Describe a Professional learning/development experience you have participated in or been involved with over the past two years which has contributed to your capacity to provide quality arts education.
"I have designed, lead and presenetd at many PD events in NSW art education through the univeristy and with the state professional association VADEA. the best ones are ususally focussed on some kind of theoretical proposition or area of research followed by papers by reseachers and then practical examples by artsist and teachers. this integrates research, teaching and artworld practce within a site of currciulum development and exchange. it combines theory, with practiec and a measn to articulate artworld practice into curriculum terms. I think etachers should be encouarged to understand how the theories we use helps them advocate for quality art education and high expectations of students and themselves."
"Participation at the InSEA conference provided some valuable opportunities to share practice through presentation of a paper, network with colleagues, facilitate sessions with other educators from across the globe and also showcase artworks being created by students both in the gallery spaces in Melbourne and via digital platform."
"I studied Initiatic Motor sensory art Therapy in 2014 and 2015. This was intended to help my teaching, but was more a source of understanding for me as a person. It shows a great way to encourage students to release problems, stress, etc. Art Therapy is a way of moving forward, so I include this understanding in my teaching. I am also a practising artist involved in 2 groups/ sculpture and contemporary art. Those activities are good for my soul, and teaching."
"My professional learning is deeply woven into my personal teaching and research actitives"
"The Victorian Curriculum & Assessment Authority provides ongoing professional learning for teachers in Visual Arts, Media Arts and Visual Comunication Design for teachers from F - 12. The professional learning that I have been involved in over the past two years includes: Professional learning both face to face and online for the VCE School Assessed Task with teachers in Art, Studio Arts, Media and Visual Communication design to promote communities of practice and networks. F - 10 workshops and curriculum planning sessions for the Victorian curriculum in Arts disciplines including presentations to network groups, developing resources, pedagogical approaches and school based curriculum planning. Involvement with strategic partnership programs involving teachers and artists in galleries and schools linking the curriculum to art industry practice. Research into enactment of curriculum by teachers and gallery educators in art museums and galleries Workshops in regional galleries with metropolitan galleries and artist run spaces for teachers Combined visual and performing arts workshops and presentations to pre-service teachers across tertiary institutions. Production of online resources for teachers in Visual and Performing arts for delivery of the Australian Curriculum"
"Learning more about technology and how to use the most up to date products such as spray paints."
"Textile workshops provided new opportunities to use resources in new ways. A local screen printer presented a workshop to teach simple skills so the children could print their own T Shirts and contribute to a local exhibition"
"L-PEC investigations with tertiary Art Educators across University contexts WAAE involvement Researching of teaching experiences with a University colleague, students and community participants"
"Our school has been involved in many Inservices on teaching practice which I have learned from."
"Attendance at the World Alliance of Arts Education (WAAE) Global Summit"
"The visual arts conferences run annually by Art Education Victoria"
"The AARE Arts sub group - meetings in QUT and NDA Fremantle."
"Attended a conference organised by voluntary gallery guides in South Australia which highlighted the various ways that visual arts can be analysed and talked about and included presentations by artists, academics, educators and tour guides from a variety of different arts organisations."
"Drawing Symposium, ’We All Draw' London December 2015. Drawing research network conference, Crossing the bridge' Loughborough Univrsity September 2016."
"I have travelled overseas to participate in a workshop learning new skills and observing teaching techniques. This has encouraged me to further my skills technically and to look at the aesthetics of art from new perspectives. It is stimulating to observe others artists at work and watch how they teach. There is always something to learn. It is also good to observed the students in the class and how the teachers work with those students. I enjoy how others tackle difficult students and difficulties in techniques, design. The day I stop learning,,,,,,,that is the day I close the door to my studio and stop teaching and making art."
"Our growth mindset focus at our school has changed the effort behaviours in the Art room. Out McRel focus on writing learning intentions and success criteria for each lesson has given students a clear focus and understanding of their art learning. Our focus on recognising effort has led me to develop a range of positive awards around creativity, effort, helping and supportive behaviour."
"The World Alliance for Arts Education Summit in Brisbane November 2014. The AARE National Conferences in Brisbane and Fremantle/"
"I took part in and observed the process of developing a visual arts resource and presenting it in theatres."
"None"
"Thankyou for your explanation of professional learning and professional development. There are many experiences to share here but I'm running out of time - the survey is much longer for me than the 25 minutes.....the last two years have been a bit of blur for me. Two experiences that stand out the most are - working with a respected art educationalist on assessment in the Visual Arts, creativity workshops with Professor Singh in Singapore and the recent FORM workshop with Paul Bamford. But WA's has the greates impact is when I've gone back into the art room and seen another perspective through the students' making and responding."
"Taking further design courses for myself e.g. Character design and illustration, has given me more skills to pass along to my students and opened more avenues for resources, ideas etc."
"Conference"
"Short courses in painting, art therapy, Chinese calligraphy and Chinese brush painting, experimental tableware."
"gallery visits of major exhibitions such as the "Andy Warhol/Wei Wei" exhibition at the NGV."
