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 ART EDUCATION AUSTRALIA |
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For further enquiries please email: conference@arteducation.org.au
The Seoul Agenda: Goals for the Development of Arts Education is a major outcome of UNESCO’s Second World Conference on Arts Education held in Seoul, the Republic of Korea, on 25 – 28 May 2010. Download a PDF of the Seoul Agenda.
Download a newsletter from the Canadian UNESCO Chair for Arts and Learning, Professor Larry O Farrell, Canada.
Outcomes: The Second World Conference on Arts Education 2010. Read the Final Report.
At the recent 2nd UNESCO World Congress on Arts Education, held in Seoul Korea, international visitors were introduced to KACES, the Korea Arts and Culture Education Service. This service has amassed a great deal of research not only within Korea but beyond and is hoping to become a prominent source for arts education research and information world-wide.
To this end, the abstracts from The 2nd World Conference on Arts Education can be found online on KACES’ homepage: http://eng.arte.or.kr/arte_eng/resources/report.jsp
The Draft Shape of the Australian Curriculum: The Arts (The Draft Shape Paper) is being designed to provide advice to writing teams on the nature of learning and the nature of curriculum in each of the artforms of Dance, Drama, Media Arts, Music and Visual Arts. It follows the Initial Advice paper: The Arts presented to invited arts educators, jurisdictions and industry representatives at the Arts Forum held in Sydney on 3 May 2010. Following this forum, feedback was given to writers which have formed the basis of the Draft Shape Paper.
The Draft Shape Paper is not intended to be a curriculum document. It does not contain content or achievement standards that will typify a final curriculum document, nor does it constitute a “course” and therefore can not be described as such.
When considering this document it is important to consider whether the information provided describes the nature and continuum of learning in the visual arts. This is the first thing that needs to be established before writers develop this into a sequential and developmental curriculum with associated achievement standards. The document will also describe how the Arts can contribute to the learning of cross-curriculum content and the general capabilities.
Release and consultation
The Draft Shape Paper for the Arts will be released by the Australian Curriculum Assessment and Reporting Authority (ACARA) on its website, followed by a period of public consultation, leading to the final publication of The Shape Paper. It is understood ACARA will then advertise for curriculum writers. The Shape Paper will guide the writers and an advisory panel to draft the national arts curriculum for years K-12. This process will provide further opportunities for consultation by ACARA, state and territory jurisdictions and professional associations.
The Arts in the Australian Curriculum Shape paper delayed
The release of the Shape Paper for the Arts has been delayed because the government is in caretaker mode. The new date for the release is 1 September, after the election.
ACARA – Australian Curriculum Assessment and Reporting Authority
A draft arts timeline and further information can be accessed at http://www.acara.edu.au/arts.htm
Register now to receive updates from ACARA: http://www.acara.edu.au/default.asp
Or go straight to the consultation page and register: https://www.australiancurriculum.edu.au/Auth/Login
There is a pressing need for investment in networks to support better communications of humanities, arts and social sciences research and knowledge.
The Australian government's launch of Inspiring Australia, its new science communications strategy, opens the way for investment in these networks. CHASS is developing programs to meet the strategy's goals of an active community and industry engagement with knowledge based research and discovery in Australia.
CHASS President, Professor Linda Rosenman, welcomed Inspiring Australia's recognition of the humanities, arts and social science discipline's contribution to problem-solving for Australia. The strategy further recognises that the social sciences and humanities are critical to the interface between science and society.
CHASS is preparing a proposal to bring together industry, researchers and policy makers in a national forum for the humanities, arts and social sciences. At the heart of the forum will be meetings of learned societies and discipline groups - many of them members of CHASS - which could debate and discuss their specific issues and research, but also link to umbrella events and speeches on major issues and challenges before Australia. We will take this proposal to government and suggest it becomes one of the major initiatives in the new strategy, to stand alongside long-running high profile events such as the national science festival.
Council for the Humanities, Arts and Social Sciences: www.chass.org.au
On 28 September 2009 the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) outlined the purpose, roles, activities, governance arrangements and budget for a new national education body whose activities will be framed around standards and professional learning. The new body is to be called the Australian Institute of Teaching and School Leadership.
Core activities proposed for the new Institute:
Standards
- national teacher professional standards
- pre-service teacher education accreditation
- registration of teachers
- accrediting accomplished and leading teachers
Professional Learning
- development of a national framework and quality assurance process for professional learning
- development and strategic delivery of innovative and dynamic national flagship programs to facilitate excellence in pedagogy and leadership
- developing professional learning for school leaders
Board
- Chair and Deputy Chair of the Board to be independent and nominated by the Commonwealth, following state and territory consultations
- Members from each state and territory, the Australian Government, Catholic and Independent sectors
- three additional Board positions nominated by professional bodies
- potential to co-opt member(s) from outside the education sector with expertise in corporate governance, business or commercial fields
We await further advice from MCEEDYA with regard to this new Commonwealth education initiate and from each current state teacher registration authority with regard to implications for professional standards and accreditation.
www.arteducators.org/olc/pub/NAEA/learning/learning_page_5.html - published by the US professional association of art educators, NAEA.
