In line with this statement, the Australian National curriculum aims for the development of five art subjects: Dance, Drama, Music, Media and Visual Arts and implementation from February 2014 (Australian Curriculum Assessment and Reporting Authority, 2013). Initially aimed as a hooch why principals, a nation wide approach not included till second phase tot the curriculum was developed (Russell-Bowie, 2012).
With support trot the Victorian essential learning’s giving the arts relationships between other subject domains Historian curriculum and assessment authority, 2009); New South Wales Syllabus giving equal opportunities between seven subject domains (Board of studies NEWS, 2006); Tasmania essential learning separating all subjects based on students outcomes (Hanson, 2004), “being arts literate” (Shills, Beseech and Bagley, 2006); and Queensland essential learning’s’ separating a multitude of key earning areas equally (Queensland Study Authority, 201 0), there is clear support from the governments regarding arts education (Australian Council for the Arts, 2001) for the future generations, but Without the economical support from the government it is unlikely arts education will continue (Russell-Bowie, 2012). The public view regarding arts education has been under disrepute, through being seen as a “soft subject” with little connection to the ‘real world’ (Rabin and Heeders, 2011). Although Page and Huckster (2005) undertook a poll where 90% of respondents thought “arts is vital for well rounding”, Rabin and Heeders state arts is “not seen academically and does not prepare for the workplace (2011).
President Clinton is one influential person within history who has said in the past that he owes music for the success in his life, and without music running for president and consequentially winning would not of been possible (Australian Council for the Arts, 2001). In regards to what is taught in our schools, schools value what is tot economic value (Russell-Bowie, 2012) and with recent budget cuts the success of arts education is unlikely. Land (1999) reminds teachers that what we teach and assess is what students assume is valued by the teacher, the school and within the community. So does teaching and assessing in regards to the NAPALM test (Russell-Bowie, 2012), mean as a nation we only value the English and math results?
Tars (2005) defines assessment by “judgment Of students work” and it is important, as teachers, these judgments are made appropriate to the learning experiences and the children’s background (Russell-Bowie, 2012). Recognizing that students go through times in their lives where change occurs (Land, 1999). Land (1999) highlights the importance Within the assessment Of the arts, Of clear and very explicit criteria and outcomes. Queensland Study Authority 2007) highlights the seven key criteria aspects students are marked upon in the Queensland essential learning’s framework as knowledge and understanding, creating, presenting, responding, and reflecting.
Land (1999) emphasizes the importance of not only criteria but also knowledge in the strategies off assessment. Russell-Bowie (2012) gives six strategies of observation, consultation, outcomes and indicators, self-assessment, peer assessment and checklists, It is also important to look towards the future and understand the effects the arts have on students and the achievement of students in other academia domains. Page and Hacker (2005) suggest through involvement within the arts students gave achieved significantly higher in math and verbal language aspects of SAT/ college entry results, giving students the ability to aim higher, and succeed with future goals. In a primary setting this was scene at Joseph Laziest School, where 80% of students were unable to read at grade level (Australian Council for the Arts, 20011 Within one year, with music integrated within the curriculum, there was an increase of over 300% in a year three classroom. A teacher’s goal in giving students the highest chance of Success is achieved through developing skills, knowledge and confidence for inclusion of all five art forms. As teachers entering the profession confidence, awareness, knowledge and skills in preparation are key in the delivery Of arts education (Russell-Bowie, 2012; Land, 1999). The incorporation of the arts within everyday and non-arts related subjects is the key in the integration of the arts within classrooms. Preparation of knowledge, skills and the preparation of lessons are crucial (Land, 1999).
Russell- Bowie (2012) highlights the importance in preparing teachers before they enter the classroom and giving them a ‘tool box’ of strategies for implementing the arts into classrooms. This gives teachers the confidence, another important element as highlighted by Russell-Bowie (2012), in teaching their students an array of arts subjects as well as incorporating these into common topics, themes, concepts and processes (Land, 1999). Awareness of career pathways, the ways students learn and achieve, and the criteria regarding student achievement (Land, 1 999) is crucial for a teacher to develop within a classroom and keeping up with advances within arts education is key.
With the median age of teachers within 21st century classrooms approximately 44% of teachers are over the age of 45 and only 28% aged IS-24 (Australian Bureau of Statistics, 2006), the issue of teacher knowledge and development needs to be addressed. Assuming teachers over the age of 45 finished their training at 20, how can parents expect a teacher who graduated over 25 years ago to integrate arts within their classroom? Personal Development is key in keeping up with the advances within theory, technique and skills, and for those teachers who did not have the access to study these techniques, personal development is crucial in their own knowledge development and successfully developing their students abilities.