If we approach Arts education as we might approach literacy, we would aim to develop Arts literacy in students. We would teach students the tools of language, ways of constructing meaning, vocabulary, structures, forms, genres and shaping cultural and social contexts. In literacy we allow children freedom to gain confidence and experiment with creative writing, but we also intervene when necessary to correct, guide and teach them explicit skills and knowledge. If we apply this approach to the Arts, rather than stand back and ‘let the child be free’, we can focus on developing proficiency in knowledge and skills as well as fostering creativity and imagination right from the start. As with any other Learning Area, child engagement and achievement in the Arts are determined by exposure to ongoing, sequential learning experiences. This chapter suggests ways in which teachers can achieve this in a way that is respectful of the needs and interests of the child.

In this chapter, we introduce and explain the key principles of integrated learning and outline ways in which it can be put into practice to provide quality Arts experiences, as well as quality learning in other areas. We suggest ways to achieve integrated learning that you can adapt to construct your own successful program. We also move beyond the concept of curriculum integration to look at child integration as it should be applied in the classroom. Schools do exclude, both intentionally and otherwise. We explore the justifications offered for, and ways to remove, these barriers to engagement in the Arts by all. We argue that everyone needs to experience the Arts equally, no matter what their background or what form of diverse learning is brought to the classroom. For some children, this is the only pathway to success. In the Arts, anyone can engage; everyone gets to live them.

The Australian Curriculum’s three cross-curriculum priorities are intended to give global, national, and local perspectives, providing students with the tools and language to be able to understand the world in which they live and to consider the future world they could inhabit.Within the Australian Curriculum, three cross-curriculum priorities have been defined: Aboriginal and Torres Strait Islander Histories and Cultures; Asia and Australia’s Engagement with Asia; and Sustainability. These three cross-curriculum priorities are not intended to be taught as separate Learning Areas; instead, they are about exploring relationships between subjects. They offer learning opportunities to add depth and richness to student learning in specific discipline content at the same time as developing knowledge, understanding and skills relating to the three priorities.

The previous chapters have explored the teaching methodologies and concepts related to different forms of the Arts, as well as methodologies for integration and organisation. However, in addition to being able to teach the Arts, we need to have in place a system for evaluating the teaching process to ensure the outcomes and goals we wish to achieve are met for the learners. There has been a great deal of research to identify specific teaching practices that can improve children’s outcomes. This chapter does not intend to analyse the validity or otherwise of these outcomes, as these are mandated by the various examination and education boards. In part, this is because it is difficult to isolate any specific technique or learning skill that works for individuals because all children have unique and individual learning styles. For these reasons, the focus of recent research has been to isolate general characteristics. This chapter looks at the application of reflective learning tools to enhance teaching of the Arts, as well as inclusion and diversity in the classroom (specifically disability). Its focus, therefore, is to separate teaching from subjective assessment of teachers.

This chapter will provide a foundation for the provision of quality visual arts educational experiences in early childhood and the primary years. Practical suggestions for planning a high-quality visual arts program are linked to recent theory in a way that helps you construct your own visual arts program. Visual arts concepts, language, elements and principles will be defined and explained, with examples of the progression in visual arts education from early childhood through the primary years. Practicalities such as classroom management, safety and materials are addressed and additional interactive material can be found through the icons.

In this chapter, we explore the unique nature of the Arts along with what the Arts ‘do’ for people. The differences between Arts education policy and its provision in practice will be presented with particular reference to the need for broad access to, and equity in, Arts education in primary and early childhood settings. The importance of an approach to Arts education that encourages and embeds learner agency, cultural diversity and gender equity is discussed, and the benefits of sustained ‘quality’ Arts education are presented. Your role in the provision of the Arts in early childhood and primary education is discussed and a ‘praxial’ vision for the Arts in education is presented.

This chapter will explore the fundamentals of drama, both as a skill and as a methodology for teaching other curricular requirements. It also offers practical activities and assessment practices, as well as theoretical underpinnings and methods to further develop teaching methodologies beyond this text. You will have the confidence and knowledge to engage learners of all ages and abilities to explore their own ideas through dramatic performance and to evaluate the performance of others. The key to drama is not only the development of skills, but also the ability to apply processes and value these processes as equal to the end product of a drama activity. The application of drama in literacy, numeracy and other areas of learning will be embedded throughout. A great deal of the focus on drama in the classroom in Australia is from a western perspective.

This chapter will explore the fundamentals of drama, both as a skill and as a methodology for teaching other curricular requirements. It also offers practical activities and assessment practices, as well as theoretical underpinnings and methods to further develop teaching methodologies beyond this text. You will have the confidence and knowledge to engage learners of all ages and abilities to explore their own ideas through dramatic performance and to evaluate the performance of others. The key to drama is not only the development of skills, but also the ability to apply processes and value these processes as equal to the end product of a drama activity. The application of drama in literacy, numeracy and other areas of learning will be embedded throughout. In Australia, much of the focus on drama in the classroom is from a Western perspective.

More than ever before, we are surrounded by many forms of media technologies, including film, television, the internet, games, print and audio. The Australian Curriculum focuses on media arts, which incorporates the creative use of these technologies as an art form. The aims, according to ACARA, are that students develop: enjoyment and confidence to participate in, experiment with and interpret the media-rich culture and communications practices that surround them; creative and critical thinking skills through engagement as producers and consumers of media; aesthetic knowledge and a sense of curiosity and discovery as they explore images, text and sound to express ideas, concepts and stories for different audiences; and knowledge and understanding of their active participation in existing and evolving local and global media cultures. In Media Arts, students use images, sound, text, interactive elements and technologies to creatively explore, produce and interpret stories about people, ideas and the world around them. They explore the diverse cultural, social and organisational influences on media practices, and draw on this understanding when producing and responding to media arts works.