Analysis and Discussion

Music education has a vital role in schools. Music education uniquely contributes
to the emotional, physical, social and cognitive growth of all students (Australian
Government, 2005).
The Arts curriculum consists of a number of different disciplinary areas, Dance,
Drama, Visual Art and Media Art, they are just as significant as Music education.
Caldwell and Vaughn (2012) explain that arts can have a powerful impact on
achievement in other areas of the curriculum and on student wellbeing.
Many Australian students miss out on effective Art education programs because
of the lack of resources and the lack of quality provision (Australian Government,
2005). However, the UNESCO considers education in the arts to be a universal
human right (UNESCO, 2006). Every student within a school setting should have
the opportunity to experience art education.
Reflecting on the Art education program I witnessed was at an exceptional level.
Students were given the opportunity to experience a wide range of Art
disciplines, for example dance, music and drama. These art disciplines were
incorporated into the arts program.
Throughout the two weeks, I analysed the Arts program. Firstly, I acknowledged
the enthusiastic and positive attitude of the Visual and Performing Arts teache .
The quality of the learning experience is dependent on the attitudes the teacher
and student bring to creative inquiry (Montuori, 2008). As Monturoi describes,
the importance for teachers to bring a sense of joy to the creative inquiry
classroom is important. Students are then encouraged and engaged in the
process which forms positive attitude towards Art education. This is something I
witnessed throughout my time exploring the Art education program.
Secondly, within the schools Performing Arts program the students were given
time to explore and participate in dance, drama and music. Students explored
these three mediums throughout the course of the year. Performing Arts is
allocated on all of the students weekly timetables. Students are given one hour
to take part in the lesson. It became evident that students thrived in this one
hour block, it was great to see the students who often experienced difficulties in

mathematics and literacy excel. As Gardiner (2003) describes Art as a subject

that involves multiple outcomes as there are no right or wrong answer.
Thirdly, the school incorporates a whole school production. The school production
is a leading event that drives the performing Art lessons. Students are introduced
to drama activities from the beginning of the year. The aim of this is to develop
and encourage students confidence. As Tombak (2014) describes drama to be
one of the most effective teaching methods, it enables children to think
creatively, critically and freely. Although there is a major focus on the school
production other elements such as music and drama are also explored
throughout the performing arts. These three performing art mediums are not
taught directly but rather are interwoven into each other. For example, while
focusing on the school production students are given the opportunity to develop
dance moves and learn particular songs from the chosen production. Tombak
(2014) highlights the importance of these opportunities and their ability to
provide students with the opportunity to be creative and imaginative when it
comes to making decisions.
As described above, music is often associated with learning a variety of songs for
the school production or hymns for particular school masses. However, one
finding I found interesting was the lack of musical instruments within the
performing arts classroom. As Kestrom (1998) describes the one leading form of
music education often used within the classroom is singing. However, this is not
the sole purpose of music as Kestrom (1998) explains. Students should be given
the opportunity to experience a range of instruments and percussions. As Dewey
(as cited in Cahn 2012) emphasises, the importance of the experience means
everything.
Within the visual Art curriculum there are a number of opportunities provided for
students to showcase their artistic talents within and beyond the classroom.
Upon analysis of the data, it is apparent that there is a strong focus on providing
students with activities that spark their imagination and creativity. Gardiner
(2003) emphasises that art should offer opportunities to learn by seeing,
thinking, moving, collaborating, touching and responding. Throughout my
observations, it was evident that students were given the opportunity to see,
think, move, collaborate, touch and respond. There was a sense of warmth and
enjoyment within the art classroom, it was an environment in which students had
the opportunity to explore and respond to a particular task. However, I did notice

that often the teacher would model one way to approach a task. Students would
then mimic what the teacher had created. There was no individuality or creativity
within this particular artwork. If the teacher used red paper to create a flower, so
did everyone else. Einser (1995) expresses the importance of individuality within
art as he believes the aim of art is to evoke individuality.
The visual arts teacher provides an integrated arts curriculum that often
connects to other key learning areas. Through art integration, art is brought into
the core of the school day and connected across the curriculum (Rabkin as cited
in Vitulli, Pitts, & Fresne, 2013). It was evident that students thoroughly enjoyed
portraying and exploring a familiar topic that was being learnt in other subject
areas to an art form.
Furthermore, there were misused opportunities when it came to incorporating art
into ICT lessons. There was no evidence of digital technology being used within
the art curriculum. As Rahmat & Au (2013) highlight the potential of ICT in
promoting real world experiences through simulation, manipulation and creative
expression. These approaches of teaching and learning of the arts promotes a
new way of perceiving and practising arts (Taylor as cited in Rahmat, & Au,
2013).
Overall I conclude that the school has in place a sound Creative Arts Program.
Both the Performing and Visual Art curriculum provide students with
opportunities to showcase and develop their artistic talents within the school and
beyond the classroom.