Transcript

Australian Arts Curriculum

Deidhre Wauchop

Manager, Creative Arts

[email protected]

The Shape of the Australian Curriculum: The Arts

Consultation 8 October–17 December

Events to date....

Aug–Dec 2009

Curriculum shaping: literature review and position paper

Jan–Apr 2010

Curriculum shaping: drafting of initial advice paper

May 2010

National forum:

150 delegates consult on draft initial advice

Jun–Aug 2010

Draft Shape paper finalised

What’s next?

Oct–Dec 2010

Shape paper consultation (10-week period)

Jan–Jun 2011

Curriculum development

Jul–Sep 2011

Consultation on draft curriculum

Dec 2011

Publication

Development of draft Shape paper

Lead writer: Professor John O’Toole

Arts discipline contributors:Dance—Mr Jeffery Meiners

Drama— Professor John O’Toole

Media—Dr Michael Dezuanni

Music—Professor Margaret Barrett

Visual Arts—Professor Elizabeth Grierson

Advisory group

NSW: curriculum context 4 art forms (dance, drama, music, visual arts) Coherent sequence of learning K-12 18 syllabuses inclusive of broad range of learners Focus on classroom learning Focus on arts practices e.g. performing, making,

composing, appreciating, listening Current syllabuses ready for revision/renewal Different to curriculum direction in other states and

territories

About the draft Shape paper …

dancedance

dramadrama

mediamedia

musicmusic

visual arts

visual arts

5 art forms

Theoretical framework based on ‘Aesthetic knowledge’Organising 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-8

DET 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 terminology

States and territories have very different content and content organisers

States and territories use very different curriculum terms, or similar terms in different ways

States and territories have very different exit points and credentialing for senior students

Key considerations in consultation Articulation 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.Making

ComposingPerforming

Appreciating

Arts practices, e.g.Making

ComposingPerforming

Appreciating

Rigour?Reflect authentic

arts practice?What terminology?

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 practices

Sequence of learning over time

Interrelated learning in arts practices

Sequence of learning over time

Access and inclusivity?Artistic processes?Reflective learning?Integration of critical and historical study?Primary Secondary

Access 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 …

GeneratingRealising

Responding

GeneratingRealising

Responding

Accessibility for teachers and students?

As a guide for writers?As a guide for

programming & assessing?

Accessibility 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-curriculum

Arts as a ‘tool’ for learning

Cross-artsCross-curriculum

Arts as a ‘tool’ for learning

Instrumental vs intrinsicTeacher capacity?

Curriculum demands – at exitResourcing?

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

Singular view of Arts learning

Subjectivity?Hierarchical/western?

Passive?Definition of culture within an aesthetics framework?

Strong foundation for senior studies?

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 implementation2014 implementationAnticipating new works, theories, technologies?

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

Study of ‘media’ exists in Visual Arts, Drama,

Technology and English

Clear definition of a new subject?

Elective and senior studies?Implementation?

Staffing?Training?

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 considerations PPT with mapping and key considerations Web updates, network communications and Yammer groups Cross-Directorate briefing Follow-up cross-directorate responses and reference groups Primary videoconferences Secondary videoconferences Online forums and surveys Expert teacher meetings Meetings with other key stakeholders Collation 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.htmhttp://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/dance/index.htm

Provide feedback through consultation processes with ACARA, BOS, CK-12

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