Emma Greenaway 7704895 EDU40008 - Arts Education Assignment 1: Essay Word Count - 1671 Words
Emma Greenaway 7704895 EDU40008 - Arts Education Assignment 1: Essay Word Count - 1671 Words
Emma Greenaway 7704895 EDU40008 - Arts Education Assignment 1: Essay Word Count - 1671 Words
7704895
Assignment 1: Essay
explore and experience environments that encourage children’s creativity (French, 2007;
Robinson, 2001; Upitis, 2011; Zimmerman, 2009). Creative Arts are reflected through one’s
experiences, and community-based activities (Heath, 2001; Lamont, Hargreaves, Marshall &
Tarrant, 2003). It is argued that Creative Arts in Primary Education can help improve a
student’s quality of learning and quality of life in many variations (Australia Council, 2000).
A survey by Saatchi & Saatchi Australia for the Australia Council (2000, p.22) shows that
85% of people believe the Arts should be central to every Australian’s Primary Education.
Creative Arts actively engage children’s imagination, and connect with children across
many fields including cognitive, social, emotional, and physical wellbeing. Creative Arts can
also assist the growth and maturing of fine and gross motor skills in children (Koster, 2012).
In the past, Creative Arts wasn’t classed as a very teachable subject in schools, and now it is
one of the main subjects required in Primary Education for students to survive and develop
their creativity in this forever changing world. Students also require Creative Arts and
creative learning experiences to be able to expand and challenge their knowledge and their
ability to create. When students have and appreciation and an understanding of the Arts, it
allows them to understand the world and is an essential factor to a holistic approach to
In The Australian Curriculum: The Arts covers five learning areas; dance, drama,
media arts, music, and visual arts. Each of these areas have their very own terminology and
practices, along with elements and their unique way of looking at the world (ACARA, 2013).
The Australian Curriculum allows for exploration of the dynamic relationships between each
of the key learning areas and other subjects in the Curriculum. Unlike the other subjects, Art
is very dependent on how individuals interpret the information they acquire collectively,
imaginatively, and meaningfully, and is not limited to the information acquired itself,
however the way it is interpreted. Creative Arts encourages problem solving and critical
thinking skills, both of which are very dependent on in the 21st Century. It teaches students to
understand, critique, and use visual information they come across both in the present and in
the past, with History being a subject very closely linked to the Arts. The Arts involve
students creating, experiencing, and deciphering something not only by themselves, but also
with others. The benefits of Creative Arts are unlimited, however mentally, physically, and
emotionally are the main observed today. Even the simplest activity such as holding a
paintbrush, or holding a button has so many benefits which branch out through movements
which then assist in development in other areas e.g., fine, and gross motor which also link in
Creative Arts present necessities for the achievement of relevant skills which are
transferable, some of these include but are not limited to, creative thinking, communication,
time management, decision making, goal setting, cultural awareness, self-directed learning,
interpersonal skills, and self-confidence. “An Education rich in Arts maximises opportunities
for learners to engage with innovative thinkers…. such as education is vital to students’
success….” which was stated in the document ‘Shape of the Australian Curriculum: The
Arts’ (ACARA, 2010, p.3). Children need to be equipped with a variety of transferable skills
and the Arts is an essential subject to better the academic and social success of students while
doing so (Ewing, 2010). By creating creative learning experiences teachers offer stimulating
opportunities to explore cultural differences, particularly in music and visual arts (Koster,
2012). Drama activities can assist students regulate and understand their emotions, also
assisting in self-regulation and self-control. These are just few examples of how creative arts
have many benefits in helping students gain knowledge and understanding while developing
transferable skills for their future. The experiences provided and learning achieved in a well
Unlike other learning areas in the Australian Curriculum for Primary Education, the
Arts teach students good judgement and that problems can have more than one solution,
questions can have more than one answer, and small differences can have large impacts –
especially through Creative Arts. Therefore, providing a different way of explaining and
understanding the world in a different and unique way from other learning areas.
Part B: Investigate the teaching and learning of ONE of the Arts learning
One of the five strands of the Arts is Visual Arts. Visual Arts encourages an
individual’s sense of self, and ways to explain aspects of their lives. Visual Arts is quite like
imaginative play when it comes to expressing themselves where students can express their
feelings and ideas and communicate. Students are able to develop perceptual and conceptual
understanding, critical reasoning, and practical skills through exploring and experiencing
their understanding of their world and others. As agreed by The National Art Education
Association, “the visual arts provide opportunities for all students to build their skills and
capacity in what the Partnership for 21st Century Skills calls ‘Learning and Innovation;
The opportunity to foster creative learning, teach creatively and teach for creativity is
Fetherston & Lummis, 2012; Jeffrey & Craft, 2004; Robinson, 2001, 2006, 2010). When
teachers can assist students to feel reasonably engaged with their learning through Visual
Arts, the process itself becomes appropriate and genuine to the student in the real-world
connections made (Winner & Hetland, 2000). The pedagogical approaches to Visual Arts are
directly influenced by personal and professional beliefs. Visual Arts are valued as central to
Visual Arts. Not only does the curriculum support teachers in interacting with their students,
but to assist the impact this has on students’ knowledge and understanding of visual arts, their
abilities, and skills in the use of materials and techniques, and their creativity in solving
visual arts problems. It is important to stress that teachers sometimes need to change their
way of teaching to be more active in instructional methods as this depends greatly on the
attitudes, skills, and preferences of teachers (Van Dijk, Van Den Berg, & Van Keulen, 1999).
