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Specific issues

Information technologies

Information technologies in the arts enhance student learning through:

• using a range of hardware and software, such as digital cameras, scanners, MIDI instruments, computers, multimedia, music authoring, illustrating and computer-aided design (CAD) packages to create, develop and present arts works
• accessing CD-ROMs and the World Wide Web to provide such research opportunities as interactive arts activities, online galleries and music sites
• developing and sharing arts works using online technologies.

Program development

A comprehensive arts curriculum should be organised according to the following priorities:

• Scope
• Sequence
• Balance.

Scope

Scope refers to the range of studies undertaken by students in the Arts KLA. Throughout the compulsory years of schooling, students should experience different arts disciplines. At levels 1-3 all students should experience both strands. In these years the Arts key learning area is structured to allow students to engage in several or all of the arts disciplines associated with the Performing arts and Visual arts strands in order to achieve the outcomes. The arts disciplines in the early years may be offered by schools individually or in a cross-disciplinary manner.

At levels 4-6 each strand represents a different arts discipline. Study of a range of arts strands will broaden and deepen students' understanding of the arts as an area of human activity and provide increased opportunities for personal expression and communication through the arts. At levels 4-6 students should engage in at least two strands at each level.

Sequence

Learning experiences associated with particular Arts strands are sequential. Students should have continuous experience in the strands they undertake at a particular level. At levels 4-6, where the strands comprise specific arts forms, most students will require continuous involvement over a period of two years in each Arts strand studied in order to develop the skills and knowledge necessary to achieve the outcomes.

Although schools may elect to provide programs in which students study a range of Arts strands over a shorter period (for example, over three, six or twelve months), it should be recognised that such programs will limit opportunities for most students to be successful in achieving the outcomes associated with each strand. It is recognised that students commence learning in different Arts strands across a wide age range from pre-school to senior secondary years. Teachers may need to prepare programs that accommodate such a range. At levels 1-3 student achievement is measured against attainment of one outcome for each substrand (two per level). At levels 4-6 students should achieve two outcomes per substrand (four per level).

Balance

Balance of content in the Arts KLA is achieved through the substrands. Study in any of the Arts strands requires both substrands to be delivered. Programs are often enriched when Arts practice and Responding to the arts are presented in an interrelated manner. It is only through the provision of a balanced program which explores both substrands that all outcomes associated with a particular strand can be achieved.