|
|
Art Education Australia's response to the Teaching Australia National Professional Standards for Advanced Teaching and School Leadership
Reponses to Questions 4, 7, 8 & 12.
Question 4
Identifies two particularly important aspects of discipline specific standards, that is of being aware of
- the values of the discipline – especially important in Art Education
- the relationships that are an integral part of teaching in art
There is specific pedagogical knowledge in the subject, for example, the ability to elucidate the processes of learning an art discipline, such as painting.
There are core concepts such as perceptual discernment, aesthetic judgement and cultural and historical frames.
Questions 7 & 8
Professional practice:
Effective teachers of Visual Art:
- base their teaching on a strong knowledge of the theory and practice inherent in the visual arts. This knowledge should include an understanding of and competence in, Drawing, painting, printmaking, sculpture and some of the following, design, photo media, digital media and other ICT.
- plan, make decisions and interact effectively with students and colleagues. They engage students in art experiences enabling students to work with ideas while developing artistic skills and responding to art works by others.
- convey an appreciation of the role of the visual arts in differing cultural contexts and use technology appropriate to artistic processes.
- assess formally and informally with a co-ordinated understanding of the role of assessment and reporting in student progress. Many of the assessment tasks used are authentic and appropriate to their student’s learning styles.
In doing this students are given feedback on achievement and on areas for improvement.
- constantly reflect on their own practice to ensure that their students are learning successfully and are having the fullest experience possible in their Visual art studies.
- have an understanding of how students learn and engage in arts experiences. They are familiar with current theories in art education and are aware of the need to use varied teaching strategies.
- are aware of being seen as an appropriate role model for students and are able to communicate effectively with parents.
- see students as individuals who differ in their aesthetic preferences, working processes and life experiences.
- encourage students to think divergently, take risks and ‘think outside the square’.
Professional commitment
Effective art teachers are enthusiastic about art and art teaching.
They:
- hold a conviction that all students can engage effectively in making art and responding to art.
- are committed to maximising opportunities for students to engage in art experiences and they set high standards for skill development in studio-like contexts.
- aim for students to become autonomous and self-directed in their art practices
- demonstrate respect for their students and take responsible care with the handling of tools and equipment in the art room.
Professional Development
Effective art teachers are committed to the continual improvement of their teaching practice.
They
- engage in professional development activities designed to extend knowledge and expertise.
- have a purposeful approach to career development
- interact effectively with professional colleagues, participate in curriculum development, engage in professional reading and actively seek new classroom resources.
- are reflective practitioners who learn from their experiences and who seek new ideas to improve their teaching.
Professional interests and commitments
Effective art teachers actively contribute to the wider professional field of Visual art and education.
They
- belong to their professional State teacher association and other arts organizations and read their journals and newsletters.
- are enthusiastic advocates for the visual arts and its place in schools.
- actively organise exhibitions of student art to parents and the wider community and see it as their responsibility (where location allows) to take students to art galleries and exhibitions.
- actively participate in school decision-making and collaborate with colleagues to continually improve the teaching of art and the delivery of curriculum generally in their school.
Planning for artistic learning
Effective art teachers plan organised art experiences that also allow for flexibility.
They:
- understand that art making is sometimes spontaneous yet at other times quite calculated and controlled.
- teach sequentially organised skills and plan art experiences appropriate to their students’ interests and needs.
- plan culturally inclusive and gender inclusive programs and use a wide range of teaching strategies to cater for individual differences and learning styles.
- plan artistic learning experiences which incorporate technologies and they keep up with innovative practices in contemporary art.
Effective art teachers motivate students to want to make art.
They:
- use stimulating visual resources to inspire students and they set challenging experiences.
- draw upon students’ worlds to help them see potential ideas for art making.
establish contexts and non-threatening situations in which creativity can occur.
- know when to provide individual experiences and when to encourage collaborative learning teams.
- facilitate problem-solving experiences which encourage students to seek artistic solutions, take risks, experiment and refine ideas.
- know when to give students assistance and when to encourage students to discover possibilities for themselves.
Assessment in art
Effective art teachers inform students of the purpose of art activities. Their students have a clear idea of the criteria upon which art work will be assessed. Effective art teachers use a range of assessment strategies that are fair, inclusive and appropriate to art experiences.
They
- offer students informed and constructive feedback and keep informative records which chart student progress
- involve students in assessment using self evaluation strategies and they provide opportunities for students to critique art works in class.
- provide informative and purposeful assessment feedback to parents and school authorities in line with school policy.
Question 12
The expertise of specialist professional teacher associations is essential for the Standards Drafting Group.
|
ART EDUCATION AUSTRALIA