scholarly journals The basic principles of a socially just arts curriculum, and the place of drama

2021 ◽  
Author(s):  
John O’Toole
Keyword(s):  
Historical Analysis ◽  
Educational Goals ◽  
Extensive Discussion ◽  
Basic Principles ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
The Arts ◽  
Arts Curriculum ◽  
Extensive Consultation ◽  
Democratic Principles

AbstractThis paper provides a descriptive historical analysis of the planning and writing of the Australian Curriculum: The Arts which occurred from 2009 to 2013. This process involved extensive consultation across a range of stakeholders, including curriculum research, background reading and analysis that preceded the Australian Curriculum, Assessment and Reporting Authority’s writing process. The curriculum itself was underpinned by a range of democratic principles, including the importance of developing a socially just curriculum. This necessitated extensive discussion which interrogated the terms excellence and equity to ensure a high-quality arts education was accessible for all students, regardless of their background. The implementation of these principles is then explored through the perspective of the Drama writing team, including the importance of the subject Drama in developing a sense of inquiry and empathy in students by exploring their own and others’ stories and points of view. The final curriculum document for the Arts, and specifically for Drama exemplifies the importance of these social justice principles in responding to the Melbourne Declaration on Educational Goals for Young Australians (2008) which advocates for equity and excellence in Australian schooling and for all young Australians to become successful learners, confident and creative individuals and active and informed citizens.

The Role of Music in a Balanced Arts Curriculum

1990 ◽  
Vol 7 (3) ◽  
pp. 231-238
Author(s):  
Keith Stubbs
Keyword(s):  
Arts Education ◽  
National Curriculum ◽  
Curriculum Planning ◽  
Management Structure ◽  
The Arts ◽  
Historical Factors ◽  
Arts Curriculum ◽  
Music And The Arts ◽  
Selection Of

Music has a role to play in Arts Education. This role remains largely underdeveloped. The selection of music and art as foundation subjects in the National Curriculum is divisive and fails to comprehend the fundamental concepts of arts education.This paper recognises the characteristics that are both common and distinctive between music and the arts, and reminds us of the historical factors which often prevent collaborative curriculum planning. It examines both the models and the language of collaboration, and recommends a management structure placed firmly within a single cohesive policy for the arts.

scholarly journals Trust and Witnessing: Lessons for Dance Education / Professional Development in Community

2015 ◽  
Vol 9 (1) ◽  
pp. 249-265
Author(s):  
Miriam Torzillo
Keyword(s):  
Primary Schools ◽  
Dance Education ◽  
Summer Institute ◽  
Embodied Experience ◽  
Community Based ◽  
Dance Company ◽  
The Arts ◽  
Education Professional Development ◽  
Arts Curriculum ◽  
Rare Opportunity

Dance education is rarely taught in Australian primary schools. A National Arts curriculum was published online in 2014, and ready for implementation the following year. Therefore schools and teachers will be looking for models and frameworks that will help them implement the arts, including dance. The author experienced the work of the community-based dance company Dance Exchange during a summer institute in 2013. For a teacher of dance in a relatively isolated regional town, taking part in the summer institute was a rare opportunity to nourish creative inspiration and a reminder of the importance of the collaborative creative process and the embodied experience within Dance Education.

scholarly journals Challenges, implications and the future of the Australian Curriculum: The Arts

2021 ◽  
Author(s):  
Martin Kerby ◽  
Linda Lorenza ◽  
Julie Dyson ◽  
Robyn Ewing ◽  
Margaret Baguley
Keyword(s):  
Australian Curriculum ◽  
The Arts ◽  
The Future

scholarly journals Beyond Consensus: Democratic Element in ASEAN Plus Three Economic Cooperation

2020 ◽  
Vol 14 (1) ◽  
pp. 45
Author(s):  
Eko NM Saputro
Keyword(s):  
Political Ideology ◽  
Regional Cooperation ◽  
Economic Benefits ◽  
Regional Governance ◽  
Economic Systems ◽  
Decision Making Process ◽  
Significant Progress ◽  
Basic Principles ◽  
Financial Cooperation ◽  
Democratic Principles

