Draft Australian Curriculum: The Arts
Foundation to Year 10
Consultation Report
October 2012
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20121340
Contents
1
Executive Summary
.......................................................................................................... 4
2
Background Information
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6
3
Analysis
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7
Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
1
Executive Summary
Introduction
NSW has joined with the Australian Government and all other states and territories in a joint
endeavour to develop an Australian curriculum. The Board of Studies NSW is responsible for
advising the NSW Minister for Education on the appropriateness of curriculum for NSW
schools and the structure and process of its implementation, including with regard to the
Australian curriculum.
The development of the Australian curriculum is being coordinated by the Australian
Curriculum, Assessment and Reporting Authority (ACARA). Phase 1 includes English,
Mathematics, Science and History. Phase 2 comprises Geography, Languages and the Arts.
The Board is providing feedback from consultation to ACARA about the Draft Australian
Curriculum: The Arts.
Key matters

The rationale does not position the Arts as contributing unique knowledge,
understanding and skills and does not empower students to be informed in the Arts in the
21st century.

The use of the generic strands Making and Responding does not accommodate artsspecific language, structures and practices.

The curriculum is a limited interpretation of how students work in and through the arts in
the practical and cognitive domains.

The structure and organisation of the curriculum does not provide sufficient guidance for
teachers in clearly identifying what knowledge and skills students will learn.

There is an overemphasis on a participatory approach where experience and imagination
are more important than practice, depth, rigour, knowledge, learning and opportunities to
engage in, connect with, and learn about real-world arts practice.

The description of each art form does not adopt a contemporary view of best practice in
education.

The descriptions of learning do not represent an appropriate continuum of knowledge,
understanding and skills.

The significance and importance of technology in the Arts is not reflected.

References to cultures beyond Australia are limited and do not represent the diversity or
scope of cultures, worlds and knowledge in the arts.

This curriculum does not provide the opportunities for students to engage with real world
practice.

The F–10 curriculum does not provide an appropriate body of knowledge nor base for
study beyond the compulsory years of schooling into the senior years and tertiary study.

Media Arts does not reflect best practice and 21st century thinking; it is based on a
narrow focus and understanding of this area.
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report

Media Arts should not be included as a separate discipline in the Arts; it should be
incorporated appropriately in all learning areas.

The achievement standards do not indicate the quality of knowledge, skills and
understanding students will have achieved at the end of each stage and do not provide
specificity for teachers.

The diagrams of learning in and learning through the arts do not represent an appropriate
model or entitlement for study of the arts.

The curriculum does not cater for the learning needs of all students.
Recommendations to ACARA

Review the nomenclature for the Making and Responding strands to more accurately
represent the practices and knowledge, skills and understanding in each subject K–10.

Include Performing as a strand in Music, Drama and Dance.

Rewrite the rationale to include the intellectual and cognitive demands required for each
arts subject.

Remove the diagrams Learning in The Arts and Learning through The Arts. They do not
inform, guide or support teachers, and they misrepresent both Making and Responding.

Revise the band descriptions to reflect a developmental continuum that is logical and
sequential and is appropriate for learning in each subject.

Review the F–2 structure, creating a separate strand of learning for F and then Years 1–2
to cater for the diverse learning capabilities and backgrounds of students in these years.

Review the achievement standards so that they reflect intellectual rigour and describe
student achievement.

Include and acknowledge the range of technologies that influence and contribute to the
arts.

Provide opportunities to reference contemporary practice in each art form as well as the
study of traditions, conventions and histories.

