Ralph Buck (National Institute for Creative Arts and Industries, University of Auckland) focuses on how we might develop sustainable dance education practice in the primary school classroom. He emphasises the importance of changing perceptions about dance in terms of the associations with femininity, ability, performance, mastery of skill and elitism.
Children have a fundamental right to be safe while involved in dance, sport or associated activities and teachers need to be aware of their legal obligations.
Reports indicate that dance-learning experiences provided for young people in and outside schools impact positively upon young people’s learning in schools, as well as in pre-service and professional development programs for those who teach dance in various settings. Support of major dance organizations as well as the goals of the United Nations Educational, Scientific and Cultural Organisation (UNESCO) affirm the importance of dance education and encourage the research and practice to provide lifelong and intergenerational learning in, about and through dance education. This paper describes the results of a survey questionnaire, which captures the narratives and contexts from lived experiences of university students and graduates in formal, informal and non-formal settings and how those are experienced. This initial study confirmed the power of dance and the significance of dance in peoples’ lives as well as deficiencies in the provision of dance for many.
A Tribute to Robert Osmotherly’s inspired intellect and vision for dance and dance education in Australia.
The NAAE affirms that learning in and through the arts is crucial in any learning environment designed to develop a culture of innovation.
Early childhood professional have long recognised that the arts offer very young children significant ways of knowing about themselves, others and the world.
Felicity Mandile (Virtual Schooling Service, Education Queensland) talks about the World Dance unit embedded within the VSS Dance Course and in particular, an innovative project that utilised videoconferencing technology to create a collaborative choreographic environment between two indigenous groups of students.
Linda Ashley (AUT University, Auckland) presents findings from an action research project focusing on a series of creative dance workshops. This paper includes a philosophical examination of cognition during the choreographic process in terms of educational value, and also how the process of choreography itself, is research.
This paper explores challenges facing dance educators working with pre-service primary teachers in the New Zealand context. An analysis and comparison of two national curriculum documents raises the question—how should a pre-service teacher education program for primary teachers respond to the demands of recent curriculum reforms? This paper discusses changes in teacher education that have had an impact on dance educators’ responses to curriculum demands. It details this impact using one particular teacher education institution (the University of Waikato) and discusses show how a cohort of students in 2008 views the current dance education provision. In conclusion, it offers an outline of some ways forward for dance educators.
Participating in dance provides creative, healthy and stimulating experiences for young Australians. Dance is now a part of the Australian Curriculm which means every young person will have the opportunity to experience dance. This offers huge potential for developing creativity and innovation across the curriculum.
With the arts now part of the Australian Curriculum, we continue to promote dance as a key artform in alongside music, visual arts, drama and media arts.
The 2013 Dance Education in Australian Schools (DEAS) roundtable focused on ‘best practice’ for dance in the classroom and how to engage with professional dance companies offering dance education programs.
The 2011 Dance Education in Australian Schools (DEAS) roundtable focused on providing feedback to the Australian Curriculum, Assessment and Reporting Authority (ACARA) on the Draft Shape Paper: The Arts. The roundtable also heard from several speakers and organisations about their role in advocating for dance in the curriculum. The roundtable was facilitated by dance educator and author David Spurgeon.
Dance, Young People and Change brought together young people, parents, educators and others from around the world to share and consider the role of dance in young people’s lives. It provided critical evaluation and reflection on approaches to dance learning, teaching and curriculum for young people and offered opportunities to critique the relevance of dance for young people within education and community contexts.
A collection of arts papers attempting to define what is meant by ‘literacy’ in each art form.
This book presents a small but insightful collection of teacher's work samples across a variety of art forms.
This report uses the experience of arts teachers to show how the key competencies may have a generic function across the five arts areas.
The National Advocates for Arts Education (NAAE) welcomes the endorsement of The Australian Curriculum: The Arts by the Australian Education Council, and the release this week of the updated Australian Curriculum website (version 8.0).
