Emma Greenaway

7704895

EDU40008 – Arts Education

Assignment 1: Essay

Word Count – 1671 words

 Part A: What is the value of creative arts in Primary Education? (729 words)

Children aren’t taught to be creative by instructions, they are given opportunities to

explore and experience environments that encourage children’s creativity (French, 2007;

Robinson, 2001; Upitis, 2011; Zimmerman, 2009). Creative Arts are reflected through one’s

life in so many ways whether it be through school, home, communities, community-based

experiences, and community-based activities (Heath, 2001; Lamont, Hargreaves, Marshall &

Tarrant, 2003). It is argued that Creative Arts in Primary Education can help improve a

student’s quality of learning and quality of life in many variations (Australia Council, 2000).

A survey by Saatchi & Saatchi Australia for the Australia Council (2000, p.22) shows that

85% of people believe the Arts should be central to every Australian’s Primary Education.

Creative Arts actively engage children’s imagination, and connect with children across

many fields including cognitive, social, emotional, and physical wellbeing. Creative Arts can

also assist the growth and maturing of fine and gross motor skills in children (Koster, 2012).

In the past, Creative Arts wasn’t classed as a very teachable subject in schools, and now it is

one of the main subjects required in Primary Education for students to survive and develop

their creativity in this forever changing world. Students also require Creative Arts and

creative learning experiences to be able to expand and challenge their knowledge and their

ability to create. When students have and appreciation and an understanding of the Arts, it

allows them to understand the world and is an essential factor to a holistic approach to

Primary Education (Klammer, 2017).

In The Australian Curriculum: The Arts covers five learning areas; dance, drama,

media arts, music, and visual arts. Each of these areas have their very own terminology and

practices, along with elements and their unique way of looking at the world (ACARA, 2013).

The Australian Curriculum allows for exploration of the dynamic relationships between each
of the key learning areas and other subjects in the Curriculum. Unlike the other subjects, Art

is very dependent on how individuals interpret the information they acquire collectively,

imaginatively, and meaningfully, and is not limited to the information acquired itself,

however the way it is interpreted. Creative Arts encourages problem solving and critical

thinking skills, both of which are very dependent on in the 21st Century. It teaches students to

understand, critique, and use visual information they come across both in the present and in

the past, with History being a subject very closely linked to the Arts. The Arts involve

students creating, experiencing, and deciphering something not only by themselves, but also

with others. The benefits of Creative Arts are unlimited, however mentally, physically, and

emotionally are the main observed today. Even the simplest activity such as holding a

paintbrush, or holding a button has so many benefits which branch out through movements

which then assist in development in other areas e.g., fine, and gross motor which also link in

with Health and Physical Education.

Creative Arts present necessities for the achievement of relevant skills which are

transferable, some of these include but are not limited to, creative thinking, communication,

time management, decision making, goal setting, cultural awareness, self-directed learning,

interpersonal skills, and self-confidence. “An Education rich in Arts maximises opportunities

for learners to engage with innovative thinkers…. such as education is vital to students’

success….” which was stated in the document ‘Shape of the Australian Curriculum: The

Arts’ (ACARA, 2010, p.3). Children need to be equipped with a variety of transferable skills

and the Arts is an essential subject to better the academic and social success of students while

doing so (Ewing, 2010). By creating creative learning experiences teachers offer stimulating

opportunities to explore cultural differences, particularly in music and visual arts (Koster,

2012). Drama activities can assist students regulate and understand their emotions, also

assisting in self-regulation and self-control. These are just few examples of how creative arts
have many benefits in helping students gain knowledge and understanding while developing

transferable skills for their future. The experiences provided and learning achieved in a well

implemented Arts Curriculum in Primary Education in Australia are deep.

Unlike other learning areas in the Australian Curriculum for Primary Education, the

Arts teach students good judgement and that problems can have more than one solution,

questions can have more than one answer, and small differences can have large impacts –

especially through Creative Arts. Therefore, providing a different way of explaining and

understanding the world in a different and unique way from other learning areas.

Part B: Investigate the teaching and learning of ONE of the Arts learning

areas/subjects – VISUAL ARTS.

One of the five strands of the Arts is Visual Arts. Visual Arts encourages an

individual’s sense of self, and ways to explain aspects of their lives. Visual Arts is quite like

imaginative play when it comes to expressing themselves where students can express their

feelings and ideas and communicate. Students are able to develop perceptual and conceptual

understanding, critical reasoning, and practical skills through exploring and experiencing

their understanding of their world and others. As agreed by The National Art Education

Association, “the visual arts provide opportunities for all students to build their skills and

capacity in what the Partnership for 21st Century Skills calls ‘Learning and Innovation;

Critical Thinking and Problem-Solving; and Communication and Collaboration”.

