ceo

S Y D N E Y
Creative Arts
PRIMARY POSITION PAPER
CEO, Sydney
Support for Schools
2003-2005
TheCEO, Sydneywill continuetosupport teachersindeveloping, implementingand
evaluatingbalancedCreativeArtsteachingandlearningprograms.
Thissupport will include:
professional development for:
- classroommanagement andteachingstrategiesfor Visual Arts, Dance, Drama
andMusic
- CreativeArtsKeyReferenceTeachers
- classroomteachersintheutilisationof supportiveresources
- makinglinksbetweenCreativeArtsandother KLAs
- exploringtheroleof theCreativeArtsincelebratingCatholicidentity, and
developingpersonal andcommunal spirituality
- assessment andreportingintheCreativeArts.
development of aKeyReferenceTeamtoprovideadditional curriculum
development servicestoschools.
development, publicationandimplementationof supportiveinstructional resources
for DanceandDrama.
continuedsupport for developinganintegratedanddevelopmental Scopeand
Sequencefor Visual ArtsK-6.
continuedsupport for utilisingCEOVisual Artsinstructional resources.
PerformingArtsworkshopsthroughdevelopment of theCatholicSchools
PerformingArts(CASPA) program.
References
Cameron, Julia(1995) TheArtistsWay, PanBooks, London
Charadia, John(1995) CreativeArtsK-6: Creativity, ValuesEducationandtheWhole
Child, CEO, Sydney
Cornett, ClaudiaE(1998) TheArtsasMeaningMakers: IntegratingLiteratureandthe
ArtsThroughout theCurriculum, Prentice-Hall Inc, Upper SaddleRiver, New
Jersey
Cusworth, R&Simons, J (2000) BeyondtheScript: DramaintheClassroom, PETA,
Newtown, NSW
Eisner, E(1983) BeyondCreating, LosAngeles: GettyCenter for EducationinArt
Fowler, C(Nov1994) StrongArts: StrongSchools, Educational Leadership, 4-9
Phillips, K(Sept 1993) AStronger Rationalefor MusicEducation, MusicEducators
Journal, 17-19
Smith-Autard, JacquelineM(1997) TheArt of DanceinEducation, A&CBlack
PublishersLimited, London.
The School Creative Arts Plan
It isexpectedthat all schoolswill developand
implement aschool-basedCreativeArtsPlan
that includes:
abelief statement that recognisesthe
importanceof theArtsinthespiritual
journeyof everyperson.
astatement expressingtheschools
commitment tothedevelopment of the
art forms.
awhole-school approachtothe
development of knowledge, skills, values
andattitudesinall of theart forms, with
referencetotheunderstandingof
integratedteachingandlearningand
creativethinking.
realisticlevelsof achievement and
assessment procedures, asguidedbythe
syllabusandCEOsupport documentation
anddevelopmental programs.
support proceduresthat identifyand
addressstudents artisticlearningneedsin
thecreativeart forms.
recognitionandresponsetotheneedsof
childrenwithdisabilities, Special Needs
andsensoryimpairment, andtheprovision
of support asrequired.
plannedprogramstomeet identified
needs, interestsandabilities.
provisionof abalancedprogramof explicit
teaching, whichincludesadiverserange
of approachesfor engagingintheArts.
provisionof adequatetimeallocation.
anappropriatebudget that will sustain
necessaryresourcerequirements.
provisionof awidevarietyof artworks,
text resourcesanddigital media.
anunderstandingof theplaceof
InformationCommunicationTechnologies
inCreativeArtsprograms.
keystrategiesfor teachingandlearning
Visual Arts, Music, DramaandDancein
meaningful situations.
assessment andevaluationprocessesthat
provideinformationtosupport planning
andreportingprocedures.
opportunitiesfor childrenandcommunity
memberstoparticipateinandexperience
performancesandexhibitions.
recognitionof thehistorical, cultural,
spiritual andsocial dimensionsof the
school community.
definitionof theroleof theKeyReference
Teacher or Teamdesignatedtoprovide
leadershipinCreativeArts.
provisionof focusedprofessional
development inCreativeArtsfor teachers.
involvement of familiesinstudents
CreativeArtslearning.
