How are your ideas of quality visual art education reflected in your practice?

"I subscribe to a great deal of theory that suuports ways to explore the epitemological and ontologcal probelams we face in art education and in the design of curricula that is coherent, elegant and strong and is felxible enough to support us to address the cnstantly shifting domain we work with - that is, the artworld and practices wihtin it."

"as I work with schools and educators in the non government sector of education, I look to provide resources (tangible and intangible) that supports practice in the wide variety of school communities and education settings that this sector is comprised of."

"Yes. I encourage individual responses to different mediums, techniques and topics. Through Visual arts sessions, students can learn resilience and perserverance."

"Through the programs/experiences I afford"

"A knowledge of the theories that underpin visual arts practice and art history evidenced through research and curriculum development."

"I have dedicated my life to the development of the visual arts. When I was teaching, my students seemed to enjoy my sense of play and experimentation."

"I developed and operate a sequential P-6 program as above in 2 small rural schools. We seldom repeat activities because of the multi class groupings which maintains a lively and spontaneous program. All media, elements and principles are revisited in different contexts as the children move through the school and extend their creative repertoire"

"addressing issues and ideas of our time"

"My school has 2 hour sessions per class per fortnight. This is has lead to a quality program."

"I aim to embed arts practices in the work I do. I no longer teach into arts education due to cut backs but work in the area of literacy and English education and infiltrate arts-based approaches including play."

"I provide multiple entry points and support struggling students with targetted strategies"

"I will cover the principals and elements in the art within the 6/7 areas of Drawing, collage, painting, textiles, 3D-moulding and construction, print making. I tend to teach and demonstrate skills and process with loose topic or focus. This allows for individual research and input, individual expression of ideas and exploration. Poster images, use of Interactive White Board and computers allows for a broad range of access to visual imagery, ytube and other repositories of information."

"To the best of my ability, these are the values and practices of my teaching – within the constraints of time, budget and unsympathetic colleagues and leadership and neoliberal pressures on universities and the wider educational scene."

"All activities are driven by real content and visual analysis."

"Encouraging students to find their voice.msetting up projects that explicotly teach skills but put the onus onto students about content."

"I teach students to appraise their own work...what they like, and what they dislike. To be reflective on their work. My students work is based on their creative journey and not only based on skills they have acquired. My students are encouraged on how to use their skills and how creatively they incorporate the skills into the art project. Their work is not based on the FINAL product,,but the journey TO the product. Students are credited for their creative and problem solving skills not the techniques employed. The techniques can be learned later as they gain confidence in their artistic journey."

"Student exploration. Creative challenge projects. Range of inspiration. Creative thinking, effort, engagement, fun. Engaging with audiences- public sharing, displays and installations."

"Within the limits of time and capacity of the University, we focus on embodied experience, authentic opportunities, using Teachign Artists and recognising the limits of what most students bring with them from their own education."

"We try to produce education materials and opportunities tha enable teachers to talk about art and lead these discussions. Many teachers in regional areas do not feel qualified to teach visual arts, so we try and focus our programs on resources to enable them."

"Great knowledge of visual art in both materials, technical knowledge and art history."

"Another great and relevant question. My practice is affected continually, I am continually creating and delivery new visual arts programmes to my students. Because of workplace structures such as WA's Level 3 classroom teacher status and AITSL , and general reflective practice discussion you are often asked to consider your own pedagogy. I believe historical was trained in a Discipline Based Art Education era but now I can't label my pedagogy. It's affected by my school's school wide approach, my professional learning, my interest in the various habits of creativity and I guess in the end I actually think my pedagogy is almost the creative process itself? I seem to be experimenting, exploring, trialling, analysing and trying to synthesise what I'd o in the classroom. I do know I teach "kids" who love Visual Arts, are sometimes comforted and sometimes challenged by it and still surprises me with what they can do - at an individual level. So .... Ideas of quality education reflected in your practice... Recently I have been reviewing the ways and quality of formative assessment I share with students, my focus is on analytical marking keys... Writing these are hard, the focus is on providing equal opportunity to so all students have quality fine grained feedback to improve or perhaps continue through the creative process - this is sometimes feedback from the teacher but also involves self and peers."

"Always the starting point for planning and reflection"

"I'm well trained, an art curriculum major and aim to inspire students to express themselves in a range of techniques and mediums"

"Pretty much as above."

"By being a practicing artist and trying to role model life -long learning, by continuing to study to improve my own skills and understanding."

"Using all three when completing every assessment task"

"Through the selection of experiences and discussions. Students have their own journals for developing their thinking and skills. 'Themes' and inquiries are selected for their merit it raising awareness around global issues with a focus on community responsibility."

