What do you consider to be quality visual art education?

"Education that is underscored by theoretical rigour, promotes academic forms of knowledge and not only the affective domian, is based on good strong research and promotes high expectations in scholarship and research"

"it should provide students with accessible and meaningful experiences that allowed them to build their sense of identity through expression and also develop critical and creative thinking skills so they can build personal and group success and prosperity for the future."

"Quality visual art education allows the student to feel empowered to be able to make some artworks with confidence. It should encourage and support creative and lateral ideas while developing skills and techniques."

"Experiences that are engaging aesthetically, socially and creatively"

"The relationship between visual art practices of professional artists and an understanding of the theories and educational philosophy that underpins artistic practices. A knowledge of art history and how it informs art practice."

"One that offers variety, rigour and inspiration."

"structured broad sequential experiential program inspired by the children's interests using a wide range of mediums, elements and principles, in individual and group art activities in both school and extended community"

"An intergration of L-PEC"

"Specialist teachers and appropriate time for lessons, not under 1 hour sessions."

"where students are immersed in practice and even engaging with professional artists. They would be valued for their work and given opportunities to exhibit across the university. Quality vis art education is about access, a broad range of socio-cultural practices, inclusion and quality resources."

"Post- modern, multi faceted and inclusive art practises, conversations and reflections"

"Quality Arts education is not just reliant on passion but knowledge and understandings. It should aim at expanding and extending a child's experience and curiosity. It needs to be rigidly scaffolded in planning, teaching and presenting but equally flexible and fluid enough for each student to find their own voice and expression . It is never just a time filler or an adornment to a current class project."

"A quality Visual Arts education includes: active, hands on, practical and embodied learning. Students and teachers co-construct personal, social and cultural identity and emaning. They work in classrooms that are vibrant, active and which value both invidual and group creativity, imagination and innovation. There is a supportive environment that reflects resourcing, administrative support, community support and engagement. Students participate as both artists and audiences; they engage with the arts in the broader community."

"students are given the opportunity to look at and analyse real artworks made by a variety of artists and mediums from historical to contemporary. They make a variety of works and analyse them. They work with or at least listen to real artists."

"One that allows for some student directed expressive content. Adequate studio time, in long timeslots. Short 47 minute periods are useless when you factor in setting up and cleaning up. There's been an erosion of allocated time over the past decade. This forces students and teachers to work after hours in additional classes after school and in holidays to allow practical work to develop to completion."

"To give an appreciation of art to all my students. Assist the students in giving relevance to the visual arts and how it affects their everyday activities, ie: advertising, dressing. To show students the diversity of "arts and cultures" and it's importance in the social structure, and to ensure that they have an unbiased view of what is good or bad and to help them realise that art encompasses a range of areas. I also teach students that art is about creativity-not skills, art is about culture-not pretty pictures, art is about telling stories and evoking emotions. Art is about LOOKING and really seeing what the world is around us."

"Fine motor and skill development. Exploration of a range of materials. Creative and innovative thinking and problem solving. Exploration of visual language."

"A quality visual arts education provides opprotunitites for enagagement with curriculum along side embodied experiences in the art form itself."

"Education that helps kids to think creatively about art, doesn't just tell them 'this is how it is'"

"Well trained teachers and good equipment and resources available"

"Wow, what a question...been trying to work out this one out for a while. Today I consider quality visual art education in a primary setting to have connections for the students to create and share their thoughts, ideas and perspectives.... Now this response needs another hour or so to fully answer because some of my recent experiences have added to my views not only from a student's visual art education but I guess at a broader level where the role of curriculum and assessment affect the qualities of visual art education."

"Higher order thinking, diverse skill building"

"Well trained specialist teacher, well equipped, skills taught but freedom to express individually allowed and encouraged"

"Education which inculcates skills, values process and stimulates imagination, encourages exploration, emphasises positive feedback."

"being able to provide the opportunity for student to explore in depth an idea, concept or technique."

"Focusing on creating, making and theory"

"One that gives students voice and helps develop their creative thinking, while building their skills in observation, visual/ spatial awareness, and fine motor. One that provides students with the ability to develop attitudes and values such as empathy, tolerance, perseverance, etc."