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Theworkof theartist can also penetrateand
illuminatethedeepest recessesof thehuman spirit.
It can makespiritual realityimmediateby
expressingit in a waythat thesensescan
comprehend. Andasa result of thisexpression one
comesto know oneself better.
DecreeontheMeansof Social Communication, VaticanCouncil II
Creative Arts and the Balanced Curriculum
Whole-school Vision
ThisPositionPaper providesaframeworkfor
CreativeArtsteachingandlearningin
PrimaryschoolsintheArchdioceseof Sydney.
It providesafoundationfor system-wide
understandingof informedpracticeand
directionfor accountabilitytostudents,
parentsandthewider educatingcommunity.
It alsoprovidesdirectionfor the
implementationof theCreativeArtsK-6
syllabus. It isinformedbythissyllabus, the
InspiringImages videosandbooklets(CEO,
Sydney2000), CreativeArtsK-6: Creativity,
ValuesEducationandtheWholeChild (CEO,
Sydney1995), andCreativeArtsK-6
Supplement 3 (CEO, Sydney1997).
Historyandresearchhaveclearlyestablishedtheplaceand
importanceof theArtsinmakingour classroomsmore
effectivecentresfor qualityteachingandlearning. Higher-
order thinkingskills, problem-solvingabilities, brain
development, academicsuccessandmakingmeaningareall
stronglylinkedwithengagement intheArts. Cultures,
values, beliefsandthemost valuedtreasuresof humankind
arecontainedinthedance, drama, visual art andmusicof
our worldandof history. It isimportant that schoolsprovide
balancedanddevelopmental CreativeArtsteachingand
learningprograms.
Thefollowingtimelinehasbeenset for implementationof
thefour formsof theCreativeArtsK-6syllabus:
Visual ArtsandMusic 2003
DanceandDrama 2005.
Schoolsthereforeneedtoadopt awhole-school approachto
theprovisionanddevelopment of theCreativeArtsK-6
curriculum.
AsoundandcomprehensiveCreativeArtsprogramwill
consider that:
all art formshaveessential valuesthat formour creative
natureandenableexpressionof our Catholicidentity.
equityof opportunityfor learningnecessitatesthe
inclusionof abalancedCreativeArtscurriculum.
researchhasidentifiedstronglinksbetweentheArtsand
development of thebrain, intellect anddifferent levelsof
humanbehaviour.
theArtsare, andhavealwaysbeen, fundamental
componentsof all culturesandtimeperiods.
becausetechnologyhasmadetheArtsmoreaccessible,
weneedtoacquiretheknowledgeandskillstoexplore
andmaximisetheopportunitiescreated.
thereisanobligationtoprovidebalancedArtseducationthat
coversbothstylistictraditionsandcurrent trends, inorder to
empower studentstoparticipatemorefullyinsociety.
Thisdiagramillustratesaschool communitysharingapractical, realisticandachievable
goal for celebratingthedevelopment of individual artisticgiftsandtalents.
Assessment intheCreativeArtsisintegral to
teachingandlearning. It isconcernedwiththe
individual differences, thecreativeself-expressions
andthegiftsandtalentsof everychild.
Interactionwithstudentsinself-assessment and
other assessment strategieswill leadteacherstoa
deeper understandingof whothestudentsareas
creativehumanbeings.