"I use an inquiry based pedagogy, I ensure there are clear learning goals which students have input into. Assessment Is to inform students where they need to improve on the next task. Tasks are liked. Allow for support and extension groups shotgun my classes."

"By the positive feedback that you get from students and staff"

"I have been fortunate enough to have completed an Undergraduate degree in Fine Art Ceramics, whilst working in a Secondary School setting as an Arts and Technology Assistant. Because of my time spent around Art Teachers I feel that educating others about my art major (Ceramics) is an important part of my practice. Not only because of my desire to assist others but also to preserve the art form into the future. I spend time answering questions on pottery community feeds via Facebook and also when attending workshops, which is where my ideas/knowledge of art education/ceramics education is reflected in my practice."

"I inspire my students, I build relationships and give them challenges that they can achieve a pleasing result. I've been at the school for a long time and the children look forward to being in my class. My ideas are skill based and therefore build upon previous experience. I am supported by the staff around me and we develop quality art experience for the students in all levels. I try to build upon individual experiences year to year. A wide variety of materials are used to build and enhance students experience and skill development."

"Through the individual tasks that I set as a classroom teacher, allowing students to discover and explore concepts"

"Practical and engaging lessons, inclusive classroom"

"I try to provide a variety of art and teaching strategies and techniques not all of which are about the exhibitable product at the end"

"I aim to let students grow their skills each year adding new projects to extend on prior learning."

"I attempt to foster all of the above as well as introduce and develop the skills and techniques that enrich these qualities"

"consistently"

"I am a committed Visual Art Teacher who is very involved in the current Visual Art landscape and therefore, updating her practice with ongoing PD and learning, thereby ensuring I deliver a high quality education to my students."

"Through research, practical hands-on work and working with children that links to artists and art galleries"

"Students have art journals where they draft their work. Students are encourage to talk and write about their work. Teach skills that don't necessarily have a finished artwork at the end and encourage experimentation."

"Quality research, exhibiting, mentoring, building evidence base to guide future directions"

"I try to maintain a practice as an artist-teacher as I feel producing art makes my teaching my enriched and dynamic."

"By keeping my lessons exciting, allowing plenty of room for students to add their ideas to a project and to gradually upskill students so they increase in confidence."

"Working in a museum, we are engaging on a daily basis with new and older forms of art, and our art making activities likewise, embrace this. With minimal facilities to support our art making workshops, we have to be constantly flexible in our approach, thus for us, new technologies can only play a minimal role in our workshops. However what we try to practice with the student groups, is how to be independently creative, and work in new ways (that are not always representational)."

"Through curriculum and content design, mostly and effective pedagogy"

"My teaching/learning experiences are carefully crafted to ensure that the outcomes of every experience provide growth, development and enjoyment for students and aim to develop in them a lifelong commitment to the Visual Arts"

"Use of experimentation and discovery using different mediums, tools and equipment. providing students with the knowledge and then allowing them to create through imagination - nothing is a mistake"

"Love doing textile work.."

"I research, design, develop and deliver a broad range of innovative visual arts learning programs that address the Australian curriculum for diverse groups, including preschools, primary, secondary and tertiary students with an emphasis on promoting the Nolan Collection. I am currently developing a new F-2 visual arts learning program featuring works by Australian Artists that would not necessarily be seen together on the walls of a gallery. The activities invite students to thoughtfully respond to works of art by providing opportunities for looking, thinking, wondering, talking, writing about art and making art. The teacher's role is that of facilitator. I also plan, market, deliver and manage a broad range of community programs for diverse audiences including toddlers, preschool, primary and secondary students, adults and senior citizens, ensuring that they are well attended, booked to capacity, well-organised and comply with OH & S standards."

"I keep in mind planning for success with my educators and try to demonstrate the holistic planning keeping ion mind and making the m aware of the State Visual art Guidelines for Visual art and the relationship with the National guidelines. Understanding and practical application of the National guidelines through practical experiences of skills and techniques provided by my PD programs."

"I try to offer all of the above. I cannot however off much deep learning as I am constrained by 45 minute lessons."

"By teaching young students coming out of primary school to think in expansive ways by asking open ended questions and allowing students to fail."

"currently I am very limited in this regard as I am a Curriculum Advisor. I am always at pains to highlight the importance of critical and creative thinking across the curriculum and the obvious connection to VA"

"I test, trial, reflect upon and reimagine my pedagogical approaches just as I do in my own artist practice. Both are important. They inform and guide one another at different times and in different ways."

"I seek out the above facets best I can every day, but also, I maintain my own practice. This is an unfair expectation of teachers and yet one I have held dear since I commenced...I continue to challenge my own practice as an artist and through this learning I inspire and support better the programs for my students. I am myself, and have much experience to share, but I see myself as a learner too. This is a key to my teaching. I can share skills, questions, understanding, but also, each year have new students with minds that ask new questions and produce new bodies of work that keep me challenged and they know this...I tell them."