"Participating in a moulding and casting workshop to learn the craft of rubber mould making, plastic and resin casting. I've now used this will my sculpture class. Something I could not have done without the workshop."
"Art Education Victoria State Conferences (2014, 2015)"
"Northcote pottery- clay and kiln PD. They came to the school and modelled how to use our particular kiln that we havnt used. Adjusted settings. Allowed us to explore clay and showed examples of student work. Zart art- vic curriculum update"
"I try to attend workshops or conferences that I can extend and refresh my skills and enthusiasm. I also travel to galleries to view works that add to my knowledge. I take students to the NGV and other galleries to expand their experiences with art."
"Involvement in Project Zero programs: cultures of thinking and visible thinking, thinking routines"
"Doing school differently conference about inclusive and flexi schools. Art therapy education"
"I have been taking online mixed media classes to improve my drawing skills. I have used a visual journaling strategy to teach Yr. 10 students ways of getting and developing ideas from word, picture and quote prompts."
"Each teacher at our school has their own Professional Development Plan that is reviewed annually by the teacher and their line leader. My school will support me to visit other schools outside the region and investigate how the visual arts is presented and worked through from R-7."
"As secretary of VAESA Visual Arts Educators South Australia it is my role to organise the annual state conference where the focus has been on the Australian Curriculum implementation as well as providing opportunities for participants to develop and nuance their personal Visual Arts skills by organising practical workshops presented by high profile Visual Artists, painters, drawers, printmakers, designers, lecturers and theorists. This has been the only professional development made available to Visual Arts educators in this state. DECD has not provided any support for classroom teachers from Foundation to Year 10"
"Working in collaboration with international and Australian galleries, Government organisations to work with artists and art communities for art education purposes and exhibitions."
"Becoming very involved with the Queensland Art Teachers Association has without question increased my capacity to provide a quality arts education through increased knowledge."
"Doing my PhD! Wow, have I been learning a lot! The best PD I have every given myself. Attending conferences is also good PD. The best have been InSEA in Melbourne and the Visual Arts Education Conference in Canberra."
"Opportunities to undertake professional learning or development are not provided by my school, I need to seek them out, submit a written request and get approval from school leadership. I have participated in only a few PD or PL sessions in the past two years and they have not contributed to my teaching practice."
"Research activities that have a high component of knowledge transfer"
"I have severely neglected PD and PL in the past few years ... no time while I was pumping out research!"
"Had a sculpture artist work with my year sevens to create limestone sculptures. Followed this up with a lesson where I made my own sculpture. I was then able to take the this years classes unassisted."
"Visual Thinking Strategies (VTS) is a technique for discussing and engaging with art. Created by Psychologist Abigail Housen and Museum Educator Philip Yenawine at the Isabella Stewart Gardiner Museum in the USA, VTS encourages critical and creative thinking, the capacity to honour and respect alternative interpretations of artworks, and the ability to simply look at and explore art making. Rather than being tied to any specific curriculum milestone, VTS is focused on the act of looking, and how important looking and thinking can be. This is a strategy used by all Educators at Heide MOMA (my place of employment) and has proven to be a powerful tool in encouraging students to be more creative, responsive and fluent in their discussions about art, and places us as a unique place to invite student input, rather than simply being teacher-directed."
"The best thing I ever do, is go to NAEA in the USA - enriching to be with 5000 art educators and it feeds me!"
"Whilst I have been involved in delivering PL experiences to teachers, my organisation has not allowed me to participate in PL experiences myself due to the inability to provide funding. The exception is small PL experiences provided by other arts institutions that are free. For the most part, these have not contributed to what I provide in my program."
"PAEA - Peninsula Arts Educators Association and QATA - Queensland Art Teachers Association - Workshops - hands on workshops using different products such as printmaking, robotics for drawing - unpacking ACARA -"
"How to Produce Textile works."
"National Visual Arts Education Conference at the National Gallery of Australia 21-22 January 2016. Representing Canberra Museum and Gallery as a delegate and showcase presenter. Arts Up Front Conference at the Australian National University 27 February 2016. Representing Canberra Museum and Gallery as a delegate and workshop presenter. 2015 - 2016 Successfully applied for Teacher Quality Institute [TQI] Program Accreditation to deliver Printmaking Workshops for teachers of Visual Art at the Canberra Museum and Gallery."
"I am involved in delivering the PD in visual art as a private consultant. The involvement in the TATA organisation allows me to understand the current scene. I provided a sequence of PD sessions to a whole school staff school in Launceston over 5 - 3 hour sessions providing them with and based on the skills of drawing and printmaking , coupled with the aspects of understanding of and planning for the integration for the historical and critical aspects into a holistic approach to planning for successful and sequential experiences in visual art teaching."
"A Cultural Immersion Program that enabled me to have a deeper understanding of Aboriginal Australian culture and the issues facing Aboriginal Australians today. I was challenged, intrigued and guided through a journey about order in Aboriginal society, in the past and in the present."