Review the curriculum to ensure that it caters for the learning needs of all students.
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
2
Background Information
The Australian Curriculum, Assessment and Reporting Authority (ACARA) released the
draft curriculum for Foundation (known as Kindergarten in NSW) to Year 10 for the
Australian Curriculum: The Arts for national consultation until 23 September.
ACARA has an established timeline that includes further curriculum refinement to follow the
consultation period. Publication of the final curriculum is yet to be released.
The Board of Studies is coordinating consultation in NSW to provide advice about the quality
and suitability of the draft curriculum for The Arts for NSW schools. The Board conducted a
coordinated set of consultation activities to engage teachers and stakeholders and to seek their
feedback.
The NSW consultation focused on the F–10 Arts curriculum and consisted of:
o focus group meetings at:
- Wagga Wagga on 15 August 2012
(Wagga Wagga FG)
- Armidale on 22 August 2012
(Armidale FG)
- Offices of the Board of Studies in Sydney:
 on 5 September 2012
(Sydney FG)
 on 10 September 2012
(Stakeholder FG Sydney)
o an online survey on the Board of Studies website from the 13 August to 23 September
2012
o written submissions were received from:
- Drama NSW
(Drama NSW)
- Visual Arts and Design Educators’ Association NSW
(VADEA)
- Australian Catholic University
(ACU)
- Catholic Education Office Sydney
(CEO)
- Individuals
(Submissions 1–7)
The Catholic Education Office Sydney (CEO) conducted a range of activities during the
consultation period to inform feedback to the Board.
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
3
Analysis
3.1
Rationale
Overall Comments
Feedback identified that the Rationale does not provide a clear, strong statement of the value
and importance of studying and engaging with an arts curriculum. The rationale is not seen as
aspirational or motivating and does not provide a foundation for the complexity of an
inclusive, forward-looking 21st century curriculum. The rationale underrepresents the arts
and arts knowledge and does not provide an appropriate theoretical framework to engage
students.
Respondents commented that the rationale does not reference the body of knowledge, skills
or discipline inherent in each subject and that it will not develop students’ knowledge, skills
and understanding in the arts.
Summary of feedback
Source/s
The intention of the rationale is not represented in the content
descriptions.
Stakeholder FG (Sydney),
VADEA
The importance of learning in the area is understated in the
rationale and it lacks intellectual rigour.
VADEA
The definitions for specific subjects are simplistic and do not
identify the uniqueness and complexity of each of the art forms.
Stakeholder FG (Sydney),
VADEA
The rationale makes no reference to direct learning experience.
Stakeholder FG (Sydney),
VADEA
The rationale does not provide a theoretical framework and a
clear, strong statement on the value and importance of studying
an arts curriculum for all students across K–10 in the 21st
century.
Stakeholder FG (Sydney),
VADEA,
The rationale could be enhanced by emphasising critical and
higher order thinking and analysis.
CEO
Subject-specific feedback
Drama
The rationale for Drama could be improved by providing clarity
around the context of Drama: social, cultural and historical.
CEO
The Drama rationale is not well constructed. It needs to be clear
and more succinct. It fails to extrapolate what is unique to
Drama as an art form.
Drama NSW
The rationale does not provide stimulation, aspiration and depth
for teachers and students.
Stakeholder FG (Sydney)
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
Subject-specific feedback
Source/s
Media Arts
Media Arts should not be included as a separate discipline but
rather be incorporated into all KLAs.
CEO
Music
‘Playing available instruments’ suggests students play whatever
instruments they have access to, regardless of their value in
learning and learning equality. Equity is the fundamental
starting point of the Australian curriculum.
Submission 1, Wagga Wagga
FG, Stakeholder FG, Sydney
FG
The rationale does not adequately address the complexities of
learning music; in particular, it omits performance which is a
critical component of any music curriculum.
Submission 1
The use of the strand responding does not address aural analysis
in music.
Submission 1
The use of both terms elements and concepts is confusing.
CEO, Sydney FG
Visual Arts
The rationale uses a process-based approach which
underrepresents the body of knowledge specific to Visual Arts
and does not provide a forward-looking approach.
ACU
The rationale places too much emphasis on self-expression
which provides a partial view of the purposes of the arts.
Stakeholder FG (Sydney)