"I demand excellence and I do not accept from any student the view that they are 'bad' at art. I often use sports examples (being in an all boys school) that we can all run - but with practice we can run well. Drawing is not an innate skill that is given to a few - everyone can draw, and with careful teaching and practice you can improve your skill. From an early age we also learn about and practice good self-talk and constructive criticism. Every class explores different media - often someone who struggles in one form will excel in another. Students must be kindly encouraged - they must have the opportunity to succeed in one form. Sometimes this calls for creative assessment, as for children and teenagers, having pride in your creation is more important than a grade. Children should never fail art. This destroys the soul. Artwork should be displayed and celebrated. We have exhibitions in the school, in the classroom, we have joind artworks that go up around the school that become talking points for many years. However, not all artwork is about the finished product. We regularly have 'exploring' sessions which end up looking like a mess with no end product - but have been incredibly fun and students have learnt a lot more about the materials than if they had just followed a set of instructions. I also try as much as possible to link what we do in the classroom with practicing artists and any career that involves the visual arts. I think the most important thing for an art educator is to love what you do - create your own artworks - and be passionate about art generally. This passion inspires the students. A good art educator works hard to establish positive relationships with the students who do not like art. They need to find out why not - and form a trusting and safe relationship to help that student find their own creative skills."

"I'm open to new ways, people, technology in the arts. Word of mouth is the best filter to quality. Provided you provide/require educators to come together socially (even if "PD") then quality will emerge and spread."

"My students have a very short introduction in year 7 to the basic skills of drawing painting and ceramics and recognition of visual language terminology and use, due to the structure of the school curriculum. I try to incorporate access to ideas about Indigenous use of symbols and translations of these into the students known world in Australia. If I am lucky I see these students again in Year 8 but need to recognise that there will be students who have not accessed the knowledge built in year 7. I focus on skills in 1 semester of access only ( school structure) where students make products linked to their own world but with some history and context. Thus they use ceramic materials and glazes to create platters, boxes etc and learn two colour silk screen printing to make a product which they need to link to an aspect of the products they see in their own lives. Platters etc are usually based on family history for instance. They begin the process of writing about art using appropriate terminology and basic analysis in the semester. Year 9 has a focus which involves beginning to get to know the Historical context of Expressionism and Abstraction and Realism and the World of dreams across two semesters and covering Australian and European artists and eras. This is the first time students can access Visual Arts for a whole year. There are skills based activities that continue to allow students to experiment with mixed media as well as many other Visual Arts processes. They have time to develop their own response to the themes of the two semester units in which ever way they like but their response need to be firmly linked to ideas they have developed by studying the artworks of specific artists who were revolutionary in their own times. This year also gives students another opportunity to acquire a practical understanding of the use of art terminology and analysis of artworks in written form. Their Visual Diaries become an important repository of developing ideas. In year 10 the focus is again on a full years work but becomes more personal and driven by interests that the students have about themselves and their environments. They have further skills based sessions but an extended self directed work in each semester that allows them to develop their ideas based on their own interests in keeping with the theme. The aim here is to spend time developing the skills they already have to encourage them to expand their knowledge further before they enter year 11 and 12. The contextual focus could encompass Asian, European, Australian contemporary and historical works depending on the interests and direction of the students"

"I strive for excellence in my practise. I continually review how I teach, the language I use, the outcomes versus the process, and try to improve the students enjoyment and feeling of success at all times."

"I teach with my pedagogical philosophy in mind."

"I'm a passionate artist who loves to share my skills"

"Not as much as I would like. There is insufficient time to truly develop these ways of thinking in students."

"Flexible curriculum"

"I streamlined my work programs so that concepts and skills are built from year 7-12."

"set out to teach some discrete aspects of the visual arts and where possible match them to student capabilities and context so a positive outcome is most likely."

"I try to embedd in everything I do but often find a push back from non arts people"

"These ideas drive my planning and engagement with students in the subject."

"My constant push for better resources and staffing; moving towards a greater emphasis on formative assessment; constantly updating my teaching programs to provide students with choice within their own learning in order to cater for a range of learning differences; trial of Artist in Residence Program this year; providing students with opportunities to exhibit their work both in the school and in competitions and galleries in the wider community."

"I teach what I believe."

"I do my best to provide these opportunities."

"Balance between making and learning about"

"I endeavour to immerse my students in doing and creating"

"Expect high quality work"

"My units of work a planned, involve students in thinking artistically, are assessed and exhibited. Students learn about artists in the field, the role of arts in society and a way of expressing themselves using the arts."