EDAR 518: Visual Arts Curriculum & Teaching 3

Student Name: Heidi Wolfenden

Student Number: S00196837

Assessment Task 1:
Analysis and Evaluation of Curriculum Models
1. Identify and describe both curriculum models including a comparison of
each Rationale, goals/aims, key concepts and learning outcomes and models
of assessment.
In comparing the Irish Curriculum to the Victorian Curriculum there were a number of similarities,
yet also some key differences. In Victoria there is a common curriculum for students from
Foundation to 10, whereas the Irish Curriculum has a separate curriculum for Primary School
children from junior infants to sixth class. This is referred to as the Primary Curriculum (1999). At
Secondary school level the curriculum is divided into two categories, the Junior Cycle Curriculum,
(2011) which generally refers to children, aged 12- 15 and the senior cycle, which cover students
from ages 15-18 years. (Victorian Curriculum, 2015. Irish Curriculum 1999, 2011)
The Victorian Curriculum prescribes five learning areas that fall under The Arts. These are: Dance,
Drama, Media arts, Visual Arts and Visual Communication Design. By comparison, the Irish
Primary Curriculum specifies just three subjects. These are Visual Arts, Music and Drama. The
Junior Cycle Curriculum describes Art, Craft and Design as one subject. Other subjects that are
relevant to The Arts are listed as separate subjects such as Material & Technology-Wood, Music,
Metalwork and Technical Graphics. Digital Media Literacy and Artistic Performance are offered as
short courses. (Victorian Curriculum, 2015. Irish Curriculum 1999, 2011)
The Visual Arts Rationale and Aims for both the Victorian Curriculum and the Irish Curriculum
shared some common features. The Victorian Curriculum outlined the importance of students
exploring and expanding their understanding of their world and others worlds. In a similar
statement, the Irish Curriculum argued that the Visual Arts plays a role in helping children to
make sense of the world (Victorian Curriculum, 2015. Irish Curriculum 1999, 2011)
The Victorian Curriculum suggested that students should Make and Respond to Art using
Visual Arts knowledge, understanding and skills. Likewise, the Irish Curriculum comprised of the
interrelated activities of Making Art and Looking at and Responding to Art. Both the Victorian
and Irish Curriculum acknowledged the importance of perceptual understanding, exploring, and
appreciating the work of others from a variety of different cultures and contexts. (Victorian
Curriculum, 2015. Irish Curriculum 1999, 2011)

The Irish Curriculum has a greater focus on the therapeutic aspects of Art making in comparison
to the Victorian Curriculum. Eisner explains that historically the major function of Visual Arts in
schools was to give youngsters an opportunity to express their creativity and release their
emotions. Art was seen as something that could have a positive impact on mental health. (Brandt,
Eisner, 1987) The Irish Curriculum emphasizes the fact that Art can contribute to the childs holistic
development and help the student to express ideas, feelings and experiences. (Victorian Curriculum,
2015. Irish Curriculum 1999, 2011)

The Victorian Curriculum is categorized into four strands, each of which involves Making and
Responding. The strands are as follows, Explore and Express Ideas, Visual Art Practices,
Present and Perform and Respond & Interpret. The Irish Primary Curriculum (1999) defines the
strands as Drawing, Paint & Colour, Print, Construction and Fabric & Fiber. It also outlines the key
concepts and skills that need to be developed. These are derived from the Visual Elements such
as line, shape, colour and tone, texture, use of space and the like.
The Irish Junior Cycle Curriculum outlines three interdependent core subjects or disciplines,
which form an integral part of the Visual Arts Curriculum. These are defined as Drawing, 2-D
Art/Craft/Design and 3-D Art/Craft/Design. The students in the junior cycle are expected to
continue to build upon their prior knowledge of the Visual elements. At this level they are
expected to demonstrate critical appraisal and evaluation skills. They are also required to
undertake Support Studies, which introduces them to the history of Art, Craft and Design.
(Victorian Curriculum, 2015. Irish Curriculum 1999, 2011)

2. Explain the underpinning curriculum theories for each curriculum model.

The Victorian Curriculum is based on the view that the curriculum should be regarded as a
developmental continuum or pathway of learning. Theorists as diverse as John Dewey, Franklin
Bobbit, Jerome Bruner and Lev Vygotsky advocated this theory. Victorian schools favor a 'child
centered' approach, which focuses on the development of personalized learning programs for all
students. The childs actual learning level is taken into account, rather than their assumed level of
learning, based purely on age. (Victorian Curriculum, 2015)
The Victorian Curriculum emphasizes the importance of developing a personal aesthetic though
"making, viewing, analyzing, interpreting and evaluating." (Victorian Curriculum, 2015) Developing
students critical and creative thinking skills is also deemed as important. Students are expected
to think in increasingly complex ways, as they progress through the levels from Foundation to 10.
Bloom's Taxonomy serves as the backbone of this teaching philosophy. Higher-order thinking is
encouraged. In the more senior years students are expected to have the ability to analysis,
evaluate, synthesis and create. (Bloom et al.1956 Krathwohl, Bloom & Masia.1965, Simpson.1966, Harrow.
1972, Dave. 1975, Anderson et al. 2000.)

