Curriculum Frameworks Statement
There are multiple documentations that can be used to identify and address implications of Visual Arts for pre-service and in-service teachers and their students.
The Australian Curriculum Assessment and Reporting Authority also known as ACARA defines Visual Arts as “an imaginative engagement with visual material skills and technologies, a way of designing and making thinking visual” (Australian Curriculum Assessment and Reporting Authority [ACARA], 2011). Visual Arts is one of the five art forms which are offered in The Arts curriculum by ACARA. To promote Visual Arts in the classroom ACARA recommends pre-service and in-service teachers engage students as it is the key to learning. Through Visual Arts students become engaged “visually, creatively and cognitively with a multi-visual world” (ACARA, 2011). It is important and reflected in this document that all teachers should focus on the aesthetic knowledge within the curriculum as students will learn the practicum and theoretical understanding of the artwork and artist (ACARA, 2011). The ACARA document has three strands to address the implication of Visual Arts in the classroom. The three strands are generating, realizing and responding. Generalising and realising interrelate with one another enabling students to think about the form of art that the artist is creating to then imagine and design their own artwork. And responding is used to allow students to “apprehend and comprehend” (ACARA, 2011) the artwork. According to ACARA teachers should create an opportunity in the cross-curricular to promote Visual Arts and its importance for students to “learn how to make and read complex meaning in the artwork” (ACARA, 2011).
The Victorian Essential Learning Standards also known as VELS identify Visual Arts as one of the forms and disciplines in The Arts domain (Victorian Essential Learning Standards [VELS], 2007). For pre-service teachers and in-service teachers the learning outcomes for the students are specific to their years of education set out in each level. The standards are separated into two sections creating and making and exploring and responding. Creating and making identifies for teachers how to implement making artworks allowing students to adopt the role of the artist in the classroom. Whereas exploring and responding identifies for teachers how to implement activities for students to appreciate and explore the elements of art within the artwork from the artist. For pre-service and in-service teachers VELS provides examples of how Visual Art activities should be developed to cater for the needs and level of students and which can be modified.
The Board of Studies New South Wales content for Visual Arts is separated in to two parts; student “learn to” which is related to the art making and “learn about” which is related to students learning about the artwork (New South Wales Government, 2007). This is another identification and resource pre-service and in-service teachers can use to implemented Visual Arts in the classroom.
The Conceptual Framework provides pre-service and in-service teachers a starting point on how to structure activities for Visual Arts. The Conceptual Framework defines the concept in the relationship and an understanding between the artist, the artwork, subject matter and the audience. There are two ways to begin investigating artwork by appreciating their meaning and making artworks. By students appreciating the meaning of artworks students are “adopting the role of the audience” or if students are making the artworks “adopting the role of the artist”. Both implications are addressed by teachers asking focus questions enabling students to understand and make mean of the artwork or about the artwork. This document provides support to pre-service and in-service teachers on how Visual Arts can be applied within the classroom, ensuring students stay engaged in the activities and the relationship is identified between the artist, the artwork, the subject matter and the audience.
In these documents discussed, it is evident that Visual Arts is a form within The Arts. Each are centered by two ways in which pre- service and in-service teachers can apply it within the classroom to engage students either by appreciating the artwork and/ or practicing it. They each have their own approaches in implicating and addressing these two forms of Visual Arts.
The Australian Curriculum Assessment and Reporting Authority also known as ACARA defines Visual Arts as “an imaginative engagement with visual material skills and technologies, a way of designing and making thinking visual” (Australian Curriculum Assessment and Reporting Authority [ACARA], 2011). Visual Arts is one of the five art forms which are offered in The Arts curriculum by ACARA. To promote Visual Arts in the classroom ACARA recommends pre-service and in-service teachers engage students as it is the key to learning. Through Visual Arts students become engaged “visually, creatively and cognitively with a multi-visual world” (ACARA, 2011). It is important and reflected in this document that all teachers should focus on the aesthetic knowledge within the curriculum as students will learn the practicum and theoretical understanding of the artwork and artist (ACARA, 2011). The ACARA document has three strands to address the implication of Visual Arts in the classroom. The three strands are generating, realizing and responding. Generalising and realising interrelate with one another enabling students to think about the form of art that the artist is creating to then imagine and design their own artwork. And responding is used to allow students to “apprehend and comprehend” (ACARA, 2011) the artwork. According to ACARA teachers should create an opportunity in the cross-curricular to promote Visual Arts and its importance for students to “learn how to make and read complex meaning in the artwork” (ACARA, 2011).
The Victorian Essential Learning Standards also known as VELS identify Visual Arts as one of the forms and disciplines in The Arts domain (Victorian Essential Learning Standards [VELS], 2007). For pre-service teachers and in-service teachers the learning outcomes for the students are specific to their years of education set out in each level. The standards are separated into two sections creating and making and exploring and responding. Creating and making identifies for teachers how to implement making artworks allowing students to adopt the role of the artist in the classroom. Whereas exploring and responding identifies for teachers how to implement activities for students to appreciate and explore the elements of art within the artwork from the artist. For pre-service and in-service teachers VELS provides examples of how Visual Art activities should be developed to cater for the needs and level of students and which can be modified.
The Board of Studies New South Wales content for Visual Arts is separated in to two parts; student “learn to” which is related to the art making and “learn about” which is related to students learning about the artwork (New South Wales Government, 2007). This is another identification and resource pre-service and in-service teachers can use to implemented Visual Arts in the classroom.
The Conceptual Framework provides pre-service and in-service teachers a starting point on how to structure activities for Visual Arts. The Conceptual Framework defines the concept in the relationship and an understanding between the artist, the artwork, subject matter and the audience. There are two ways to begin investigating artwork by appreciating their meaning and making artworks. By students appreciating the meaning of artworks students are “adopting the role of the audience” or if students are making the artworks “adopting the role of the artist”. Both implications are addressed by teachers asking focus questions enabling students to understand and make mean of the artwork or about the artwork. This document provides support to pre-service and in-service teachers on how Visual Arts can be applied within the classroom, ensuring students stay engaged in the activities and the relationship is identified between the artist, the artwork, the subject matter and the audience.
In these documents discussed, it is evident that Visual Arts is a form within The Arts. Each are centered by two ways in which pre- service and in-service teachers can apply it within the classroom to engage students either by appreciating the artwork and/ or practicing it. They each have their own approaches in implicating and addressing these two forms of Visual Arts.
References
Australian Curriculum Assessment and Reporting Authority. (2011). Draft shape of the Australian Curriculum: The Arts. Retrieved from http://www.acara.edu.au/verve/_resources/Draft+Shape+Of+The+Australian+Curriculum+The+Arts-FINAL.pdf
Places to start: Using the Conceptual Framework to structure Visual Arts activities. (n.d). Retrieved April 1, 2012, from http://leo.acu.edu.au/course/view.php?id=4130
Victorian Essential Learning Standards. (2007). Structure of The Arts domain. Retrieved April 3, 2012, from http://vels.vcaa.vic.edu.au/arts/structure.html
New South Wales Government. (2007). Creative Arts k-6: Units of Work. Retrieved from http://k6.boardofstudies.nsw.edu.au/files/arts/K6_creatart_uw_visual.pdf