Dr Kate Winchester Kylie Kam Darcy Gilroy Ant Lewry

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Presentation transcript:

Dr Kate Winchester Kylie Kam Darcy Gilroy Ant Lewry “Strong, resilient, rich and diverse” Student Engagement, Connection & Visual Art as an act of Reconciliation Dr Kate Winchester Kylie Kam Darcy Gilroy Ant Lewry

Enhancing Student learning EDUC2003 Arts 1 2nd Year undergraduate Visual Arts for Primary Education Enhancing Student learning Visual Art pedagogies for Aboriginal and Torres Strait Islander Histories and Cultures

Art and Student Engagement ….conducting authentic art practices is an act of reconciliation… The need to enhance student learning in authentic Aboriginal and Torres Strait Islander (ATSI) Visual Art pedagogies The Fair Go Project Student Engagement Framework Learning experiences High cognitive High affective High operative Authentic ATSI practices allow students to engage in recognition and respect for Aboriginal and Torres Strait Islander communities (Munns, Sawyer, & Cole, 2013)

2. Australian Professional Standards for Teachers (Graduate) 1. The Australian Curriculum Cross-curriculum Priority Aboriginal and Torres Strait Islander Histories and Cultures Standard 1- Know students and how they learn 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. Standard 2 – Know the content and how to teach it 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Through the Australian Curriculum, students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/ https://www.aitsl.edu.au/teach/standards

Lack of knowledge/ recognition 3. Student discussion and critical reflection- identifying their concerns… Aboriginal and Torres Strait Islander (ATSI) Visual Art learning experiences… Lack of knowledge/ recognition Anxiety Fall-back position Reflection on own primary education schooling Critical reflection Opportunities lost High cognitive High affective High operative Avoidance /Silence: perpetuating the problem

Enhancing Student learning Tjanpi Desert Weavers Esme Timbery ARTIST: POLLY JACKSON PAWUYA Dianne Ungukalpi Golding, Papa (Dog) https://tjanpi.com.au https://www.artgallery.nsw.gov.au/collection/artists/timbery-esme/ Enhancing Student learning “strong, resilient, rich, diverse”

Ant Lewry Shapes of Australia School snapshot Their approach to ATSI inclusive Arts Ed My journey

ATSI in the Kindergarten Classroom Darcy Gilroy ATSI in the Kindergarten Classroom

Connections with our Community Art offers opportunities for connection, meaning and greater understanding Engaging with Art supports students to see that ATSI communities are strong, resilient, rich and diverse

Thankyou