The rationale presents a simplistic view and the importance of
learning in Visual Arts is understated.
Stakeholder FG (Sydney),
Submission 2
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
3.2
Aim
Overall Comments
Respondents commented that the aims do not foster a passionate understanding of the
individual subjects, nor do they inspire, enrich or engage students or teachers.
The Aim should incorporate an acknowledgment that through the study of an arts subject,
students will develop their skills and knowledge in increasingly intentional ways.
The language, intent and specificity of the aims were areas identified for further development
in feedback.
Summary of feedback
Source/s
Performance is not included within the Aims of the
curriculum. This is particularly relevant for Music, Drama
and Dance.
Stakeholder FG (Sydney),
Wagga Wagga FG
The aims do not provide adequate direction for teachers on
what students are meant to learn, and lack sufficient focus on
measurable skills development.
FG (Sydney), online survey,
Armidale FG, VADEA,
Stakeholder FG (Sydney)
There is ambiguity around the term available technology; this
may lead to inequity in funding of Arts departments.
CEO
The aims overemphasise play and experience and do not refer
to the importance of learning and acquiring knowledge.
Stakeholder FG (Sydney)
The aims do not provide sufficient motivation for teachers
and students.
Stakeholder FG (Sydney)
The aims could be improved by revising some of the terms
used; for example, making to creating.
CEO
The aims do not reflect a contemporary and progressive view
about Arts education.
Online Survey
Subject-specific feedback
Music
The Aims are not age-appropriate for the study of music.
Sydney FG, Drama NSW,
Submission 1
The Aims need to include that studying music contributes to
learning about ourselves, others and the world.
Stakeholder FG (Sydney)
There is no clear and powerful statement of the value and
importance of music education and its purpose and benefit for
students (aesthetic, cultural, abstract and higher order
thinking, brain studies).
Wagga Wagga FG, Submission
7
The aims should include reference to and inclusion of
Australian Music.
CEO, DEC
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
Subject-specific feedback
Source/s
Visual Arts
There is no explicit identification of the importance of
knowledge of visual arts outlined in the aims; this presents
a limited view of the intellectual rigour and importance of
conceptual and material practice in this subject.
VADEA, Submission 2
There is no acknowledgment that Visual Arts is a
teachable and theoretical body of knowledge that prepares
students to be creative, critical and autonomous learners.
Submission 3, 5
Expressing ideas through making and responding reduces
the level of conceptual thinking.
CEO, Submission 5
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
3.3
Organisation of Content
Overall Comments
Respondents indicated that the organisation of content is misleading, confusing and unhelpful
for teachers. Most respondents felt that the diagrams describing Learning in The Arts and
Learning through The Arts are inadequate and not representative of arts or educational
practice. The Making and Responding organisers are too generic for all of the arts subjects
and should be subject specific to reflect practice, appropriate learning and metalanguage in
each subject. Drama respondents were the most positive about the organisation of content.
Summary of feedback
Source/s
The organisation into two strands and the nomenclature used
for each strand does not represent best practice approaches to
curriculum development and teaching and learning in the
Arts. It does not provide the full range of opportunities for
students studying the Arts. The term Making prioritises
process over knowing and Responding focuses on the
subjective.
Sydney FG
Stakeholder FG (Sydney),
VADEA, ACU, CEO
The organisation of content into two strands offers no basis
for conceptual development within and across the bands and
diminishes the significance of performance within the
performing arts.
Online Survey, Stakeholder FG
(Sydney), ACU, Submission 1
The diagrams (Fig 1 and Fig 2) do not provide clarity on what
is to be taught and what students are meant to learn. The
diagrams do not inform, guide or support teachers in
designing a sequence of learning. They misrepresent both
Making and Responding.
VADEA, Stakeholder FG
(Sydney), Sydney FG, Online
Survey x 2
Important terms such as Artmaking, Performing and Studying
are omitted.
Submission 5
Imagining and improvising are inappropriate terms as generic
terms in that both are quite specific for each discipline and
should not be used in an overarching way.
Stakeholder FG (Sydney)
The precise skills of each discipline are missing. Good
creative performance should be apparent.
