22October

November 2010
21, 2010 VADEA E-BULLETIN
VADEA National Curriculum Bulletin
Vol. 1 Issue 1
Vol. 5
Welcome
This E-Bulletin is aimed at providing up to date Consultation on
information and resources on the proposed changes
to Visual Arts in the Australian Curriculum.
The Arts Draft Shape Paper
    closes in
NSW BOS Online Survey
Feedback on the draft Shape of the Australian
Curriculum: The Arts
25 Days!
This survey gives you an opportunity to have Visit the ACARA site. Every response counts.
your say on ACARA’s draft Shape of the Make sure you add your informed comment to
Australian Curriculum: The Arts for years K each question.
through to 12.
Closing date: 17 December 2010
http://www.acara.edu.au/arts.html
http://www.boardofstudies.nsw.edu.au/survey *Please follow the links
s/arts-draft-shape.html The Arts Shape Paper is designed to inform the
curriculum writers on the structure and content of
Face to face feedback with the BOS will start in The Arts Curriculum.
Term 4, with Primary School teachers. Term 1
2011 the BOS will conduct face to face sessions
with Secondary Arts teachers. If it concerns you that artmaking will be reduced
to PLAY please log on and make sure your
However, it is important that you complete the
feedback registers. Feedback can be done
online feedback now. individually and collectively. Contribute as a Teacher,
Art Department, Regional group, Parent, Community

Visual Arts Speaks With A National

member or Organisation. ACARA count each entry as
ONE regardless of how many respond in a group

Voice
Recently in the media we have seen a viewpoint that Visual Arts are being troublesome and mischievous in
the discussion of The Arts in the Australian Curriculum (AC). This seems to stem from the idea we, as NSW Visual
Arts Teachers, are demanding a 50% stake in The Arts AC. It is true that NSW Visual Arts, as with Music, have
mandated hours in years 7 and 8. It is true that the hours allocation in The Arts Shape Paper is well below what, we
in NSW, currently offer our students. It is true that at a NSW level we are concerned by this reduction. However, it is
not true, that we are seeking a 50% state in The Arts AC. We are asking for a curriculum that is equal or better
to what we have now. In no way do we see ourselves better or superior to other artforms. We are asking for
a 21st century curriculum that will be rigorous and challenge our students to be better. We shouldn’t have
to settle for something that is a step backwards just because it gives all five artforms equal time.
This misrepresentation of our viewpoint proves that as an association need to be clearer with our aims. We
need to take our voice National. This will stop critics focusing on the fact we are NSW Visual Arts Teachers rather
than our frustrations with the substandard shape paper. VADEA has recently become affiliated with two strong
national arts bodies, Art Education Australia (AEA) and Visual Arts Consortium: Australian Curriculum
(VAC:AC). Our alliance with these organizations is to build a stronger national profile for our concerns and to unite
all Visual Arts Educators around the country.

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Art Education Australia (AEA)

Art Education Australia (AEA), the national body representing Visual Arts Education, has sent a position
paper to Federal Minister for Education Peter Garrett. It has also been copied to state and Federal Ministers and
Shadow Ministers of Education across the country. This paper outlines key issues for Visual Arts identified in the
Draft Shape Paper. It also offers constructive suggestions about what should be included in the Australian
Curriculum for Visual Arts. This position paper is endorsed by Professional Associations for Art Education from
across the nation. The Visual Arts Consortium: Australian Curriculum, another national voice for ensuring the future
for Visual Arts education is one of quality and strength, has also endorsed this initiative.

Dear Minister,
Art Education Australia (AEA) is the national body of Visual Arts Educators concerned with the scholarly
exploration and promotion of art education practice, research and theory. AEA represents the interests at the
national level of over 2000 art educators as members of state professional associations in Victoria, NSW,
Queensland, ACT, Tasmania, WA and SA along with those interests of art education researchers from universities
and schools across Australia. AEA acts as an advocate for the Visual Arts and fosters collaborations amongst art
educators and industry groups, locally and internationally.
All affiliates of AEA advocate for a high quality education in the Visual Arts as a necessary entitlement in the
Australian Curriculum. The inclusion of the Arts is an important investment in Australia’s future in the Visual Arts and
Design and related fields of practice. This investment also contributes to Australia’s artistic, cultural and economic
identity and the recognition afforded to Australia in an increasingly globalised world.
As you would know, AEA is currently contributing to the development of the Australian Curriculum in the Arts.
In this context we believe it is important that we highlight for you the serious concerns that are emerging about the
quality of the draft curriculum as proposed by ACARA in The Australian Curriculum: The Arts - Draft Shape Paper.
Currently the Draft Shape Paper does not draw on existing best curriculum practice in Visual Arts education or
provide a curriculum framework of any rigour. In fact, the document is nothing other than a conceptual downsizing of
existing curriculum provision in the Visual Arts.
Recently AEA hosted the International Society of Education Through Art (InSEA) South East Asia-
Pacific Regional Congress, with the National Gallery Victoria. During the Congress AEA members attended
a Forum to discuss the proposals for Visual Arts in the Australian Curriculum. Serious faults were identified
in The Arts - Draft Shape Paper. The 150+ delegates passed three motions as outlined below.
1. We reject the draft Shape Paper for the Arts as presented.
2. We call for a substantial extension of time to allow for considered discussion and debate
about the structure, design and content of this curriculum.
3. We call for a return to the name of the ‘Visual and Performing Arts’, as proposed in the
Melbourne Declaration of Educational Goals for Young Australians (2008) rather than ‘The
Arts’.
AEA believes that the draft Shape Paper is poor and unworkable. We have developed a constructive working
model that indicates the serious problems in what has been proposed and lays a superior conceptual framework for
the development of the curriculum. We trust that you will attend to the issues as raised and we look forward to
meeting with you and discussing these points in more detail.

