Loading

Arts Education in Australia Jeremy Riley-Bond | 1785028

The arts are an essential part of society. Throughout history, art has been used as a way to communicate, as a record of history, and as a form of expression. From artistic expression, we are able to gain an understanding of cultures and societies of both past and present.

Art can provide us with so many different ways of understanding the world. The arts have the potential to develop a greater understanding of ‘cultural pluralism’, recognising minority groups' perspectives and celebrating their distinct cultural identities, values and practices (Dinham, 2019; Doubtfire, 2018). Active engagement with arts develops a strong connection to the world and encourages empathy through critical contemplation of artworks and reflecting on reactionary responses (Dinham, 2019).

Benefits of creative learning experiences

There is now a large amount of quality research into the benefits of creative learning experiences. One study showed that students with higher levels of engagement with art tend to perform better across all areas, it also showed that low SES students benefited more from art participation than high SES students (Fiske, 1999). By intergrading arts, we can improve students understanding of mathematical concepts, improve overall engagement in education, and develops fine motor skills and hand-eye coordination.

Important transferable skills gained from creative learning experiences

In the not-so-distant past students have been taught that there is a right and wrong answer but the world is just not that simple. We need to encourage students to view things from multiple perspectives and seek out multiple solutions to complex problems. The STEM (science, technology, engineering and mathematics) pedagogical approach somewhat followed this black-and-white view of education, yet if we want to equip our students with the skills to face the complexities of an uncertain future our approach to education needs to be broad and comprehensive. (Gibson & Ewing, 2020)

Integrating the arts into the STEM approach has the potential to counter these problems as art problems never have a single solution. The arts provide students with a multitude of transferable skills (critical thinking, communication, collaboration, creativity, curiosity, compassion, connection and courage) that are vital in our modern society. (Gibson & Ewing, 2020)

ARTS IN THE CURRICULUM

The Australian Curriculum learning area of the arts is divided into five subjects.

  • Visual Art
  • Drama
  • Dance
  • Music
  • Graphic Art

There were two strands but in 2022 these strands have been expanded. With the recent changes to the curriculum, there are now four interrelated strands of art education.

  • Exploring and responding
  • Developing practices and skills
  • Creating and making
  • Presenting and performing
THE ARTS ARE AS OLD AS HUMANITY. THEY ARE PART OF EVERY CULTURE AND CENTRAL TO THE DIVERSE AND CONTINUING CULTURES OF FIRST NATIONS AUSTRALIANS. THROUGH THE ARTS, PEOPLE SHARE STORIES, IDEAS, KNOWLEDGE AND UNDERSTANDING. THE ARTS ENGAGE OUR SENSES AND GIVE US WAYS TO IMAGINE, CELEBRATE, COMMUNICATE AND CHALLENGE WAYS OF KNOWING, BEING, DOING AND BECOMING (ACARA 2022).

The Australian Curriculum acknowledges the importance of art education, outlining that engagement with the arts has a positive effect on social and emotional wellbeing, develops critical thinking skills and helps students to reach their intellectual potential.

The Australian Curriculum seeks to develop compassionate, confident, creative and resilient individuals who are able to think critically, challenge ideas, and are able to engage with and celebrate diversity including First Nations Australians cultures and histories (ACARA, 2018, 2022).

Integration of the arts in a cross-curriculum way

However, this doesn't necessarily go far enough. As mentioned before the STEM pedagogical approach has been adapted to include ‘The Arts’ into its integrated approach to education. Science and art have gone hand in hand throughout history. Scientists used visual arts to create diagrams in order to communicate and document their findings. We as educators can draw on these methods in the classroom too. Many artists have used their understanding of mathematical conventions such as Fractals and the Fibonacci sequence in their artworks. For younger students, these concepts are most likely too advanced but shapes, patterns and symbols are a great starting point to blend arts with mathematics. You could get the children to take photographs of examples of shapes around the school and compare the results to each other (Gibson & Ewing, 2020).

Pedagogical approach to arts education

As digital technology constantly evolves the importance of it continues to increase. In today's society, it is vital to be well adept in digital literacy (Churchill et al., 2022). Don Passey (Don Passey, 2013) states that engaging with Information Communication Technology (ICT) supports learning in five areas. These areas are enhancing visual clarity, clarifying the process, developing conceptual understanding, encouraging participative learning, and increasing pace and variety. This information suggests that engaging with ICT encourages improved attention and supports knowledge acquisition, retention, and motivation.

A play-based pedagogical approach brings out the need for us to engage with creativity, and imagination. It sparks curiosity, increases student engagement and builds motivation (UNICEF, 2018). Free Exploration allows students to familiarise themselves with the nature of new materials and encourages them to develop their own preferences and favourite mediums. This approach puts emphasis on the creative process. It requires litter intervention from teachers and doesn’t need a specific outcome (Dinham, 2019).

VISUAL ARTS

Students learn about visual arts practices and theories, including the areas of art, craft and design. Students are exposed to visual artworks by diverse artists that work with different contexts, styles and forms. Students are encouraged to reflect on these works and develop a strong understanding of the significant impact visual art has on themselves and culture both locally and globally (ACARA, 2022)

Elements of visual arts

Shapes are two-dimensional. They can be regular, irregular, geometric or organic (Dinham, 2019).
Form is the three-dimensional version of shape (Dinham, 2019).
Colour has three properties: hue, chroma or intensity, and value. Colour is particularly good at conveying feeling (Dinham, 2019).
Space is the distance or areas between, around and within an artwork. Space is particularly good at creating visual impact (Sherin, 2013).
Lines can be used in a variety of different ways. They can be used to outline or shade, and create patterns. Lines can imply movement and perspective (Dinham, 2019).
Value refers to tone, shade and tints. It is the gradient of light to dark. Tints and shades are most effectively used convey three-dimensional forms (Dinham, 2019).
Texture can be described in many ways using terms like rough or smooth, shiny or matte, fluffy, dry or wet. It can be physical or implied (Dinham, 2019).

Principles of Visual Arts

References

Curriculum: The Arts (Version 8.4). NSW: ACARA Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/

All images used have been created or captured by me.