acara-_the_arts.pdf | |
File Size: | 397 kb |
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vels-_the_arts.pdf | |
File Size: | 220 kb |
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Curriculum Statement:
The Victorian curriculum is based on VELS (Victorian Essential Learning Standards). VELS consists of a set of domains which are placed within the Discipline-based Learning strand. These domains form a body of knowledge with associated ways of seeing the world and distinct methods of exploring, imagining and constructing that world. The Victorian Essential Learning Standards state that the Arts, the Humanities, English and Languages Other Than English, Mathematics and Science are the disciplines for the curriculum over the stages of learning from Prep to Year 10.
The Arts domain is comprised of a range of disciplines and forms that can be used to structure teaching and learning programs. The disciplines of Art, Dance, Drama, Media, Music and Visual Communication are used by teachers in schools to plan programs.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) is the independent authority responsible for the development of a national curriculum. When focusing on the Arts Domain, ACARA has a stronger focus on Media Arts. When you compare Media Arts in VELS and ACARA there is quite a difference. VELS consists of five areas of Art being: Dance, Drama, Music, 2D & 3D and Media. Whereas within ACARA, Media is broken into 5 parts: Languages, Technologies, Accessing, Distribution, Institutions and Representations.
Media needs to be spread across all areas of the curriculum. If we incorporate media across the curriculum, it will broaden delivery methods for teachers to present lessons and increase the participation and development of the students learning. ACARA recognizes that Media Arts is are what children are exposed to and interact with on a daily basis and that it allows for creativity in the ways that students can present their work.
The conceptual framework is another in depth way of analyzing art and is a great framework to use in conjunction with other curriculums. In conclusion, it is important for us as pre-service teachers to find ways of making cross-curricular connections as it will make for richer lessons and learning. This doesn’t mean that we just have to stick to curriculums within Australia either. Finland and Sweden are two other places, which have curriculums which seem to work well so we just need to understand what is going to work for us as teachers and for our students.
The Arts domain is comprised of a range of disciplines and forms that can be used to structure teaching and learning programs. The disciplines of Art, Dance, Drama, Media, Music and Visual Communication are used by teachers in schools to plan programs.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) is the independent authority responsible for the development of a national curriculum. When focusing on the Arts Domain, ACARA has a stronger focus on Media Arts. When you compare Media Arts in VELS and ACARA there is quite a difference. VELS consists of five areas of Art being: Dance, Drama, Music, 2D & 3D and Media. Whereas within ACARA, Media is broken into 5 parts: Languages, Technologies, Accessing, Distribution, Institutions and Representations.
Media needs to be spread across all areas of the curriculum. If we incorporate media across the curriculum, it will broaden delivery methods for teachers to present lessons and increase the participation and development of the students learning. ACARA recognizes that Media Arts is are what children are exposed to and interact with on a daily basis and that it allows for creativity in the ways that students can present their work.
The conceptual framework is another in depth way of analyzing art and is a great framework to use in conjunction with other curriculums. In conclusion, it is important for us as pre-service teachers to find ways of making cross-curricular connections as it will make for richer lessons and learning. This doesn’t mean that we just have to stick to curriculums within Australia either. Finland and Sweden are two other places, which have curriculums which seem to work well so we just need to understand what is going to work for us as teachers and for our students.