1. Australian Arts Curriculum Deidhre Wauchop Manager, Creative Arts deidhre.wauchop@det.nsw.edu.au The Shape of the Australian Curriculum: The Arts Consultation 8 October–17 December

2. Events to date.... Aug–Dec 2009 Curriculum shaping: literature review and position paper Jan–Apr 2010 Curriculum shaping: drafting of initial advice paper May 2010 National forum: 150 delegates consult on draft initial advice Jun–Aug 2010 Draft Shape paper finalised

3. What’s next? Oct–Dec 2010 Shape paper consultation (10-week period) Jan–Jun 2011 Curriculum development Jul–Sep 2011 Consultation on draft curriculum Dec 2011 Publication

4. 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

5. NSW: curriculum context 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

6. About the draft Shape paper … dance drama media music visual arts 5 art forms Theoretical framework based on ‘Aesthetic knowledge’ Organising strands: generating, realising, responding General capabilities Cross-curriculum priorities

7. What aspects of the Shape paper are likely to attract attention? Core learning in each art form K-8 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

8. What aspects of the shaping paper are likely to attract attention? Content organisation and terminology 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

9. Key considerations in consultation 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?

10. How does the shaping paper address … Arts practices, e.g. Making Composing Performing Appreciating Arts practices, e.g. Making Composing Performing Appreciating Rigour? Reflect authentic arts practice? What terminology? Rigour? Reflect authentic arts practice? What terminology? Articulation of content in each art form – how does this compare to the way content is described now?

11. How does the shaping paper address … Interrelated learning in arts practices Sequence of learning over time 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 Access and inclusivity? Artistic processes? Reflective learning? Integration of critical and historical study? Primary  Secondary Articulation of learning in each art form – what will students learn?

12. How does the shaping paper address … Generating Realising Responding Generating Realising Responding Accessibility for teachers and students? As a guide for writers? As a guide for programming & assessing? Accessibility for teachers and students? As a guide for writers? As a guide for programming & assessing? Use of generic terminology and organisers across the arts – is this appropriate – K-6, K-8, K-12?

13. How does the shaping paper address … Cross-arts Cross-curriculum Arts as a ‘tool’ for learning Cross-arts Cross-curriculum Arts as a ‘tool’ for learning Instrumental vs intrinsic Teacher capacity? Curriculum demands – at exit Resourcing? Instrumental vs intrinsic Teacher capacity? Curriculum demands – at exit Resourcing? Focus on integration – how appropriate is this for the arts?

14. How does the shaping paper address … Singular view of Arts learning Singular view of Arts learning Subjectivity? Hierarchical/western? Passive? Definition of culture within an aesthetics framework? Strong foundation for senior studies? Subjectivity? Hierarchical/western? Passive? Definition of culture within an aesthetics framework? Strong foundation for senior studies? Aesthetic knowledge as theoretical framework – how clear is this? For primary teachers? For secondary teachers?

15. How does the shaping paper address … 2014 implementation Anticipating new works, theories, technologies? Anticipating new works, theories, technologies? A curriculum for the future – how well does the shape of the arts curriculum take account of contemporary and future arts practice?

16. How does the shaping paper address … Study of ‘media’ exists in Visual Arts, Drama, Technology and English Study of ‘media’ exists in Visual Arts, Drama, Technology and English Clear definition of a new subject? Elective and senior studies? Implementation? Staffing? Training? Clear definition of a new subject? Elective and senior studies? Implementation? Staffing? Training? Media Arts in NSW – how well is this described as an art form, and what are the implementation issue for NSW teachers?

17. What is the Creative arts unit doing in relation to consultation for the Shape paper? 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

18. What can Creative arts teachers do? 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 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 Register for email alerts/rss feeds