Stakeholder FG (Sydney)
There is no reference to audience or final product. Making
should involve the expectation that works of art will be fully
realised, refined and presented.
Drama NSW
The use of terms learning in, learning through and learning
about in K–6 and only learning in in 7–10 is confusing and
requires further clarity.
CEO
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
3.4
Content Descriptions
Overall Comments
Feedback identified concern with the lack of coherence of the content descriptions, and an
inconsistent sequential, developmental continuum. The lack of rigour in all arts subjects was
a strong concern for the majority of respondents. There was a consistent view from
respondents that the commonality of language is unsuitable and that metalanguage is required
in each subject area.
Performance learning is critical to music, drama and dance, and it is missing from this
document. The focus on creativity, exploration and play, and ‘learning by doing’ does not
connect activities to the skills and knowledge required for meaningful engagement, nor to
prepare students for study beyond secondary schooling.
Respondents stated that the curriculum does not provide enough direction for generalist
teachers to develop a meaningful teaching program. The positioning of the arts as subjects is
seen to be compromised due to the superficial nature of the content descriptions.
Summary of feedback
Source/s
F–2 is too broad a range of capabilities. This band does not
recognise the breadth of learning that takes place in these
years and is pedagogically inappropriate as a result. The band
should be separated into K or F and Stage 1 for Years 1 and
2.
Stakeholder FG (Sydney),
Sydney FG, Wagga Wagga FG,
Armidale FG
Students in the F–2 band are capable of more than is
described in the content description. The focus is on
creativity, exploration and play and ‘learning by doing’, but
does not connect activities to skills and knowledge required
for meaningful engagement.
VADEA, ACU, Stakeholder FG
(Sydney), Wagga Wagga FG
The rigour and intellectual quality of content and the
standards within each arts subject are inconsistent across each
band of learning.
Stakeholder FG (Sydney),
VADEA. Online Survey
There is a lack of consistency and acknowledgment of
developmental sequencing of knowledge and skills. Some
earlier stage content descriptions seem cognitively more
complex and synthesised than the later ones. They do not set
any expectation of increasing conceptual, critical and
intellectual development from band to band.
Sydney FG, VADEA, ACU,
Online Survey, Stakeholder FG
(Sydney), Wagga Wagga FG,
Online Survey
The content descriptions do not provide sufficient scope to
extend and differentiate and therefore do not cater for the
needs of all students. The continuum lacks acknowledgement
of the outstanding achievement students are capable of
achieving within each stage.
Sydney FG, Armidale FG,
Submission 4, Drama NSW,
VADEA, Stakeholder FG
(Sydney)
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
Summary of feedback
Source/s
The content descriptions should describe a sequential,
developmental and continuous progression from K to 10, with
the outcomes at Year 10 describing standards that are an
adequate preparation for entry to the study of arts in senior
years, and conferring eligibility for admission to tertiary
study.
Wagga Wagga FG, Stakeholder
FG (Sydney), Sydney FG
Subject-specific feedback
Source/s
Dance
The description of dance is too literal and simplistic and fails
to represent dance as an art form. Too much emphasis is
placed on experimenting, feeling and personal experience.
There is no recognition of the conceptual nature and intention
of dance as an art form.
Sydney FG
The performance strand of Dance is not clearly represented in
Making and Responding.
CEO
There are too many content points.
Wagga Wagga FG
The importance of skills training and the physical and
cognitive demands of dance are understated, leading to low
expectations for each stage and content that is inappropriate
for the age of the students.
Sydney FG, CEO
The elements of dance are vital components of a quality
dance curriculum but these elements are lost in the content
descriptions. More explicit links to the elements are required.
Sydney FG
The current practice of integration in NSW primary schools
has been omitted.
Wagga Wagga FG
Drama
There is no reference to playbuilding or playmaking within
the content descriptions.
Stakeholder FG (Sydney)
References to the impact and use of technologies have not
been made specific in the content descriptions.
Wagga Wagga FG
The content descriptions do not cohere with the aims for
drama.
Stakeholder FG (Sydney)
There is no sense of risk-taking or striving for excellence
within the content descriptions and they therefore lack
stimulation, aspiration and depth.
Sydney FG
