THE ARTSTHE ARTS IN THE IN THE AUSTRALIAN AUSTRALIAN CURRICULUMCURRICULUM

IMPLICATIONS FORIMPLICATIONS FOR

SCHOOLS and TEACHERS SCHOOLS and TEACHERS

The consultative design The consultative design processprocess

• ALL decisions made or ratified by ACARA Curriculum CommitteeALL decisions made or ratified by ACARA Curriculum Committee• Senior Project Officer appointed - Sept 2009Senior Project Officer appointed - Sept 2009• 26 person Reference group – all arts, states, systems, levels - 26 person Reference group – all arts, states, systems, levels -

Sept 2009Sept 2009• Lead writer and writing team for Shape Paper –Dec 2009Lead writer and writing team for Shape Paper –Dec 2009• Advisory group of 12 – all art forms, levels, systems, teachers - Advisory group of 12 – all art forms, levels, systems, teachers -

Jan 2010Jan 2010• Primary teachers trial – April 2010Primary teachers trial – April 2010• Sydney forum – 300 stakeholders – May 2010Sydney forum – 300 stakeholders – May 2010• Internet consultation 16 weeks – public AND authority responsesInternet consultation 16 weeks – public AND authority responses• Informal presentation/discussions – most states - 2010 & 2011Informal presentation/discussions – most states - 2010 & 2011• Rewriting by team and advisory group – final paper - Aug 2011Rewriting by team and advisory group – final paper - Aug 2011• Writing teams – 2 each art form + 2 – Oct 2011Writing teams – 2 each art form + 2 – Oct 2011• Advisory Panel – 10 inc. 1Advisory Panel – 10 inc. 1stst writers team – Oct 2011 writers team – Oct 2011• Regular NAAE consultation throughoutRegular NAAE consultation throughout

FIRST AGREEMENTSFIRST AGREEMENTS

• BASIC ENTITLEMENT: BASIC ENTITLEMENT: FIVE ART FORMS:FIVE ART FORMS:

Dance, Drama, Media Arts, Music, Visual Dance, Drama, Media Arts, Music, Visual ArtsArts

All 5 art forms equally through Primary (F-All 5 art forms equally through Primary (F-6)6)

Flexibility in Years 7 & -8 Flexibility in Years 7 & -8 Availability in Years 9-12 with no diminutionAvailability in Years 9-12 with no diminution• ASPIRATIONALASPIRATIONAL• ACKNOWLEDGMENT OF ACKNOWLEDGMENT OF DIFFERENCEDIFFERENCE• ACKNOWLEDGMENT OF ACKNOWLEDGMENT OF CONNECTIVITYCONNECTIVITY• 2121stst CENTURY CURRICULUM CENTURY CURRICULUM

WHY MEDIA WHY MEDIA ARTS?ARTS?

THE SHAPE PAPERTHE SHAPE PAPER

•Collective wisdomCollective wisdom•Coherent vision and Coherent vision and

structurestructure

butbut•Plain languagePlain language•Twenty pagesTwenty pages

Timeline (unofficial)Timeline (unofficial)

• Curriculum drafting October 2011 - ?May 2012Curriculum drafting October 2011 - ?May 2012• Phase 1: Aims, rationale, scope & sequence – Jan Phase 1: Aims, rationale, scope & sequence – Jan

20122012• Phase 2: Detailed curriculum – Feb - ?May 2012Phase 2: Detailed curriculum – Feb - ?May 2012• Internet consultation - ?May- July 2012Internet consultation - ?May- July 2012• Revising and redrafting ?July – December 2012Revising and redrafting ?July – December 2012• Trial implementation - ? 50 schools 2013Trial implementation - ? 50 schools 2013• Gradual implementation, based on what arts Gradual implementation, based on what arts can can be be

initially delivered 2013-2015initially delivered 2013-2015• Full implementation ? 2016Full implementation ? 2016

KEY PRINCIPLESKEY PRINCIPLES

• All children have arts capability and All children have arts capability and entitlemententitlement

• CreativityCreativity, , imaginationimagination and and playplay are central are central• Arts knowing is sensory, cognitive and affectiveArts knowing is sensory, cognitive and affective• Arts are culturally mediatedArts are culturally mediated• Full understanding is practical, critical, Full understanding is practical, critical,

knowledgeable knowledgeable • Process is as important as productProcess is as important as product• Arts in schools are highly collaborativeArts in schools are highly collaborative• Arts need different times and structuresArts need different times and structures