The NAAE, which represents the five art forms included as separate subjects in the curriculum, has been campaigning for seven years on behalf of arts educators across the country. The Arts were not initially included in the national curriculum at all, and this week therefore marks a significant occasion, when The Arts are not only in the curriculum, but they include all five art forms: Dance, Drama, Media Arts, Music and the Visual Arts.
NAAE welcomes ACARA’s response to the Review of the Australian Curriculum, which had recommended a reduction of the Arts curriculum from five arts subject to two. In response to the review's concerns about the 'crowded curriculum', ACARA has introduced optional, single learning area achievement standards for The Arts, while keeping existing subject specific achievement standards as an alternative (NAAE's preferred option). There will be no changes to content descriptions.
The Australian Curriculum: The Arts has already received international recognition as a leader in 21st Century curriculum. Australia is in the unique position of having an Arts curriculum that provides sequential development for each art form, achieving language cohesion without homogenisation, and using appropriately more specialised language in the secondary years. The curriculum provides teachers with information for implementation support across the five art forms.
However, NAAE recognises that schools and teachers have flexibility to make decisions about how they teach the curriculum in accordance with the needs of their students, the requirements of their school and local curriculum authorities. We will continue to work on advocacy and implementation issues as the curriculum is rolled out across the country.
Today the Education Council endorsed the Australian Curriculum in eight learning areas, INCLUDING THE ARTS! Congratulations to all our NAAE colleagues, to Linda Lorenza, and to all the wonderful teachers out there who supported the consultation process and contributed their expert knowledge to the writing of the curriculum. What a fabulous outcome for the Arts and for Australian students everywhere!
Adoption of The Australian Curriculum: The Arts by Australian education Ministers is an exciting development, especially after the Pyne review recommended that five art forms in the draft curriculum be reduced to two. However, in response to the review's concerns about the 'crowded curriculum', ACARA has introduced optional, single learning area achievement standards for The Arts, while keeping existing subject-specific achievement standards as an alternative (NAAE's preferred option). There will be no changes to content descriptions. Version 8.0 of the curriculum will be available on ACARA's website from 18 October.
Federal Education Minister Christopher Pyne commissioned the Review of the Australian Curriculum earlier this year and its recommendations were recently made public. The National Advocates for Arts Education (NAAE) have concerns about the recommendations that relate to The Australian Curriculum: The Arts.
Today the NAAE sent letters to the federal, state and territory education ministers asking them to reject these recommendations when they meet with Minister Pyne in December to consider the Review. Here is the NAAE's letter and detailed responses to each of the Review’s recommendations (see appendix).
The National Advocates for Arts Education believe that, after an extremely rigorous development and writing process by ACARA, in consultation with teachers and the arts industry, we have achieved a well-written and well-researched national arts curriculum that has been endorsed across the teaching and practice professions. The Australian Curriculum: the Arts was endorsed by state and territory Education Ministers in July 2013 (subject to resolution of some matters raised by one state). We are concerned the Review’s recommended changes would severely compromise a curriculum that has taken four years of careful work to produce.
The Arts curriculum must be allowed to follow ACARA’s evaluation process after being properly implemented by classroom teachers. All curriculum is reviewed and refined over time; however it is only after implementation and with consultation that this process should occur. Notably, most state and territory jurisdictions have already begun to seriously invest in the implementation of the Arts curriculum, and we do not believe that the recommendation to rewrite it has been justified.
The future of The Australian Curriculum: The Arts
A response to the Review of the Australian Curriculum, October 2014 (550 kb PDF)
The National Advocates for Arts Education (NAAE) acknowledge the Review of the Australian Curriculum – Final Report (pp.213–220) and welcome its general statements about the value of the arts in formal school education. The NAAE also welcomes the report’s emphasis on the need for greater teacher professional development in the arts.
However, we consider this review to be premature. There has been little opportunity to test the five arts subjects in the classroom, and, as we noted in our submission to the review, we ‘strongly urge the review panel to enable the Australian Curriculum: The Arts to be implemented in its present form, allowing processes of refinement to be managed by classroom teachers. It is a living document that can be refined by expert arts educators as it unfolds across the country’. Teachers need to implement, test and reflect on the current well-developed arts curricula and NAAE rejects the recommendation that ‘the content of each of the arts forms needs to be restructured and re-sequenced along the lines suggested by the (two) subject matter specialists employed by this review’.
