- Title
- IMAGINE: implications for the future of Australian visual arts education
- Creator
- Grushka, Kathryn
- Relation
- Australian Art Education Vol. 27, Issue 2, p. 22 - 41
- Relation
- http://www.arteducation.org.au/journal/index.html
- Publisher
- Australian Institute of Art Education
- Resource Type
- journal article
- Date
- 2004
- Description
- Current review around teaching is hinged on the development of pedagogical practices that develop learning cultures and enhance student's appreciation of and capacity for life long learning, creativity and innovation. Students (and teachers) need to be flexible, responsive, creative, self-confident and adaptive. This language once described what was often seen as unique about arts learning environments and arts students. Characteristics of arts learning and visual art content are now being recognised as essential to all learning environments. However, along with recognition has come an emerging culture of appropriation of arts knowing and arts pedagogy and an undervaluing of the uniqueness and place of arts curriculum in the learning of every child. In NSW current Design & Technology syllabus documents are full of arts design learning rhetoric, but close examination of curriculum in this area reveals an erosion of arts design thinking and a redefining of creativity as scientific, innovative, thinking in technological design. In NSW Design originally an arts curriculum domain of learning was realigned with technology education, in doing it lost much of what defined design as arts and saw the study of design in the visual arts curriculum compromised. Current research of educational policy and curriculum documents reveals how design is mere rhetoric in technology education curriculum and that technological thinking and knowing are being defined by the competency agenda. What was unique about arts design thinking has been reduced to design as general problem solving teaching strategy and reductionist approaches to design knowledge and processes. Arts education is well poised to see this exercise repeated not simply in design education, but across other arts areas such as visual literacy. Arts educators need to imagine and drive innovative curriculum in the arts not watch innovative arts pedagogy and content shaping other curriculum at the expense of its own survival.
- Subject
- arts education; Design & Technology; visual arts; arts curriculum; design education; visual literacy; arts pedagogy
- Identifier
- http://hdl.handle.net/1959.13/27295
- Identifier
- uon:1533
- Identifier
- ISSN:1032-1942
- Language
- eng
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