Pre-Service Visual Arts Education in an Australian Context
The role of the artist as concept and practice is one way that mobilises the formation of knowledge in the visual arts. The development and design of authentic visual arts curriculum in the primary school setting addresses the role of the artist as discourse of the field. This paper reports on a Visual Arts Education pre-service primary teacher program. Pedagogical approaches toward developing knowledge and understanding in art teaching are grounded in modelling the conceptual and practical dimensions of artists’ practice. Pre-service teachers are inculcated into mapping the conventions, strategies and procedures of art practice and draw on this research to develop Visual Arts learning activities for children. The development of representational knowledge and skills in children involves consideration of the intentions of artists and how they develop relationships with audiences, subject matter and properties of artworks. This conceptual ‘tool kit’ represents a framework for generating and structuring explanations of visual arts content and provides pre-service teachers a means for sequencing learning in Visual Arts curriculum towards the development intellectual autonomy.
Keywords: Visual Arts Education, Primary Education, Children’s Learning in Art, Authentic Curriculum, Artist Practice
Dr. Joanna Barbousas
Lecturer, School of Education, Australian Catholic University
Dr. Karen Maras
School of Education, Australian Catholic University