"K-6 teachers working with an artist from the early planning stage to the implementation of a series of lessons. Teachers reported that they learnt how to find appropriate artworks for the students to discuss and deconstruct, understood how to set up a classroom, how to begin a lesson, how to talk to the students about their work, how to conclude and make links between lessons. Teachers observed the artist teaching the lesson. The artist had a good working knowledge of the curriculum."
"Aside from undertaking and completing my PhD, none."
"I re-wrote the syllabus for my art theory teaching...in a three person team. This was valuable...and again, volunteering. However I did seek remuneration for writing the unitised tasks for the new syll and was paid, which was lovely. It was terrific to have the time (during my weekends so that I did not require relief and then they had that money free to pay me) to simply write lesson plans to support a year long program that is shared now statewide. Time t reflect on what students needed to learn in art theory and history and to lay out the tasks to meet the assessment requirements. This was fabulous."
"I run the specialist primary art program at my school. After 4 years I did a review of the program by surveying the parents, students and teachers. I also met with the teachers individually and informally over a year to discuss the program and any improvements they would like to see, after discussing with them my vision and what I saw as problems or improvements. The whole process was very encouraging and enlightening. Many problems or improvements I saw were not always supported. At the end of the year I made changes that were specific to the needs of our cohort of students - the teachers - and the parents. This year as a part of VAESA we put together work samples for each band from R - 10, reflecting different levels of achievement. We worked hard to make sure that these reflected the ACARA achievement standards. We shared these sample with other teachers at our Annual conference. Each year I do at least one visual arts practice workshop in a media or mediums that I either need practice in or will be doing with students. I also always make the projects I am doing with students before attempting it int he classroom."
"see multi year evolving project at http://www.grahamhay.com.au/2014tranby_college_art.html"
"I think the one that stands out for me is the Conference at the National Museum of Australia called New Encounters in March 2016 has had a major impact on me and my thinking about how I can talk about and discuss the Aboriginal and Torres Straight islanders work and responses to cultural questions. It has changed the way I develop students ideas and how I can reach out to those students who have Aboriginal and Torres St islander backgrounds as well as teach those who don't something about the work and how they can understand their own backgrounds by creating work of their own. I listened to the elders talking about the history of appropriate d images and objects and heard the pain in young curatorial Aboriginal peoples when they discussed the difficulties they have encountered in trying to find the true stories of the objects for which they are responsible. Having this time to focus on a sometimes difficult and controversial topic has given me confidence to approach in the classroom. It also gave me some contact with the liaison officer to continue a relationship with a possible mural at school."
"I developed resurces for the NT Givt Scootle Visual Arts website. It was a soul destroying experience but I learnt to document and describe my activities in the past for other educators to use, and now I review what I teach and am mindful of documenting my new ideas to share with others. I could say so much but its late and I'm tired , but I have so much to say about this! Please contact me if you like"
"I have just completed a PhD focusing on primary visual arts education. I am applying my research in a practical way. I have joined a number of crafts and arts ed organisations to learn new practical skills. I will present a paper in China in December at the WAAE summit that looks at how reusing salvaged materials facilitates environmentally sustainable attitudes and behaviours. I am making sure that I maintain my personal creative practice so that I am able to give my students an insight into how artists work."
"None"
"Being on a local gallery board of directors for several years has provided a continued opportunity to learn the working of the gallery withinthe contexts of grants etc"
"Creativity"
"I have not had many Visual Arts development experiences. Particularly ones which develop my media skills. I have had curriculum support via Flying Arts and Visual Arts Panel. If I had not joined the Panel then I don't think my marking or experiences would have been as rigorous. I improved my ideas and approach to teaching with the conversations I had with other quality Visual Arts educators."
"Discussion and review around the Arts Syllabi rewrites in QLD. and ACARA This has required robust review of terminology, intent, standards and content. The collation and provision of sample units within my school has required reflection and justification around how all requirements can be met effectively in a range of situations. There is also some reflection around what should change and what is highly valued and should remain"
"No PD has extended my skills. Basic level offered and misadvertised to the audience."
"Assessing Creativity and Innovation: Insights from Neuroscience, IB MYP Category 3 SSS Arts, Singapore."
"National Visual Arts Education Conference at NGA; Nurturing Creative Spirit in Melbourne; three days in Melbourne to plan a senior Visual Arts bi-annual excursion."
"More painting @ ACMA, a workshop with practising artists, Heide Museum of Modern Art, a workshop with art curricculm developers"
"Working in a remote area with indigenous Australians allowed me to re assess how best to teach about the cultural significance of art around the world, which in reflection was area I needed to improve in."
"Bundanon NSW three day workshop with fellow teachers for new skills. NSW Premiers teacher scholarship for research."
"Pedantic use of language to obscure rather than enhance any acquisition of skills, knowledge, understanding, experience and ability ... even if the presentation was below expectation, something can be learnt from it."
"Working with a group of art teachers to reflect on our programs"
"I'm currently a MPhil HDR student and my learning through these research experiences and processes has contributed enormously to my understanding of The Arts and the value of them. This has enhanced the way that I plan for my class as well as how much I value the experiences I provide them."