ABSTRAKForum kerja sama keuangan ASEAN Plus Three (APT) telah menunjukkan kemajuan signifikan sebagai sebuah kerja sama regional. Hal ini terbukti dari beberapa perjanjian kerja sama yang disepakati dan diimplementasikan. Menariknya, kemajuan ini dicapai di tengah eksistensi berbagai sistem politik maupun ekonomi di kawasan tersebut; sebuah kondisi yang sering dijadikan alasan atas sulitnya proses demokratisisasi. Alhasil, selain menciptakan manfaat bagi ekonomi, kerja sama keuangan APT telah memfasilitasi pengenalan elemen-elemen demokrasi melalui inisiatif-inisiatif yang ada. Terkait hal ini, penelitian ini mencoba mengeksplorasi unsur-unsur demokrasi dalam inisiatif keuangan APT, khususnya pada inisiatif dukungan likuiditas regional, dan fasilitas penjaminan kredit. Penelitian mengungkap bahwa proses pengambilan keputusan kedua inisiatif tersebut telah mengadopsi prinsip-prinsip dasar demokrasi prosedural. Temuan awal juga menunjukkan bahwa adopsi prinsip-prinsip demokrasi prosedural dipicu oleh bisnis proses kedua inisiatif tersebut daripada perubahan ideologi politik di dalam negeri negara-negara anggota forum APT.Kata-kata kunci: ASEAN Plus Three, kerja sama keuangan, prinsip demokrasi, tata kelola regional. ABSTRACTThe ASEAN Plus Three (APT) financial cooperation forum has shown significant progress as regional cooperation. It could be seen from several cooperation agreements that were agreed upon and implemented. Interestingly, the progress made amid the existence of various political and economic systems in the region; a condition that often used as an excuse for the difficulty of the process of democratization. As a result, besides creating economic benefits, APT's financial cooperation has facilitated the introduction of elements of democracy through existing initiatives. Furthermore, this research tries to explore the elements of democracy in APT financial initiatives, especially in regional liquidity support initiatives and credit guarantee facilities. Research reveals that the decision-making process of the two initiatives has adopted the basic principles of procedural democracy. Preliminary findings also indicate that the adoption of the principles of procedural democracy was triggered by the business process of the two initiatives rather than changes in the political ideology within the APT forum member countries.Keywords: ASEAN Plus Three, financial cooperation, democratic principles, regional governance.

Behavioral Impacts Associated With Students With Disabilities in Australian Schools

2022 ◽  
pp. 1268-1294
Author(s):  
Anthony Charles Tencati
Keyword(s):  
Students With Disabilities ◽  
Management Strategies ◽  
Effective Management ◽  
Australian School ◽  
School Students ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Large Numbers ◽  
A Priority ◽  
The Impact

This chapter explores the link between students with disabilities, the behaviours they exhibit, the impact this has on their schooling, and the impact upon others. The author's school has a population of about 1,000 students, of whom over 10 percent have verified disabilities. According to Education Council (2016), data regarding the number of students with disabilities is inconsistent between schools in Australia's states and territories, however, there are schools throughout Australia that have large numbers of students with verified disabilities. This is reinforced by the Australian Curriculum Assessment and Reporting Authority (2018) where in 2017 there were about 18.8 percent of Australian school students with a verified disability. It is not surprising, therefore, that these statistics are concerning and research continues to be a priority. Identifying appropriate pedagogies and more effective management strategies for these students will benefit them, their families, and the community, and contribute to solving pressing issues in these students' lives.

The Australian Curriculum

2015 ◽  
pp. 161-180
Author(s):  
Karyn Carson ◽  
Peter Walker
Keyword(s):  
Inclusive Education ◽  
Professional Learning ◽  
Learning Opportunities ◽  
Diverse Learners ◽  
Comprehensive Assessment ◽  
Assessment Practices ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Starting Point

A distinct synergy exists between pedagogy, curriculum, assessment, and reporting. The implementation of the new Australian Curriculum F-10 (henceforth abbreviated as “Australian Curriculum”) has provided both opportunities and challenges for ensuring that the needs of diverse learners are strongly addressed within inclusive education settings. This chapter illuminates specific issues related to the comprehensive assessment of diverse learners including national inconsistencies in the provision of accommodations, the use of the general capabilities as a starting point rather than a curriculum adjustment point, and the paucity of resources and professional learning opportunities supporting inclusive assessment practices. Recommendations are provided to demonstrate how educators can achieve effective student-centred assessment practices for diverse learners using the Australian Curriculum across and within different contexts.

What's in a Name?: Exploring the Implications of Eurocentric (Re)naming Practices of Aboriginal and Torres Strait Islander Nomenclature in Australian Education Practices

2016 ◽  
Vol 45 (2) ◽  
pp. 181-190 ◽  
Author(s):  
Sara Weuffen ◽  
Fred Cahir ◽  
Margaret Zeegers
Keyword(s):  
Teaching And Learning ◽  
Torres Strait Islander ◽  
Aboriginal Peoples ◽  
Indigenous Australians ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Australian Education ◽  
History Of ◽  
Torres Strait ◽  
Naming Practices

The aim of this article is to provide teachers with knowledge of ways in which Eurocentric (re)naming practices inform contemporary pedagogical approaches, while providing understandings pertinent to the mandatory inclusion of the cross-curriculum priority area: Aboriginal and Torres Strait Islander histories and cultures (Australian Curriculum Assessment and Reporting Authority, 2015). While we have focused on Eurocentric naming practices, we have also been conscious of names used by Aboriginal peoples and Torres Strait Islanders to name themselves and others and as non-Indigenous Australians we acknowledge that it is not our place to explore these in detail, or offer alternatives. In this article, we have explored the history of nomenclature as it relates to original inhabitants, the connotations of contemporary (re)naming practices in Australian education and discussed the importance of drawing on cultural protocols and engaging local communities for teaching and learning of Aboriginal and Torres Strait Islander histories and cultures. It is anticipated that discussions arising from this article may open up spaces where teachers may think about ways in which they approach Aboriginal and Torres Strait Islander histories and cultures.

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