The intention of this study is to examine the role of art, craft, and
design education in primary and secondary curricula, to outline from a
personal viewpoint what is actually happening in the ACT system of
education, to suggest reasons for what is happening, and to make
recommendations for improving art, craft, and design education in ACT
schools.
The study begins by exploring definitional problems, and examines a
range of views on the nature of art and design before establishing the
definitions upon which the ideological framework of the study is based.
The relationship between art, craft, and design is discussed, including
what they have in common and where they are essentially and significantly
different.
It is argued that there are major misconceptions about the nature of art,
craft, and design and their role in education at primary and secondary
level, and there are perceptual barriers which inhibit the ability of
educators and the community to overcome these misconceptions. They include:
The failure of the majority of art, craft, and design educators,
at all levels, both to define their terms and to develop and
articulate a defensible philosophy which demonstrates the importance
of these areas of education to our community and to our culture and
The failure of the majority of educators outside these specialist
areas but in positions which require them to make or influence
decisions which shape the educational experiences, values, and
future lives of children in their care, to inform themselves about
the role of art, craft, and design in education, or to seek and act
on informed advice.
Supported by visual material, a justification for art, craft, and design
in the curricula of schools is based on ways in which we learn to
understand the world by interpreting information obtained through the
senses, forming concepts, and expressing and communicating ideas, thoughts,
and feelings in various forms of communication including visual
representations. The way we interpret information is influenced
by our environment, learning, and experiences.
The study outlines the structure of the ACT system of education, and
discusses possibilities and limitations for art, craft, and design
education in schools within this context. Uninformed perceptions are
identified as a major barrier to change.
A proposal for long term in-service in art, craft, and design education
for primary and secondary teachers is discussed. The proposal is based on
a holistic approach, with courses grouped as related but independent units,
each capable of further division into modules. When developed the
in-service proposal was a response to perceived needs at both primary and
secondary levels of education, current educational values, existing
economic restraints, and existing resources. The progress of the
proposal is traced from its inception in 1977 to its demise in 1983.
The study concludes by reflecting on major issues, proposing the need
for informed and powerful leadership, and offering a wide range of
recommendations for future action.
| Identifer | oai:union.ndltd.org:ADTP/219154 |
| Date | January 1984 |
| Creators | Naar, Noeline, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Noeline Naar |
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