THE ARTS Years 1 to 10 Syllabus

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THE ARTS Years 1 to 10 Syllabus
Key Messages CASST Logan-Beaudesert Arts
Implementation TeamEducation Queensland 2004
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Learning in The Arts

• The Arts are a meaningful part of everyday life.
• The Arts cultivate particular ways of thinking
  and learning.
• Active participation in art-making practices is
  vital to learning in the arts.
• Social, cultural and historical contexts
  contribute to the meanings of arts works.

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Key learning area outcomes for The Arts

• Students engage in, and reflect on, experiences
  in each of the arts to develop the knowledge,
  skills, techniques, processes and dispositions
  necessary to
• create, present and reflect on arts works with
  confidence, skill, enjoyment and aesthetic
  awareness
• express ideas, feelings and experiences through
  the symbol systems, techniques, technologies and
  processes appropriate to each of the arts
• communicate with an intended audience through
  the forms and processes of the arts

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How many strands are there in The Arts key
learning area?
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The Arts strands
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The strands

• There are five strands in The Arts key learning
  area
• Dance
• Drama
• Media
• Music
• Visual arts

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Learning outcomes and courses of study
Years 1-7 Students addressing outcomes in all
five art strands Years 8-10 Students addressing
outcomes in one or more strands
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Which strands do students need to experience?
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Time allocation

• Years 1-3 300 hours across three years (for all
  five strands)
• Years 4-7 400 hours across four years (for all
  five strands)
• Years 8-10 180 hours per strand across three
  years
• THE ARTS Years 1 to 10 CD-ROM, PowerPoint
  presentation

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Levels and time allocation

• Core learning outcomes at each level are written
  so that typically, students demonstrating
• Level 2 outcomes are at the end of year 3
• Level 3 outcomes are at the end of year 5
• Level 4 outcomes are at the end of year 7
• Level 6 outcomes are at the end of year 10.

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What the three common processes shared by The
Arts strands?
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Key processes

• All strands of the Arts share common processes
• - Create -
• - Present -
• Reflect
• Which are embedded in each of the core learning
  outcomes.

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Relationships between the learning outcomes
DA 1.1
DA 1.2
DA 3.2
DA 2.2
DA 1.3
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How will I select the outcomes and make decisions
about selection of units?
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Core learning outcomes

• Keep the outcomes together
• Leaving out one of the learning outcomes from a
  level will affect the balance between engagement
  and reflection that is necessary for successful
  learning in each strand of the Arts.

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Tools for planning and assessment

• Plan outcomes with the core content
• While contexts can organise and give structure to
  a course, the specific learning outcomes and core
  content for each strand should remain the focus
  for planning activities.
• THE ARTS Sourcebook Guidelines, p 101

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What are the features of the strands?
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Dance

• Students use movement and gesture to capture and
  convey ideas, images and feelings.
• The focus is on using the human body as a means
  of expression and communication.

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Dance outcomes

• Choreographing emphasis is on process and
  exploration, rather than end-product.
• Performing in both informal and formal
  settings.
• Appreciating their own and others dance.

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Drama

• Students express and communicate their
  understandings about human issues and experiences
  through enacting real and imagined events.
• They interact in a range of roles, relationships,
  situations and contexts.
• They investigate feelings, actions and
  consequences.

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Drama outcomes

• Forming exploring and collaborating through
  dramatic play, roleplay, improvisation and
  playbuilding.
• Presenting scripted and student-devised
  dramatic works in both informal and formal
  settings.
• Responding to their own drama and drama
  produced by others.

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Media

• Students create media for audiences using still
  and moving images, words and sounds.
• They become active and critical media users,
  exploring who produces the media and for what
  purposes.
• The focus is on deepening their pleasure of
  creating and enjoying media.

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Media outcomes

• Constructing media creating with the languages
  and technologies of the media.
• Producing meaning communicating to audiences,
  within contexts, for specific purposes.
• Responding to meanings analysing how the media
  constructs perceptions of reality.

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Music

• Students make music and develop the ability to
  think and express themselves in sound.
• They learn to recognise and interpret musical,
  emotional, spiritual and expressive content in
  music.
• They experience satisfaction and enjoyment
  through singing, playing, listening, moving and
  creating.

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Music outcomes

• Aurally and visually identifying and responding
  to musical patterns, tone colours, structures and
  expressive elements.
• Singing and playing individually and with
  others.
• Reading and writing their own music and the
  music of others.

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Visual Arts

• Students make, display and appraise images and
  objects.
• They learn to communicate their ideas, feelings,
  experiences and observations of their worlds.
• They become visually literate in the symbol
  systems and visual communication of cultures and
  societies, past and present.

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Visual Arts outcomes

• Making images and objects designing and
  creating two-dimensional and three-dimensional
  forms.
• Making and displaying documenting and
  communicating through making, and experiencing
  informal and formal display and exhibitions.
• Appraising images and objects describing,
  interpreting and evaluating their own and others
  images and objects.

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How will the syllabus be implementated?

• Section 3
• Arts Implementation

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Implementation Timeline

• 2006 all state schools assessing and reporting

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Syllabus Materials

• Every primary and special education teacher, as
  well as every secondary teacher of the arts, has
  each been allocated
• one CD-ROM, and
• one syllabus.

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Syllabus Materials (cont.)

• The Arts CD-ROM
• Contents include Syllabus, Sourcebook Guidelines
  (elaborations), Initial In-service Materials, all
  60 Sourcebook Modules
• Sourcebook Modules are easily personalised as
  they are in Word and PDF format

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Syllabus Materials (cont.)

• The Arts CD-ROM (cont.)
• Video demonstrations for each learning outcome in
  all strands
• Teaching ideas and glossary for each strand
• Unit planning templates and school programs
• Arts advocacy materials

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Additional support materials

• These sets of print materials have been
  distributed to schools on a sliding scale based
  on student population. Each set includes
• 1 Sourcebook Guidelines
• 1 Initial In-service Materials
• 60 Sourcebook Modules

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Sourcebook Modules

• Many modules address more than one strand of the
  Arts
• Many are transdisciplinary in approach (that is,
  they provide opportunities for connected learning
  that maintains the integrity of the learning in
  each strand)

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Sourcebook Modules (cont.)

• They provide teaching and learning ideas
  including
• Experiences and activities
• Resource materials
• Suggestions for assessment
• Background information

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• Section 4
• The Arts -
• Making Connections

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Curriculum reform initiatives

• ETRF
• Literate Futures
• ICTs for Learning
• Productive Pedagogies
• Partners for Success, Building Success Together
• Assessment and Reporting
• New Basics

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Literacy in the Arts

• Students develop critical literacy by questioning
  the cultural, social and political practices
  embedded in a range of texts
• Spoken and written
• Visual, auditory and kinaesthetic
• Multimodal

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Syllabus and support materials

• Print materials available for download from the
  Queensland Studies Authority website
• http//www.qsa.qld.edu.au/yrs1_10/kla/arts/index.h
  tml

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Discussion List

• The Arts Implementation discussion list (Arts 1
  - 10 Implementation)
• can be found at
• http//education.qld.gov.au/
• listserv/subscrib.htm

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Learning Place

• The Arts Implementation Learning Place site
• (ARTS Education Alliance)
• can be found at
• http//www.learningplace.com.au/

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Productive Pedagogies and the Arts

• When students engage in learning through, in and
  about the Arts, their learning is both active and
  reflective. A range of productive pedagogies is
  necessarily employed to enable this learning.

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ICTs for Learning and the Arts

• Students develop