The National Advocates for Arts Education (NAAE) continue their work to ensure the entitlement of every young Australian to an arts education, one that includes all five artforms—dance, drama, media arts, music and the visual arts.
In August representative of NAAE met in Brisbane progressing discussion on the role of the Minister for Arts, working with the Minister for Education, to support arts education. NAAE was pleased to hear that there had been agreement between Ministerial offices about the importance of arts education, and the centrality of the arts to a liberal education.
The meeting noted NAAE’s support for Minister Brandis’s statement about ‘taking the arts to a new place of creative excellence’.
Ausdance National has prepared a submision to the review of the Australian Curriculum. The review has been established by the Federal Government to examine the development and implementation of the Australian Curriculum.
In February the National Curriclum for the Arts was published and we are keen to see it implemented. Ausdance has long been an advocate for well-resourced and informed curricula for dance and the arts. The benefit of a consistent curriculum across jurisdictions allows teachers, educators and arts professionals to develop and share approaches to learning.
Five art forms for all young Australians!
The Australian curriculum for the arts, health and physical education, technologies, economics and business, and civics and citizenship for Foundation – Year 10 is now available on the Australian Curriculum website.
The publication of The Australian Curriculum: The Arts represents a special moment in the history of Australian dance education, with dance now officially one of five art form subjects in the national curriculum. States and territories and education authorities will determine implementation timelines for schools. This is the result of many years of advocacy by Ausdance through the National Advocates for Arts Education (NAAE) and the Australia Council with teachers, associations, education departments and State and Territory education ministers.
However, the Education Minister has recently decided to review the National Curriculum and the NAAE has made a submission to this Review, calling for the implementation of the Arts curriculum in its present form. The NAAE is concerned about the prospect of more delays and tweaking that may result in a less-than-optimal curriculum. The NAAE acknowledges that there is some content that is still subject to further revision, but this revision must take place in the context of rigorous trials by classroom teachers.
The Chairman of the ACARA board, Professor Barry McGaw has made a clarifying statement about the cross-curriculum priorities noting that they are "options, not orders".
Sandra Gattenhof, Assoc. Professor, QUT Creative Industries Faculty, School of Media, Entertainment, Creative Arts, Drama said:
This is a historic moment in Australian arts curriculum. For the first time ever, and even internationally I would argue, we have a curriculum that provides an entitlement for young Australians to all five art forms. This will have enormous implication on the expectations of what can be achieved in secondary schools, in tertiary institutions and ultimately on the cultural life and heritage for Australia.
Watch Sandra Gattenhof's keynote delivered at the Educators' Performing Arts Market.
The Australian Curriculum, Assessment and Reporting Authority (ACARA), Sydney University and the Australia Council for the Arts have just released this video about how participation in the arts at school has valuable and long-term benefits for children of all ages and abilities, in terms of both academic and non-academic outcomes and achievements.
Studies have shown that students who frequently participate in the arts are "more academically engaged...and motivated...and also have higher self-esteem..and a greater sense of meaning in life."
Speakers are Associate Professor Michael Anderson (Sydney University) Dr David Sudmalis (Australia Council for the Arts) and Professor Andrew Martin (Sydney University)
The National Advocates for Arts Education (NAAE) made a submission to the review panel for the Australian Curriculum (500 KB PDF) strongly urging it to recommend that the Australian Curriculum: The Arts be implemented in its present form. The NAAE said that processes of refinement should be managed by classroom teachers piloting the curriculum, not a review panel.
The Australia Council for the Arts joined with University of Sydney to undertake a longitudinal study on the impact of school, home and community-based arts participation. The study, available through the Journal of Education Psychology, found students who are involved in the arts have higher school motivation, engagement in class, self-esteem, and life satisfaction.