Curriculum Frameworks Statement
After exploring a range of curriculum documents, such as: the Australian Curriculum, Assessment and Reporting Authority (ACARA); Victorian Essential Learning Standards (VELS); Queensland Curriculum, Assessment, and Reporting Framework; and the Primary Years Programme (PYP) from the International Baccalaureate, I can now see the role that curriculum plays in the Arts.
I found that while each curriculum was slightly different from the other, they all addressed similar areas of learning. Each curriculum focused on both an appreciation and practice strand of art, and each had its own standards of learning. As a pre-service teacher this was particularly helpful when designing each lesson plan, as they provided you with a start point of where a student should be in terms of their learning and their abilities to complete a piece of art.
As an example, VELS, Queensland, and the PYP curriculum's all mention the importance of elements, principles and processes as vital knowledge for students in grades 3 – 4. This was crucial when ensuring that Jeannie Baker and “Window” were a suitable focus for this age group, with the need to discuss elements and principles of art and to experiment with materials to create a collage.
I discovered that while it was easy to plan using these learning stages through any of the curriculums, once in the classroom it might be a different story. Planning to use only one level or phase may mean that students be missed in terms of their prior knowledge, and skill sets. The lesson plans provided assume that students have prior knowledge of the elements of art and experience; without this, these activities may go straight over their heads. Thus for these activities to be successful, you would need to gain an idea of where students are with their skills and knowledge.
The Conceptual Framework is a handy tool, as it provides a clear set of guidelines and order to analyse any artwork. As a pre service teacher the four areas Artist, Artwork, Audience, and Subject Matter are a good way to layout lesson plans and ensure you are heading in the right direction when discussing and creating art. It guarantees you are providing students with the right information, and practices.
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). Shape of the Australian Curriculum: The Arts.
Retrieved from http://www.acara.edu.au/curriculum/arts.html
International Baccalaureate Organization. (2009). Primary Years Programme: Arts Scope and Sequence. Cardiff Gate Cardiff, Wales: Author.
The State of Queensland (Queensland Studies Authority). (2007). The Arts: Assessable Elements and Descriptors of Quality for A-E.
Retrieved from http://www.qsa.qld.edu.au/
Victorian Curriculum and Assessing Authority (VCAA). (2007). Victorian Essential Learning Standards: Discipline-based Learning Strand – The Arts.
Retrieved from http://vels.vcaa.vic.edu.au/arts/downloads.html
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). Shape of the Australian Curriculum: The Arts.
Retrieved from http://www.acara.edu.au/curriculum/arts.html
International Baccalaureate Organization. (2009). Primary Years Programme: Arts Scope and Sequence. Cardiff Gate Cardiff, Wales: Author.
The State of Queensland (Queensland Studies Authority). (2007). The Arts: Assessable Elements and Descriptors of Quality for A-E.
Retrieved from http://www.qsa.qld.edu.au/
Victorian Curriculum and Assessing Authority (VCAA). (2007). Victorian Essential Learning Standards: Discipline-based Learning Strand – The Arts.
Retrieved from http://vels.vcaa.vic.edu.au/arts/downloads.html