The opportunity to foster creative learning, teach creatively and teach for creativity is

dramatically reduced due to centrally controlled approaches to pedagogy (Craft, 2003;

Fetherston & Lummis, 2012; Jeffrey & Craft, 2004; Robinson, 2001, 2006, 2010). When

teachers can assist students to feel reasonably engaged with their learning through Visual
Arts, the process itself becomes appropriate and genuine to the student in the real-world

connections made (Winner & Hetland, 2000). The pedagogical approaches to Visual Arts are

directly influenced by personal and professional beliefs. Visual Arts are valued as central to

play-based practices, however many teachers do not recognize themselves as artistic

(Lindsay, 2015). However, it is an interactive approach which enables students to thrive in

Visual Arts. Not only does the curriculum support teachers in interacting with their students,

but to assist the impact this has on students’ knowledge and understanding of visual arts, their

abilities, and skills in the use of materials and techniques, and their creativity in solving

visual arts problems. It is important to stress that teachers sometimes need to change their

way of teaching to be more active in instructional methods as this depends greatly on the

attitudes, skills, and preferences of teachers (Van Dijk, Van Den Berg, & Van Keulen, 1999).

It is important that schools ensure their curriculum is flexible for difference learners and

social and economic needs, however, they need to ensure they have great quality teachers

with strong but flexible pedagogies (Whelan, 2009). Effective pedagogies while teaching

Visual Arts involve a range of techniques which include guided learning, whole-class and

structured group work, and individual activities.

The position of The Arts was quite variable with some forms only being available and

offered as extra-curricular activities such as dance and drama. In 2010 one state in Australia

only had legislation for music and visual arts in their curriculum (ACARA, 2010). It was

tempting for schools to only provide a minimal arts program with an already crowded

curriculum. Brouillette (2009) however, notes insights provided about the way learning

Visual Arts transfers to other subject areas being particularly important. Visual Arts

integration can be described as the combining of “diverse fragments into harmonious

systems” (Cornett & Smithrin, 2001, p.33). an example of this is to teach through art when

teaching concepts of mathematics such as symmetry within the wings of a butterfly. Again,
this example expresses the way Visual Arts can also then link into Design and Technology

where students can design patterns and match colours to become aware of ‘visual

conventions and learn to notice visual detail’ (ACARA, 2018). The Australian Curriculum

supports links across the Curriculum suggesting History, Geography and English offer natural

connections to the Arts because they ‘embody some of the most significant and recognisable

products and records of all cultures’ (ACARA, 2018). Visual Arts has an integrated approach

to provide children with the opportunities to see relationships between, and transfer and apply

learning in different contexts to see and make connections between different subject areas

(Burnaford, Aprill & Weiss, 2001). The Visual Arts has the capability to engage, encourage,

inspire, fulfill, and enrich the lives of students in Primary Education by encouraging them to

reach their creative and intellectual potential.

Primary Visual Arts includes painting, drawing, collaging, clay, and taking and printing

photographs, just to name a few. Line, Shape, Colour, Space (2D), Tone, Texture, and Form

(3D) are all elements required to be understood to effectively teach Visual Arts in Primary

Education. It is extremely important to have a basic understanding of the elements along with

the principles of Visual Arts as these are the building blocks to the subject. Just like it is

important for a student to know what elements they want to use to portray their meaning

through their visual art, it is important for teachers to know this to be able to teach, guide, and

support their students. The elements of Visual Arts are easily identified as the ‘ingredients’

needed, while the principles of Visual Arts are how the ‘recipe’ is put together to create an

artwork. By knowing what the elements are, teachers can help describe what their students

have done or tried to portray through these elements to form an artwork as the elements often

overlap, combine and inform one another. Another reason to know the basic elements is when

it comes to assessment in Primary Education, you need to know if a student has achieved the

learning outcomes of The Australian Curriculum asked for the activity which was set out.
 It is evident that the Visual arts is quite easily integrated across the Curriculum, along

with having a very flexible approach in teaching and learning styles when it comes to

pedagogical approaches. In conclusion it is obvious how important it is for teachers to know

the elements of Visual Arts to be able to effectively teach this subject to Primary Education

students in Australia in the 21st Century.

 REFERENCES

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