Visual Arts Curriculum

Visual arts education is an integral part of the school curriculum providing students with opportunities to be creative and critical thinkers. Art in schooling is used for visual expression and communication as well as an occasion for some personal downtime, away from the typically more serious studies. Some of the topics covered during the unit include; the elements and principles, studying different contextual models (Feldman model and conceptual framework) and the exploration of various artistic forms.

Children must engage in authentic art experiences, one which is enriched with suitable art forms and materials to provide them with adequate learning experiences (Russell-Bowie, 2015). Some of the art practices that were studied throughout the unit included painting; both acrylic and water-colour; drawing; pencil, pastel and charcoal drawing; and collage. These various materials and techniques allows students to discover different means of creating art delivering lifelong learning. According to Culpan, the use of ICT in a visual arts classroom also enhances learning experiences as it empowers students to make more informed decisions about digital media (2012), which is a resource which should be implemented in the classroom

Curriculum:

The Victorian visual arts curriculum is constructed to teach professionals about the teaching requirements that are necessary for students education. It is organised into four strands 1) explore and express, 2) visual arts practices, 3) present and perform and 4) respond and interpret (VCAA, n.d.). Although the strands are individual, teachers must understand that they are interrelated and need to be approached holistically. As part of the curriculum it is necessary to relate it to the three cross-curriculum priorities; sustainability, Aboriginal and Torres Strait Islander Culture and Asian and Australia’s engagement (VCAA, n.d.). Each priority needs to be addressed throughout the visual arts program via assessments and activities.

Assessment:

Part of the unit was to explore different forms of assessment which teachers can implement in the classroom. An assessment must target specific learning outcomes rather than the final product (Russell-Bowie, 2015). Teachers need to put a larger emphasis on the process that has been taken to achieve the finished artwork, rather than what the final piece looks like.

Teaching strategies:

There is a spectrum of diversity among learners, whether it be visually or kinaesthetically. This is something that needs to be accounted for, as teachers cannot expect that all students will share the same skill set, which may mean they need to adapt tasks (Dinham, 2014). Tasks may be adapted by changing the focus, for example by having a student trace an image rather than freehand draw, like the rest of their peers. All teaching needs to be intentional, has to be justified as a professional.

References:

Culpan, A. (2012). Influences on preservice teachers’ attitudes to ICT integration in and through visual arts education: A search for a creative synthesis (Doctoral dissertation/Master's thesis, Institution issuing degree). Retrieved from http://researchbank.rmit.edu.au/eserv/rmit:160351/Culpan.pdf

Dinham, J. (2014). Delivering Authentic Arts Education. Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au/lib/acu/reader.action?docID=1990987

Russell-Bowie, D. (2015). An Introduction to Primary Arts Education. Retrieved form https://ebookcentral-proquest-com.ezproxy2.acu.edu.au/lib/acu/reader.action?docID=5302960

Victorian Curriculum and Assessment Authority. (n.d.). Visual Arts. Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/curriculum/f-10