point for NSW. The points above are a summary of some aspects of the current curriculum provision in NSW.

    What do we have now? How does this compare to the curriculum that is being proposed?*Five discrete art forms are acknowledged in the draft Shape Paper. They are described in terms of three organisers that constitute a theoretical framework based on Aesthetic knowledge. As with Phase 1, there are descriptions of the general capabilities and cross-curriculum priorities as they apply to the arts.*There are questions around this paper that are likely to attract attention from the various stakeholders for this curriculum.*Responses to the draft Shape Paper need to account for the difference in arts curriculum provision in different states and territories.*These are some of the key questions that need to be asked in relation to the draft. They are unpacked further in the next few slides.*The NSW arts curriculum focuses on the practices in each art form. How does the shape paper reflect this view? Is there sufficient rigour in the way content is described?*What will students learn and is there a clear sequence over time? Does the sequence provide access for all students to core arts learning. Is there scope for differentiation within this sequence? Is there a clear continuum from primary to secondary?*Do these organisers provide a good guide for writers? How important is it to have the same organisers for all bands?*The paper focuses on integration of arts with other arts and other learning areas. In NSW there has been a focus on each art form contributing unique learning in the curriculum, for its own sake.*Aesthetics is a complex area it has diverse definitions and is difficult to define clearly for all teachers to understand. Aesthetic knowledge is also seen as one aspect of knowledge in the arts. Is this a clear construct for K-12 teachers and does it provide a good foundation for HSC study?*The Arts curriculum will be implemented, at the earliest, in 2014. How does this Shape Paper for the Arts account for and anticipate contemporary practice in the arts in the next 20 years?*Media Arts is a new subject in the NSW curriculum. Many aspects of Media Arts as it is described in the Shape Paper already exist in other learning areas in NSW. How do we describe this new subject, ensuring that it is different to the use of digital media in other art forms? How do we describe the study so that it is framed within an arts context?*

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