There is insufficient recognition of the collaborative nature of
drama and no collaboration with other subjects, apart from
arts subjects, has been identified.
Stakeholder FG (Sydney), Drama
NSW
The critical relationship between actor and audience has not
been acknowledged.
Stakeholder FG (Sydney), Drama
NSW
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
Subject-specific feedback
Source/s
The relationships between the art forms are forced, tokenistic
and lack authenticity.
Stakeholder FG (Sydney)
The content descriptions do not acknowledge the discrete
body of knowledge and pedagogy for drama.
Stakeholder FG (Sydney)
The elements of drama are consistent with current practice.
Stakeholder FG (Sydney)
Increase the perspectives of ATSI in a meaningful way, rather
than just partitioned into the introduction.
Drama NSW
Media Arts
The content descriptions do not reflect best practice and
21st century thinking and are based on a narrow focus and
understanding of media arts.
ATOM
The content descriptions do not recognise the complexity of
specialist knowledge in this subject and provide limited
opportunities for engagement.
Wagga Wagga FG
The K–6 content descriptions undervalue what students are
able to do across these stages.
Wagga Wagga FG, Stakeholder
FG (Sydney)
There is no recognition of collaborative practice and the
overlap with other curriculum areas.
Stakeholder FG (Sydney),
The content descriptions do not address ethics or an
understanding of the protocols of social media.
Sydney FG, Armidale FG,
Stakeholder FG (Sydney)
The content descriptions do not reflect understanding of the
aesthetic practice of film-making.
Stakeholder FG (Sydney)
The subject of Media Arts is already integrated into other
subject areas in NSW. Its inclusion as a separate subject
raises concerns as to its impact on time allocation, pre-service
training, staffing and resourcing.
Sydney FG, CEO, Armidale FG
Music
The content descriptions are not logically sequenced and do
not reflect the practice and language of music. Aural skills,
listening and practice are not addressed.
Stakeholder FG (Sydney),
Submission 7
There is an overemphasis on feeling, experience and trialling
with no reference to skills development, learning and
knowledge. The term trialling requires clarification as it is
unclear what it means.
Sydney FG, Online Survey,
Armidale FG, CEO
Western music and contemporary Australian music do not
have enough emphasis.
Stakeholder FG (Sydney),
Submission 1, CEO
Sydney FG, Armidale FG
Wagga Wagga FG,
Submission 6, Submission 7
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
Subject-specific feedback
Source/s
The content descriptions need to emphasise continuous fine
motor skill development and coordination required in this
subject, beginning in F–2.
Sydney FG, Stakeholder FG
(Sydney), Submission 1, CEO,
Armidale FG, Wagga Wagga
FG, Submission 7
The band descriptions have no clear purpose, in part because
the underpinnings of making and responding do not
appropriately represent the subject and its practices.
Sydney FG
There are no clear developmental statements from stage to
stage, and expectations of student development is uneven and
unrealistic, eg for Music Year 9–10 ‘distinct personal voice’.
Sydney FG, Wagga Wagga FG,
Stakeholder FG (Sydney),
VADEA, Submission 1
An increased use of specific music terminology is
recommended to ensure accuracy and holistic descriptions.
Sydney FG, Wagga Wagga FG
Technology is not used for creative thinking, only for skills
and competencies.
Online Survey, Armidale FG
The content descriptions need to clearly distinguish between
elements, concepts and ideas. The interchangeable use of
them in the curriculum contributes to confusion and does not
provide clear direction for teachers.
Wagga Wagga FG, Sydney FG,
Submission 1
Visual Arts
There is a lack of coherence in many areas of the Visual Arts,
especially in the band descriptions.
ACU
The links between the band statements are unclear in the
developmental sequence, and there are inconsistencies from
band to band. They do not clearly articulate what students are
meant to learn.
Stakeholder FG (Sydney), Online
Survey
The content descriptions are not logically sequenced and do
not have a central structure of practice as knowledge.
Stakeholder FG (Sydney)
The draft curriculum does not give students an access point to
contemporary practice in the Arts.
Stakeholder FG (Sydney)
There is a lack of clarity and consistency of language,
especially in relation to viewpoints, perspectives and
practices.
Sydney FG, CEO
The content descriptions preference personal, emotional and
experiential responses which militate against other
pedagogical approaches to how students learn and are
assessed in Visual Arts.
ACU, CEO, Submission 5
The process-oriented approach reflected in the content
descriptions does not develop the knowledge, skills and