It is important that schools ensure their curriculum is flexible for difference learners and
social and economic needs, however, they need to ensure they have great quality teachers
with strong but flexible pedagogies (Whelan, 2009). Effective pedagogies while teaching
Visual Arts involve a range of techniques which include guided learning, whole-class and
The position of The Arts was quite variable with some forms only being available and
offered as extra-curricular activities such as dance and drama. In 2010 one state in Australia
only had legislation for music and visual arts in their curriculum (ACARA, 2010). It was
tempting for schools to only provide a minimal arts program with an already crowded
curriculum. Brouillette (2009) however, notes insights provided about the way learning
Visual Arts transfers to other subject areas being particularly important. Visual Arts
systems” (Cornett & Smithrin, 2001, p.33). an example of this is to teach through art when
teaching concepts of mathematics such as symmetry within the wings of a butterfly. Again,
this example expresses the way Visual Arts can also then link into Design and Technology
where students can design patterns and match colours to become aware of ‘visual
conventions and learn to notice visual detail’ (ACARA, 2018). The Australian Curriculum
supports links across the Curriculum suggesting History, Geography and English offer natural
connections to the Arts because they ‘embody some of the most significant and recognisable
products and records of all cultures’ (ACARA, 2018). Visual Arts has an integrated approach
to provide children with the opportunities to see relationships between, and transfer and apply
learning in different contexts to see and make connections between different subject areas
(Burnaford, Aprill & Weiss, 2001). The Visual Arts has the capability to engage, encourage,
inspire, fulfill, and enrich the lives of students in Primary Education by encouraging them to
Primary Visual Arts includes painting, drawing, collaging, clay, and taking and printing
photographs, just to name a few. Line, Shape, Colour, Space (2D), Tone, Texture, and Form
(3D) are all elements required to be understood to effectively teach Visual Arts in Primary
Education. It is extremely important to have a basic understanding of the elements along with
the principles of Visual Arts as these are the building blocks to the subject. Just like it is
important for a student to know what elements they want to use to portray their meaning
through their visual art, it is important for teachers to know this to be able to teach, guide, and
support their students. The elements of Visual Arts are easily identified as the ‘ingredients’
needed, while the principles of Visual Arts are how the ‘recipe’ is put together to create an
artwork. By knowing what the elements are, teachers can help describe what their students
have done or tried to portray through these elements to form an artwork as the elements often
overlap, combine and inform one another. Another reason to know the basic elements is when
it comes to assessment in Primary Education, you need to know if a student has achieved the
learning outcomes of The Australian Curriculum asked for the activity which was set out.
It is evident that the Visual arts is quite easily integrated across the Curriculum, along
with having a very flexible approach in teaching and learning styles when it comes to
the elements of Visual Arts to be able to effectively teach this subject to Primary Education
Australia Council. (2000). Australians and the arts. A report by Saatchi & Saatchi
from http://docs.acara.edu.au/resources/Australian_Curriculum_The_Arts_2_July_2013.pdf
(2018). Australian Curriculum: F-10 curriculum: The Arts: Introduction v.8.4. Retrieved
from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/introduction/
http://www.asiaeducation.edu.au/verve/_resources/AEFArtsSPAF09122010_001.pdf
long-term arts in education. Journal for Learning through the Arts, 5(1). Accessed July 23,
Burnaford, G, Aprill, A & Weiss, C (Eds.) (2001). Renaissance in the classroom: Arts
Craft, A. (2003). The limits to creativity in education: Dilemmas for the educator.
article=1020&context=aer
Fetherston, T., & Lummis, G. (2012). Why Western Australian secondary teachers
French, G. (2007). Children’s early learning and development: A research paper. The
http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_
Education/Early_Childhood_Education/How_Aistear_was_developed/Research_Pape
rs/Childrens_learning_and_dev.pdf
Heath, S. (2001). Three’s not a crowd: Plans, roles and focus in the arts. Educational
Jeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity:
doi:10.1080/0305569032000159750
understanding-world/shdaily.shtml
Koster, Joan B. 2012. Growing Artists: Teaching the Arts to Young Children, 5th Ed.
Lamont, A., Hargreaves, D., Marshall, N., & Tarrant, M. (2003). Young people’s music
shape-kids-creative-development-34650.
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
Robinson, K. (2010). Sir Ken Robinson: bring on the learning revolution. Technology,
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html
Upitis, R. (2011). Arts education for the development of the whole child. The
http://www.etfo.ca/Resources/ForTeachers/Documents/Arts%20Education%20for%2 0the
%20Development%20of%20the%20Whole%20Child.pdf
Van Dijk, L. A., Van Den Berg, G. C., Van Keulen, H. (1999). Using active
Whelan, F. 2009. Lessons learned: how good policies produce better schools. London,
Fenton.
Winner,!E.,!&!Hetland,!L.!(2000,!October!1).!The$Arts$and$Academic$
REAP:!http://www.pz.harvard.edu/Research/Reap/REAPExecSum.htm
Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory
2016. Position Statement on 21st Century Skills and Visual Arts Education. [ebook]
<http://file:///C:/Users/Emma/Downloads/NAEA%20Position%20Statement%20on%2021st
2021].