Yours sincerely,
Marian Strong
President, Art Education Australia

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Vol. 5

Visual Arts Consortium: Australian Curriculum

(VAC:AC)

The Visual Arts Consortium: Australian Curriculum (VAC) is a peak professional body formed with the aim of
providing an expert contribution to the proposed Australian Curriculum for the Arts.
The Consortium holds grave concerns about the quality of the draft curriculum framework proposed by the
Australian Curriculum, Assessment and Reporting Authority (ACARA). The Australian Curriculum: The Arts - Draft
Shape Paper falsely represents the visual arts, music, dance, drama and media arts as a subject that anyone can
teach from Kindergarten to year 8. ACARA proposes an experiential learning model for all of the arts including the
visual arts. It lacks conceptual rigour reducing content to sensory experience. It cuts students’ artmaking to the
elements of art and underplays the value of their understandings in how historical and critical interpretations of art
are developed.

VAC rejects the structure and content ACARA’s Shape Paper. It is simply unacceptable as the basis for
future Visual Arts education in schools and post schooling settings. It will have negative consequences on the visual
arts and design sectors. Brian Ladd, former Head of Public Programs, Art Gallery of New South Wales, says “good
visual arts education impacts on all the arts, the visual arts sector itself, and a range of professions and
industries that increasingly rely on visual knowledge for success. ACARA’s model underestimates the
value and applications of the visual arts in this increasingly visual and mediated world.” VAC is concerned
that without a focused study of the Visual Arts students will neither be adequately prepared to take on specialist
study in the subject nor well enough equipped to make informed career choices that follow.

ACARAs proposal, if accepted, will also negatively impact on audiences in museums and galleries. Kate
Milner, Creative Partnerships Coordinator, Hazelhurst Regional Gallery and Art Centre, Sydney, says “We want
educated audiences - we don’t want people to just walk in and out of our exhibitions. We want them to know
how to engage with artworks.”

VAC has called upon ACARA to extend the time frame for consultation beyond 17 December 2010.
Professor Ian Howard, Dean of College of Fine Arts UNSW says “An extension of time would demonstrate that
ACARA is committed to developing a robust, research-based curriculum. This should support teachers
from Kindergarten to year 12 and provide Australia’s young people with a curriculum that rewards their
learning in the Visual Arts and other artforms. ACARA needs to listen. Too much is at stake for our young
people’s future, including ultimately- the cultural vitality and cohesion of all Australians. ”

For updates on VAC’s activities: http://visualartsconsortium.blogspot.com

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Things You Can Do

- Invite artists, designers, art historians and supporters of the Visual Arts to join the Visual Arts Consortium:
Australian Curriculum.
Sign up form on VAC: AC Blog
http://visualartsconsortium.blogspot.com/search/label/sign%20up

- Read the AEA Position Paper, this is co-signed by VADEA and was sent to State and Federal Ministers.
http://vadea.org.au/wordpress/?p=1706

- Write to Politian’s, Ministers and Local Members supporting AEA’s request for an extension of time for
consultation on The Arts Draft Shape Paper.
 Minister Garrett (Federal Education Minister) - peter.garrett.mp@aph.gov.au
 Minister Verity Firth (NSW Education Minister ) - office@firth.minister.nsw.gov.au
 Christopher Pyne (Shadow Federal Education Minister) - c.pyne.mp@aph.gov.au
 Adrian Piccoli (NSW Shadow Education Minister) - murrumbidgee@parliament.nsw.gov.au
 Lee Rhiannon (Greens Senator) - leerhiannon.senate@gmail.com

Why do we need more time for consultations?

 Teachers are being asked to consult on a significant curriculum change and have not been
properly briefed on the proposals
 Teachers have not been involved in the process of deciding what kind of curriculum is suitable
 Teachers are being asked to respond to consultation at the busiest time of the year
 The process has not involved the appropriate art education representatives
 Teachers are being asked to comment on the whole curriculum framework at once rather than
k-6 and then 7-12
 This is the most complex of all areas within the Australian Curriculum project and this is being
given the least amount of attention, time, due consideration and informed and open debate
 The Draft Shape Paper represents a radical shift from established practice and must be totally
reconsidered

Would you like to contribute?

If you come across anything of interest in relation to the Australian Curriculum and The Arts please email me directly
and I will add it to the bulletin.
  nicholas.phillipson@spc.nsw.edu.au 

Website; http://vadea.org.au/wordpress/

Email; contact.vadea@gmail.com

Blog; http://vadea.blogspot.com/

Twitter; https://twitter.com/VADEA_NSW
Facebook; http://www.facebook.com/group.php?gid=121728261192109

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