It isexpectedthat inSydneyArchdiocesanschools:
assessment andreportingprocesseswill
contributetoenhancingtheself-esteemand
motivationof individual students.
assessment andreportingstrategieswill
recogniseandvaluethediverseabilities, gifts,
talents, backgroundsandlifeexperiencesof all
students.
assessment andreportingwill focusonthe
processandproductsof artisticachievement.
reportingonachievementswill makereference
tothefour art forms.
variedformsof assessment will beutilisedto
obtaininformationabout bothindividual and
groupperformances.
teacherswill chooseassessment strategies
guidedbytheGeneral Principlesasoutlinedin
theCreativeArtsK-6syllabus. Thesestrategies
will beselectedtoassist teachersinidentifying
theneeds, interestsandabilitiesof students.
assessment andreportingprocedureswill
recognisethat theArtsprovideopportunities
of achievement for studentswhomight not
otherwisebesuccessful.
assessment andreportingstrategieswill
consider theprovisionof opportunitiesfor
teachersandparentstoviewperformances,
exhibitionsandselectedworksamples.
Asolidfoundationof planningand
programming, at whole-school, classand
individual levels, isanessential aspect of a
successful CreativeArtscurriculum. Planning
andprogrammingbasedontheCreativeArts
K-6SyllabusandCatholicEducationOffice
(CEO), Sydneysupport documentswill ensure
thedevelopment of appropriateknowledge,
skills, valuesandattitudes.
PlanningandProgramming
involves:
implementationof theschool plan.
awarenessof theneedsof individual
students, basedontheir prior knowledge
andexperienceconsideringthetraditions
andculturallyimportant aspectsof their
learningenvironment.
effectiveclassroommanagement and
teachingpractice.
strategiesfor organisation, accesstoand
maintenanceof tools, materialsandmedia
for all teachingandlearningenvironments.
availabilityof appropriateprofessional
resources.
development of aScopeandSequenceof
skillsandknowledgein:
Visual Arts making, appreciating
Music performing, organisingsound,
listening
Drama making, performing, appreciating
Dance performing, composing,
appreciating.
co-operativeplanningbyclassand
specialist teachers.
provisionof opportunitiesfor thestudents
toappreciatetheworksof professional
artists, past andpresent, bothat school
andinthewider community.
integrationof theCreativeArtstoenhance
meaninginall KLAs.
networkingwithskilledspecialistsand
talentedArtspersonnel intheschool and
wider community.
useof appropriatetechnologiestoenhance
theCreativeArtscurriculum.
Planning and Programming
Assessment and Reporting
Introduction
Theartshavea direct andprofoundeffect on thesoul.
Plato: TheRepublic
ThisPositionPaper setsout to:
builduponthestrongaesthetictraditionthat
informsandshapesCatholicidentity.
establishtheimportanceof thebalanced
development of thewholeperson.
recognisetheroletheArtsplayinpersonal and
communal spirituality.
endorseadiversityof curriculumdeliverystrategies
andartisticstyles.
encouragespecialist andgeneralist participationin
Artsprograms.
extendandenhancelearningacrossall KeyLearning
Areas(KLAs) throughCreativeArts.
promotecreativethinkingandself-expression.
TEACHERS
Responsiblefor:
enhancingchildrens
self-esteem
facilitatingtheacquisitionof
knowledgeandskills
promotingpositiveattitudes
towardstheArts.
HOME
Encouragingfamily:
involvement
support
culturesandtraditions.
MAXIMISATION
Of classroom-based:
organisationandmanagement
teaching/learningtime
qualitytools, materials
andresources.
SUPPORT
External networks:
professional development
booksandother resources
associations, societies,
artisans, performers.
CURRICULUM
Providesfor:
developmental Scopeand
Sequence
opportunitiesfor integrated
learningandcreativethinking
Artsprocesses
andproducts.
CHILDREN
Asamainfocus:
identificationof child-centred
needsandinterests
nurturingthediscoveryof gifts
andtalents
fosteringself-expression
intheArts.
Aims
WeinvoketheGreat Creator whenweinvokeour owncreativity, andthat creativeforcehasthepower
toalter lives, fulfil destinies, answer our dreamsWhenwedeal withoneanother, wearedealingnot
merelywithour humanpersonalitiesbut alsowiththeunseenbut ever-present throngof ideas, visions,
stories, poems, songs, sculptures, art-as-factsthat crowdthetempleof consciousnesswaitingtheir turn
tobeborn.
JuliaCameron