Australian Arts Curriculum
The Shape of the Australian Curriculum: The Arts
Consultation 8 October–17 December
Deidhre Wauchop
Manager, Creative Arts
deidhre.wauchop@det.nsw.edu.au
Events to date....
Jun–Aug
2010
May 2010
Jan–Apr
2010
Aug–Dec
2009
Curriculum
shaping:
literature
review and
position paper
Curriculum
shaping:
drafting of
initial advice
paper
National
forum:
150 delegates
consult on
draft initial
advice
Draft Shape
paper finalised
What’s next?
Dec
2011
Jul–Sep 2011
Jan–Jun 2011
Curriculum
development
Oct–Dec 2010
Shape paper
consultation
(10-week
period)
Consultation
on draft
curriculum
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
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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 …
dance
media
visual
arts
5 art forms
drama
music
Theoretical framework based on ‘Aesthetic
knowledge’
Organising strands: generating, realising,
responding
General capabilities
Cross-curriculum priorities
What aspects of the Shape paper are likely to attract attention?
Core learning in each art form K-8
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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
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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
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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 …
Articulation of content in each art form –
how does this compare to the way content
is described now?
Arts practices, e.g.
Making
Composing
Performing
Appreciating
Rigour?
Reflect authentic
arts practice?
What terminology?
How does the shaping paper
address …
Articulation of learning in each art form –
what will students learn?
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
How does the shaping paper
address …
Use of generic terminology and organisers
across the arts – is this appropriate – K-6,
K-8, K-12?
Generating
Realising
Responding
Accessibility for teachers
and students?
As a guide for writers?
As a guide for
programming & assessing?
How does the shaping paper
address …
Focus on integration – how appropriate is
this for the arts?
Cross-arts
Cross-curriculum
Arts as a ‘tool’ for learning
Instrumental vs intrinsic
Teacher capacity?
Curriculum demands – at exit
Resourcing?
How does the shaping paper
address …
Aesthetic knowledge as theoretical
framework – how clear is this? For primary
teachers? For secondary teachers?
Singular view of
Arts learning
Subjectivity?
Hierarchical/western?
Passive?
Definition of culture within
an aesthetics framework?
Strong foundation
for senior studies?
How does the shaping paper
address …
A curriculum for the future – how well does the
shape of the arts curriculum take account of
contemporary and future arts practice?
2014 implementation
Anticipating new works,
theories, technologies?
How does the shaping paper
address …
Media Arts in NSW – how well is this described as
an art form, and what are the implementation
issue for NSW teachers?
Study of ‘media’ exists in
Visual Arts, Drama,
Technology
and English
Clear definition of a
new subject?
Elective and senior studies?
Implementation?
Staffing?
Training?
What is the Creative arts unit doing in relation to
consultation for the Shape paper?
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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?
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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/creativ
earts/dance/index.htm
http://www.curriculumsupport.education.nsw.gov.au/secondary/cre
ativearts/dance/index.htm
Provide feedback through consultation processes with ACARA,
BOS, CK-12
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