Marian Strong recently returned from the InSEA 32 World Congress, Osaka, Japan, held in August 2008. View some of the photos she took while at the congress.
AEA is an active member of the National Education Forum (NEF). Through this membership AEA participates in debates, issues and developments at the national level on behalf of AEA members.
A National Curriculum
Professional teacher association representatives reviewed version one of the paper at our mid-year meeting. Read the final revised version here. The group has agreed to continue in 2008 in order to continue influencing debate on this topic.
The NEF Executive commend the paper to you, and members of your association to use as a foundational document to guide your discussions about national Curriculum especially in the light of the new Federal Governments proposed Education Revolution and the statements made already about National Curriculum. We would urge you to distribute this electronic version to your State/Territory colleagues, and to the grass-roots of the profession to inform this important debate that is about to re-emerge.
As representatives of art educators in Australia, we are horrified at the ‘back to basics’ plan for schools proposed by the Australian Primary Principals Association (The Age, Thursday August 2nd, pg 1)
Whilst we acknowledge the primary curriculum needs to be ‘uncluttered’, and the proposed core areas of English, Maths, History and Science are important, some key questions must be asked. Is this an ideal model for education for the 21st century? It would appear that we are trying to travel back in time, rather than provide a curriculum that is forward looking. What sort of students are we trying to develop?
The creative and dynamic curriculum offered in Visual Art and Music prepares young people for the 21st century. Speaking at a business lunch last week, ANZ bank’s Chief Economist Saul Eslake said employers should look to the arts rather than other fields, for potential employees who have ‘the skills and attributes required for contemporary business’. He said that businesses that wanted their managers to be critical thinkers, innovative, challenge conventional wisdom and have the capacity to look at familiar themes from new angles, should look to role models from the arts.’ (The Herald Sun, Tuesday July 31st 2007, pg 28)
If, as Mr Eslake states, creative people give businesses the edge, then why are the primary principals ignoring this key area of the curriculum? Creativity is one of the major focus areas of discourse at present and we must not ignore the very subjects that embrace creativity as a foundation principle.
Schools must embrace the notion of creativity, and the primary principals must also. The most effective way of doing this is to ensure that every school, both primary and secondary provides a means for all students to study both art and music.
Tania Tickyj and Marian Strong
Members of the Executive
Art Education Australia
Art Education Australia is the nation's lead art education professional development body.
FOR IMMEDIATE RELEASE
Friday 3 August 2007
Australia’s lead art education professional association, Art Education Australia, today slammed the ‘back to basics plan for schools’ as myopic and backwards.
The plan, published in the Age on Thursday August 2nd and drafted by the Australian Primary Principals Association, proposed a new charter for key curriculum areas, with the focus on core areas such as English, Math, History and Science, leaving the other ‘non-core’ curriculum areas to the discretion of individual schools.
Art Education Australia President Tania Tickyj, said “whilst we acknowledge the primary curriculum needs to be ‘uncluttered’, and the proposed core areas are important, it would appear that we are trying to travel back in time, rather than provide a curriculum that is forward looking”.
“The so called ‘non-core’ curriculum areas such as the creative arts are essential, not only to a student’s individual development but to society as a whole”.
Ms Tickyj, the Curriculum Director of Mentone Girls Secondary College referred to a speech given at a business lunch last week by the ANZ bank’s Chief economist Saul Eslake who said employers should look to the arts rather than other fields, for potential employees who have ‘the skills and attributes required for contemporary businesses’.
“Mr Eslake told the lunch that businesses that wanted their managers to be critical thinkers, innovative, challenge conventional wisdom and have the capacity to look at familiar themes from new angles should look to role models from the arts.”
“Schools must embrace the notion of creativity, the primary principals must also. The most effective way of doing this is to ensure that every school, primary and secondary provides a means for all students to study both art and music.
“The creative and dynamic curriculum offered in Visual art and Music prepares young people for the 21st century. If as Mr Eslake states, creative people give businesses the edge why are the primary principals ignoring this Key area of the curriculum?”
For all media enquires please contact AEA’s Honorary Secretary Marian Strong
9349 5188 or 0438 028 038 or aea@arteducation.org.au.
AEA C/- AEV, 150 Palmerston Street, Carlton, Victoria 3053
Phone: +61 3 9349 5188 Fax: +613 9349 3389 Email: enquiries@arteducation.org.au
