the Professional Association of Drama Educators in Western Australia.
DramaWest:
Supports Drama teaching and learning at all levels and in all sectors, through workshops, seminars and publications
represents members on curriculum development and policy-making bodies
undertakes advocacy on behalf of Drama education and Arts education generally
is connected to the wider world of Drama education through Drama Australia and IDEA
DRAMA AUSTRALIA CONFERENCE ALERT! CALL FOR CONTRIBUTIONS CLOSES JUNE 30
Please note that the Call for Contributions for the Drama Australia conference closes on June 30. Please pass this message on to your colleagues in the drama/theatre education community.
Excellent NAAE meetings in Sydney last Sunday and Monday.
The most productive meeting was with Rob Randall, Acting GM Curriculum ACARA. At the NAAE meeting with him in April he asked NAAE to provide advice on the question - all art forms, at all levels, all the time? In doing so Rob also advised NAAE to follow the definition of The Arts in the Melbourne Declaration (2008) The Arts - visual and performing. So, we did a lot of homework - talk to President of Primary Principals Association Leonie Trimpner, read 'In the Balance' report from Leonie's association, read the ACARA Curriculum design paper and lots of other documents and had a robust debate on Sunday.
Keeping in mind that a generalist primary teacher has to be able to do this. The NAAE position delivered to ACARA was as follows as regards to minimum art form engagement:
NAAE regard at least one visual and one performing art form is core K-10.
The first years of school could include a broad approach to the arts linking with the Early Years Learning Framework (to be published 1 July). In the later primary years students should have sequential and developmental (progressive) learning provisions in at least one Performing (Dance, Drama, Music) and one Visual (Art and Design, Media) Arts discipline. This will raise standards by ensuring progression in two art forms, with teachers reporting on theses. It will also facilitate choice, taking account of staff resources, community interests and provision. By the end of primary schooling students should have engaged with each of the arts disciplines.
In Years 7-10 provision could be made for a range of specialisations, e.g. at least one visual and one performing art form.
In the senior years (years 11 and 12), it is desirable for students to be able to specialise in each of the disciplines.
Time allocations to guide the writing: The curriculum should be written with the notion that there will be a minimum of 2-3 hours per week of classroom instruction in at least one visual and one performing art form K-10.
This is just advice and does not set anything in concrete, but we have to be realistic about what can be achieved in primary schools nationally.
The national drama curriculum audit, that many of the Board assisted me with, has been tabled to NAAE, but the dance and visual art audits are not yet complete we haven't tabled them to ACARA. Rob Randall knows that they exist and will be receiving them in the next week or so.
Regards, Sandra
Dr Sandra Gattenhof Senior Lecturer Study Area Co-ordinator, Drama QUT Creative Industries Faculty Victoria Park Road Kelvin Grove Qld 4059 Phone: +61 7 3138 3596 Fax: +61 7 3138 3975 email:
DramaWest: