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.
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.
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.
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 Education Conference Papers by the Australian Association for Dance Education. These papers are an edited version of the talks and discussion of the Dance Education Conference held in Melbourne in August 1977.
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) has had a very productive start to 2017, with the NAAE paper advocating for inclusion of the Arts in the STEM agenda being submitted to the Federal Government’s Inquiry into Innovation and Creativity: Workforce for the new economy. The paper was co-authored by John Saunders and Sandra Gattenhof (Drama Australia), with input from all other artform members of NAAE, including dance educators Jeff Meiners (SA) and Sue Fox (Qld).
While most people only refer to STEM (Science, Technology, Engineering and Mathematics) when discussing innovation and creativity, the Arts are considered in many countries to be an essential element of an innovative economy, hence the increasing advocacy for STEAM in Australia. We note with real concern that the arts were not included in the Federal Government’s original National Innovation & Science Agenda, nor do most submissions to the current inquiry mention the Arts.
However, strong submissions were made for a STEAM agenda by several prominent organisations, including the Australian Major Performing Arts Group (AMPAG), the National Association for the Visual Arts (NAVA), the Australian Copyright Council, and Arts Educators, Practitioners & Researchers Australia, as well as several universities.
NAAE wants to bring together all those advocates for STEAM and develop a new strategy for increasing the voice of the Arts in this country’s innovation agenda.
To keep up with current NAAE agendas and discussions about future activities, go to our NAAE Facebook page and join the conversation.
Julie Dyson – Chair
National Advocates for Arts Education (NAAE) met in Canberra on 19 & 20 June to discuss a range of outstanding issues affecting implementation of The Australian Curriculum: The Arts. Several projects were identified that would assist classroom teachers, students, governments and other decision makers in the implementation process. NAAE plans to develop these projects in the coming months, and seek partnerships and funding to bring them to fruition.
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.