In my opinion...
Arts Education within Australian classrooms has the ability to provide children with skills attitude and knowledge which can positively impact children’s learning in other curriculum areas as well as their learning beyond the classroom. However, in order for arts education to hold a more significant and valuable place in the curriculum, teachers need to be informed, meaning appropriate, detailed and rich documentation needs to be provided, easily accessible and readily available. Many teachers and schools are now beginning to understand the importance and value Visual Arts Education has on students overall learning and development, and that its place in the curriculum must go beyond simply a ‘Friday afternoon’ lesson (this can been seen through more and more schools having Visual arts facilities and employing specialist arts teachers). Current curriculum framework provided for teachers nationally and within Victoria however, is not supporting this movement towards recognising Visual Arts as an integral part of children’s education.
When used individually, The Australian Curriculum, VELS and the Conceptual Framework insufficiently guide and lack to provide teachers with a detailed and comprehensive understanding of Arts Education; this in turn, can effects teachers ability to create valuable and effective art practice and art appreciation lessons. The Visual arts domain of VELS provides only a brief outline of the elements and learning outcomes of visual arts education, this, if used alone can actually inhibit successful art education and understanding for both teachers and students. ACARA however provides a more in depth and technology based approach to arts education, which supplemented with the VELS document, can help and direct teachers to more appropriate assessments and outcomes in arts education. Tying in the Conceptual Framework with both VELS and ACARA documents however can provide a richer and more holistic learning experiences for both teachers and students, especially when exploring appreciating, reflecting and analysing art.
When compared to the Finish National Board of Education Curriculum Guideline for Visual Arts, Australian Curriculum Framework, seems to only scratch the surface of Visual Arts education. Finnish documentation for arts education (according to www.oph.com) highlights that in Australia, Arts education is not given its full and deserving place within the curriculum. The Finish National Board of Education Curriculum Guideline states that building a solid understanding of visual arts for children in their primary years can enhance their understanding of ‘the visual world of Finnish culture, their own culture as well as cultures foreign to them’ throughout their lives. This, compared to VELS and ACARA which only briefly touches on the value of culture in art making and appreciating. The Finish Curriculum Guidelines also regard visual arts as a learning area which achieves to ‘promote the pupils skills in creative problem solving and investigative learning”. The emphasis the Finnish place on Visual arts in supporting children’s learning in other curriculum areas, is also something that should be encouraged and promoted with more emphasis within Australian curriculum.
Visual Arts can provide a way for children to better develop lifelong skills for use within and beyond the classroom, in different learning environments and life situations. However in order for this to occur Arts Education must take a more prominent role in Australia curriculum. More appropriate, supportive and comprehensive documentation needs to be provided for teachers for this to happen.
When used individually, The Australian Curriculum, VELS and the Conceptual Framework insufficiently guide and lack to provide teachers with a detailed and comprehensive understanding of Arts Education; this in turn, can effects teachers ability to create valuable and effective art practice and art appreciation lessons. The Visual arts domain of VELS provides only a brief outline of the elements and learning outcomes of visual arts education, this, if used alone can actually inhibit successful art education and understanding for both teachers and students. ACARA however provides a more in depth and technology based approach to arts education, which supplemented with the VELS document, can help and direct teachers to more appropriate assessments and outcomes in arts education. Tying in the Conceptual Framework with both VELS and ACARA documents however can provide a richer and more holistic learning experiences for both teachers and students, especially when exploring appreciating, reflecting and analysing art.
When compared to the Finish National Board of Education Curriculum Guideline for Visual Arts, Australian Curriculum Framework, seems to only scratch the surface of Visual Arts education. Finnish documentation for arts education (according to www.oph.com) highlights that in Australia, Arts education is not given its full and deserving place within the curriculum. The Finish National Board of Education Curriculum Guideline states that building a solid understanding of visual arts for children in their primary years can enhance their understanding of ‘the visual world of Finnish culture, their own culture as well as cultures foreign to them’ throughout their lives. This, compared to VELS and ACARA which only briefly touches on the value of culture in art making and appreciating. The Finish Curriculum Guidelines also regard visual arts as a learning area which achieves to ‘promote the pupils skills in creative problem solving and investigative learning”. The emphasis the Finnish place on Visual arts in supporting children’s learning in other curriculum areas, is also something that should be encouraged and promoted with more emphasis within Australian curriculum.
Visual Arts can provide a way for children to better develop lifelong skills for use within and beyond the classroom, in different learning environments and life situations. However in order for this to occur Arts Education must take a more prominent role in Australia curriculum. More appropriate, supportive and comprehensive documentation needs to be provided for teachers for this to happen.