The Victorian Curriculum Rationale describes the importance of developing a personal aesthetic
and appreciating that of other artists, understanding the significance of Art histories, making
critical judgments about art and creating visual artwork. (Victorian Curriculum 2015) These four
activities can be referred to as Aesthetics, Art History, Art Criticism and Art Production. These
elements of the Curriculum reflect a Discipline-Based approach to Art education. (DBAE) Eisner
explains the way in which 'DBAE' provides systematic, sequential teaching in the four things
people generally do with the arts: they make works of art, they appreciate art, they learn to
understand it in relation to cultures, and they make judgments about the arts." (Eisner, 1987)
The Irish have also sought to develop a child-centered curriculum. It is deemed important that
"each child possesses a range of intelligences and he/she needs a variety of learning experiences
in order to develop them fully." (Irish Curriculum, 2011) Howard Gardner proposed this argument in
1983, when he developed the 'Theory of Multiple Intelligences'. He suggested that rather than
seeing intelligence as dominated by a general ability, intelligence should be divided into specific
modalities. Gardner proposed a range of different forms of intelligence such as interpersonal,
intrapersonal, bodily/kinesthetic, visual/spatial, musical, mathematical/logical, and
verbal/linguistic, existential and naturalist. (Gardner, 1983, 2010)

It is suggested in the Irish Curriculum, that themes or subject matter should be based on the
student's own "experiences, imagination, observation and curiosity." (Irish Curriculum 1999) This line
of thinking is consistent with the Constructivist approach to learning. The Constructivists argued
that teachers need to build on what students already know and take into account their prior
knowledge and interests. (Jean Piaget et al. 18961980) The Irish Curriculum suggests children should
be encouraged to use their own initiative. They should remain the designers and creators and
their teachers should not take this role away from them. The teacher's role is to act as facilitator
and guide, rather than a teacher of technique. (Irish Curriculum, 2011) These teaching strategies are
consistent with the Constructivist Theory, which emphasizes the need for students to take an
active role in their own learning, pose questions and discover their own solution to problems.
(Jean Piaget et al. 18961980)

3. Explain how the teacher could address the expectations of each curriculum
in a Visual Arts classroom. Provide examples of lesson ideas.
Victorian Curriculum- Grade Two

Recycling Lesson idea

OBJECTIVES
Respond to visual artworks by describing subject matter and ideas (VCAVAR024)
Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they
create (VCAVAE021)
Experiment with different materials, techniques and processes to make artworks in a range of art forms (VCAVAV022)

Bottle Top Bill Animation Series

See example at: http://youtu.be/TQ52vYHr-hY
Examples of Artists working with Recycled materials
http://beautifuldecay.com/2010/07/21/green-art-10-artists-working-with-recycled-materials/
'Bottle Top Bill' is a quirky and clever contemporary animation series made in Australia. All the
characters and scenes are made from everyday bits and pieces, that otherwise might be thrown
away, such as old boxes, bottles, cartons, tape, wire, mesh, buttons and paper.
This animation would serve as a valuable introduction to an Art lesson based on the Sustainability,
which has been nominated in the Victorian Curriculum, as one of the cross-curriculum priorities.
(Victorian Curriculum 2015) The students will be asked to respond to the animation and attempt to
identify some of the materials that were used. The teacher could also show the students the work
of various Contemporary artists, who have used recycled materials. The students will be asked to
discuss and describe the subject matter and ideas present in the artwork.
Planet Pals Website
See example at: http://www.planetpals.com/recycle_crafts_kids.html
The students would be asked to bring recycled materials from home and create their own unique
and creative characters or creatures. The Planet Pals website provides helpful ideas and
suggestions on how to go about making creatures or characters out of recycled objects. The
students will not be asked to simply copy these designs, but explore and express their own ideas
and experiment with different materials, techniques and processes to create their own
imaginative character or creature.
3

Irish Curriculum- Junior Cycle

Printmaking Lesson idea- Year 9

OBJECTIVES
(vii) Use a variety of materials, media, tools and equipment

(viii) Use an appropriate working vocabulary

(x) Sustain projects from conception to realization
(xi) Appraise and evaluate his/her own work in progress and on completion
(xii) Develop an awareness of the historical, social and economic role and value of art,
craft and design and aspects of contemporary culture and mass-media

The students will be introduced to the fundamentals of Printing. The teacher can begin the lesson
by showing the class visual examples of Relief, Intaglio, Stencil and Lithographic printing.
Students would be asked to respond and discuss the artwork, as a group. They will be required
to bring in found objects from the natural and man-made environment that they can use to create
their own original images. They will then be involved in the process of experimenting, making,
manipulating and developing images. Students will be required to evaluate and reflect on their
work.
Cork Printmakers Website
See example at: http://www.corkprintmakers.ie/index.php?pageID=15
The Cork Printmakers website is an excellent resource for Art Teachers. They provide a clear
explanation of each of the different printing processes. There is also a virtual visual gallery of the
works of a number of Contemporary Irish Printmakers. The Cork Printmakers run various Art
Exhibitions throughout the year, which the students could attend, to support their learning in the
classroom.