understanding that comes through engagement with Visual
Arts practice.
ACU
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
Subject-specific feedback
Source/s
The organiser Responding does not clarify how students are
disposed in relation to meaning as audience, viewers, artists,
critics or historians.
Stakeholder FG (Sydney)
The content descriptions understate the cognitive demands of
the visual arts and do not acknowledge the possibility and
existence of complex student achievement in the arts.
Submission 2
There is no explicit teaching of new technologies.
Submission 6
3.5
Achievement Standards
Overall Comments
The majority of respondents indicated that the achievement standards lack both artistic and
cognitive rigour. The content descriptions diminish the cognitive demands required in the
study of the arts, and do not provide a clear direction for assessment standards. Respondents
commented that specific subject-based language is not present in the achievement standards.
Summary of feedback
Source/s
The achievement standards lack clarity and do not represent
the knowledge, understanding and skills that can be
objectively assessed.
Stakeholder FG (Sydney), Online
Survey x2, Sydney FG, Drama
NSW, CEO, Submission 7
The achievement standards are not clearly articulated and lack
the appropriate metalanguage to allow meaningful assessment
of student knowledge, skills and understanding.
Sydney FG, Stakeholder FG
(Sydney), Online Survey x 2,
Wagga Wagga FG, Stakeholder
FG (Sydney), CEO, Drama NSW
The achievement standards are not accurately reflected in the
content descriptions.
Stakeholder FG (Sydney),
VADEA, CEO
There is no reference to curatorial practice, only to ‘display’.
Stakeholder FG (Sydney),
VADEA
There is a lack of continuity across Years 7 and 8 and Years 9
and 10 standards.
Stakeholder FG (Sydney),
VADEA, CEO
Students will not be well prepared for Stage 6.
Stakeholder FG (Sydney),
VADEA, Wagga Wagga FG,
Armidale FG
Some standards are not age-appropriate, eg Stage 2
choreography in Dance.
Stakeholder FG (Sydney)
The achievement standards are broadly presented, allowing
teachers to plan an overview. However, this needs to be
supported with clear and specific sequential achievement
levels.
CEO
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
3.6
Catering for the full range of students
Overall Comments
Feedback identified that the draft curriculum does not cater for the diversity of learners.
Summary of feedback
Source/s
It does not acknowledge the learning needs of capable or high
order students.
Submission 4, Online Survey
The curriculum does not meet the needs of all students.
Sydney FG
3.7
General capabilities and cross-curriculum priorities
Overall Comments
The majority of respondents indicated that the general capabilities and cross-curriculum
priorities do not integrate with the content of curriculum. While the general capabilities and
cross-curriculum priorities have been identified throughout the document, they are
inconsistently represented.
Summary of feedback
Source/s
The general capabilities are vague and there is no direction for
implementation.
Online Survey
Aboriginal and Torres Strait Islander histories and cultures are
not adequately represented.
CEO
Stronger emphasis needs to be placed on the use of
technology as an engaging and extending tool.
CEO
Critical and creative thinking is a crucial aspect of cognitive
functioning. It needs to be embedded in all aspects of the
curriculum, not listed as a General Capability.
Submission 4
It seems to be contradictory for a document that focuses on
students’ personal responses to then be obliged to address
these external capabilities.
Online Survey
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Board of Studies NSW
Draft Australian Curriculum: The Arts Foundation to Year 10 Consultation Report
3.8
Other comments
Overall Comments
Respondents provided a range of comments relating to the lack of clarity, rigour, learning and
sense of discipline that is absent from this document.
Summary of feedback
Source/s
The draft Australian curriculum does not provide a credible
basis on which an arts curriculum can be established.
Submission 4
The draft curriculum does provide an appropriate scope for
learning but does not provide clear expectations for teachers
or students. There is a lack of sequential progression in skills
and content.
CEO, Online Survey
The terminology needs to be addressed as it is confusing and
contradictory, eg music elements and concepts.
CEO, Wagga Wagga FG,
Stakeholder FG (Sydney)
Technology is not sufficiently represented.
CEO, Submission 6
The document should be structured and written around a
framework for each arts subject that reflects contemporary
research and practices in each field.
Submission 5
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