REQUIREMENTSREQUIREMENTS• Three Cross-curricular PerspectivesThree Cross-curricular Perspectives

- Aboriginal and Torres Strait Islanders- Aboriginal and Torres Strait Islanders

- Asian-Pacific arts- Asian-Pacific arts

- Sustainability- Sustainability• Seven General CapabilitiesSeven General Capabilities

- Literacy- Literacy- Numeracy- Numeracy- ICT- ICT- Critical - Critical and creative and creative thinkingthinking

-

- Personal and Social - Personal and Social competencecompetence- Intercultural - Intercultural understandingunderstanding- Ethical behaviour - Ethical behaviour

ORGANISERSORGANISERS

• Simple, clear and not too manySimple, clear and not too many

• ““What do people do when they engage in arts?”What do people do when they engage in arts?”MAKING (by artists)MAKING (by artists)

(inc. CREATING, PRODUCING, PRESENTING, (inc. CREATING, PRODUCING, PRESENTING, COMMUNICATING)COMMUNICATING)

RESPONDING (by audiences)RESPONDING (by audiences)

• All recursive All recursive • All equally important All equally important

AESTHETIC KNOWLEDGEAESTHETIC KNOWLEDGEa particular way of knowinga particular way of knowing

• Arts are experienced and communicated Arts are experienced and communicated through the through the sensessenses, the , the brainbrain and the and the emotionsemotions • Arts learning is Arts learning is holistic and embodiedholistic and embodied• Arts are experienced in all domains of Arts are experienced in all domains of experience and perception: subjective (‘I’), experience and perception: subjective (‘I’), relational (‘you’ and ‘us’) and objective (‘it’ relational (‘you’ and ‘us’) and objective (‘it’ and ‘them’) and ‘them’) •Arts learning moves from experiencing to Arts learning moves from experiencing to comprehending through key questionscomprehending through key questions

Key questions Key questions • MeaningMeaning• FormForm• Society Society • CultureCulture• HistoricalHistorical• Philosophy and ideologyPhilosophy and ideology• Critical and evaluativeCritical and evaluative• Psychological Psychological • Other – eg institutions, spiritualOther – eg institutions, spiritual

WRITING THE WRITING THE CURRICULUMCURRICULUM

• 2 Year Bands for reporting:2 Year Bands for reporting:

F-2, 3/4, 5/6, 7/8, 9/10F-2, 3/4, 5/6, 7/8, 9/10• 11/12 (Senior) still sub-judice – but 11/12 (Senior) still sub-judice – but

principles drafted to fit in with State Senior principles drafted to fit in with State Senior programsprograms

• Content in 2 year bands – general principles Content in 2 year bands – general principles not lockstep prescriptionnot lockstep prescription

• Familiarity with all State & Territory Familiarity with all State & Territory syllabuses & Shape paper designed to syllabuses & Shape paper designed to synch. synch.

• Achievement standards in aesthetic Achievement standards in aesthetic knowledgeknowledge

LOGISTICAL LOGISTICAL CHALLENGESCHALLENGES

(or not)(or not)• TIMETIME

Arts need differentiated allocation and Arts need differentiated allocation and different kinds of management in different kinds of management in integrated curriculumintegrated curriculum

• SPACESPACE & PHYSICAL RESOURCES& PHYSICAL RESOURCES• PARENTSPARENTS & & SCHOOL SCHOOL

ADMINISTRATIONADMINISTRATION• ACARA COMMUNICATIONACARA COMMUNICATION• TEACHERSTEACHERS

TEACHERSTEACHERS

• ACARAACARA & & ESAESA WEB RESOURCES WEB RESOURCES

• PROFESSIONAL LEARNING?PROFESSIONAL LEARNING?

• PRE-SERVICE TEACHER EDUCATION?PRE-SERVICE TEACHER EDUCATION?

• SPECIALISTS & COMMUNITYSPECIALISTS & COMMUNITY

• ARTS INDUSTRY – increasing ARTS INDUSTRY – increasing importanceimportance