4. Investigate assessment techniques of each curriculum model.

The Victorian Curriculum specifies that schools "must report student learning against the
achievement standards of the curriculum". (Victorian Curriculum, 2015) The 'Scope and Sequence'
chart for Visual Arts clearly outlines the assessment standards for each level. The standards are
set out in a logical sequence; each level continues to build on student's prior knowledge, skills,
practice, creative thinking and critical thinking. (Victorian Curriculum, 2015)
The Irish Curriculum has a different emphasis, when it comes to assessment. They have outlined
three important stages in the assessment process: "gathering evidence, making judgments and
giving feedback." (Irish Curriculum, 2011) The Junior Cycle Curriculum, (2011) has been amended to
allow for new ways of learning and have advocated a broader range of skills be assessed.
Teachers will undertake both formative and summative assessment. As part of their daily practice
teachers will assess student's progress by "observing, listening as student's carry out tasks,
looking at what they write or make and considering how they respond to, frame and ask
questions." (Irish Curriculum, 2011)
Periodically, the assessment process will be more structured and formal in nature. Teachers will
be required to obtain a 'snapshot' of student's progress in order to formulate a report on each
student and make decisions for future planning. This formal assessment may take many different
forms such as "projects, investigations, portfolios, case studies and/or tests and may occur at a
defined point in the school calendar." (Irish Curriculum, 2011)

5. Evaluate each curriculum model and its appropriateness to student

learning today.
Robyn Ewing argues "immersion in The Arts can improve an individuals sense of enjoyment,
purpose and identity, positively changing the direction of people's lives". (Robyn Ewing, 2010) She
also suggests "the arts can act as a catalyst for personal and social transformation in schools
and society." (Robyn Ewing, 2010) It could be argued that The Arts play a central role in mental
health and wellbeing of students. Few subjects allow students the opportunity to explore their
own thoughts and feelings, take risks, and express themselves as unique individuals. We are
living in a fast paced world, in which mental health issues, such as depression and anxiety,
continue to increase. In Australia, "it's estimated that 45% of people will experience a mental
health condition in their lifetime" and in any one year, "around one million Australian adults have
depression and over two million have anxiety." (Beyond Blue, 2016) We need to ensure our students
are equipped with the skills that they will need for future employment, but we should also be
striving for a more holistic view and seek to promote happiness, emotional intelligence and
wellbeing. The Irish Curriculum seems to place a greater emphasis on these factors.
Whilst it is certainly important for students to develop their critical thinking skills and be able to
respond to artworks in a meaningful way, this should not overshadow the importance of making
and creating. Many of the subjects in the curriculum are designed to enhance students critical
thinking skills, but few provide the same opportunity for students to create something unique,
original and innovative. The world needs creative thinkers and problem solvers more than ever.
There are many global issues that need to be addressed in an innovative way, such as climate
change, poverty, disease or racism, just to name a few. The 'DBAE' model, if not implemented
carefully, could result in less time allocated to 'making' art. The curriculum is already crowded
and students have little time to create meaningful work. It important that this precious time spent
creating is prioritized and not undermined.

References
BEAUTIFUL DECAY (2010) Green Art: 10 Artists Working with Recycled Materials. Retrieved from:
http://beautifuldecay.com/2010/07/21/green-art-10-artists-working-with-recycled-materials/
BEYOND BLUE. (2016) The facts. Retrieved from: https://www.beyondblue.org.au/the-facts
BRANDT, R. ELLIOT, E. (1987) On Discipline-Based Art Education: A Conversation with Elliot Eisner.
Elliot Eisner on DBAE el_198712_brandt2 (4).pdf
CORK PRINTMAKERS (2008) Artists. Retrieved from:
http://www.corkprintmakers.ie/index.php?pageID=15 Cork, Ireland.
EWING., R. (2010) The arts and Australian education : realising potential, ACER Press (online PDF): A
brief overview of art education in Australia
GORGONE, J. (1991) Planet Pals Earth day Everyday Crafts. Retrieved from:
http://www.planetpals.com/recycle_crafts_kids.html
MOLKS TVTALK (2010) Bottle Top Bill - 30/10/10 (MolksTVTalk edit) Retrieved from:
https://www.youtube.com/watch?v=TQ52vYHr-hY&feature=youtu.be
NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT (NCCA) Ireland. (2016) Retrieved from:
http://www.ncca.ie/en/
NORTHERN ILLINOIS UNIVERSITY, FACULTY DEVELOPMENT AND INSTRUCTIONAL DESIGN CENTRE.
(2010) Howard Gardners Theory of Multiple Intelligences. Retrieved from:
http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.pdf
VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY (2015) Victorian Curriculum Foundation-10.
Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au/
PIAGET, JEAN (1896-1980) ET AL. Constructivism (philosophy of education) Retrieved from:
https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)
WIKIPEDIA (2016) Blooms Taxonomy.
Retrieved from: https://en.wikipedia.org/wiki/Bloom%27s_taxonomy#CITEREFK