"Inquiry based; exploration; assessment to inform learning and teaching"

"To get the best out of your students"

"I would consider that in order to obtain 'quality' visual art education you need to start at the primary and introduce all Australian students to foundation skills within the visual arts. Then you would continue to build on students knowledge into Secondary level and ensure that visual arts units are incorporated into each year level curriculum. We currently have an education system in Australia that has compulsory English and they're considering compulsory STEM, so why not compulsory Visual Art Education? Primary and Secondary Art Teachers should look to complete an Undergraduate major within the Visual Arts and then go on undertake Post Graduate Education/Teacher studies. The educators should have an excellent understanding of their field and hopefully have the personality and communication skills to impart that wisdom onto students."

"A well rounded curriculum that gives a breath of experiences to all students from all levels. A well educated teacher is a must, support from the school and community. A flowing curriculum from prep to year 12. A creative thinking teacher with an open mind, passion and enthusiasm for the subject. The ability to enthuse students to experiment and risk their safety. Not psychical but in their own work. Confidence is inspired through success."

"Suitable support that encourages students to consider arts education as a serious endeavour, as serious as science and/or maths, by embedding creative concepts within integrated programs."

"Highly creative, dynamic, open"

"Creative, mindful, broad variety of approaches and techniques"

"A base understanding of the elements of art and principles of design followed by opportunities for students to create their own artwork, solving problems while doing this."

"It's expands students person growth, their sense of self and their place in the world and it is the only subject that fosters their emotional and spiritual development and understanding also"

"Experiences, working collaboratively with other artists, time to explore processes of creative thinking"

"An education that is delivered by suitably qualified professionals that provide authentic arts learning."

"Quality VA Ed is when VA is considered as a way for children to explore, construct and express meaning about who they are, what their world is and what their relationship with their world is through imaginative, playful and embodied actions, that require exploration of materials and ideas in social contexts."

"Students producing individual artworks that focus on process, skills and idea development as well as quality final artworks."

"Programs of study that allow all to access the creative processes highly personally relevant"

"development of visual literacy as a producer and consumer of art."

"An education that assists students to realize and nurture their artistic journey by providing students with skilled and passionate artists who celebrate individuality."

"Where people are engaged with current practices in contemporary arts - not just working within the classroom, but visiting exhibitions and engaging in industry issues. Being interested in new ideas, ways of thinking and making - embracing new practices, yet still enjoying and engaging with traditional art making activities as well."

"This is very complex, however some of the issues include high quality delivery - by experienced and effective art educators, 'proper' preservice preparation, quality materials, time in the curriculum, effective and ergonomic spaces. Art education must have a social justice imperative, cultural studies aspects, creativity taught explicitly and an awareness and understanding of aesthetics; and a practicing criticality"

"Where real learning, facilitated by experienced educators and artists takes place through making and responding."

"Authentic and hands on experimentation, allowing students to problem solve and discover the world around them."

"Working with my hands."

"A quality Visual Arts education is one that empowers the learner. The teacher's role is that of facilitator."

"Practical experience and assistance in skills, understanding of the visual arts techniques, history practise and curriculum and how to apply them to their planning for success for their students. This is particularly important for ECE - primary teachers who don't have experience of practical skills developed in their undergraduate degrees due to the slashing of time devoted to visual art education in their undergraduate degree. The paucity of PD provided in Tasmania post graduation by the Education department to these teachers, is reflected in the fear of teaching the subject."

"Quality resources/rich visual stimuli Access to real art, galleries and museums Access to practising artists Students are responding to the world around them with strong visual literacy. Students are able to respond to artworks confidently with a rich art vocabulary. Students and teachers love to make art together. Experimentation and risk-taking is encouraged. Deep learning over extended periods of time."

"For Visual Arts teachers to have had significant experience working as a visual artist, To have complete a 3 year Fine Arts or Design degree. To be able to teach students both divergent and convergent thinking skills."

"Art education where each piece of work is individual at a minimum. Where students are learning through VA tools to express themsleves and their view of the world. Art Ed where their work is respected, even though they are students or young, because they have communicated with integrity their views."

"Quality visual arts education is realised when educators bring a balance of pedagogical knowledge and expertise in practice to the learning experience. They area adaptable, open to ideas, and not bound by prescription and embrace change. They are fluid in relation to adapting curriculum, reflective and reflexive. They can effectively apply the power of the arts to facilitate inclusive learning that unsettles and breaks down barriers. Quality visual art education is collaborative, innovative and concerned with holistic development."

"One which is able to supply consistency, sequence, relevance, history, theory, individualised/group student directed programming, learning, assessment, context and a lack of censorship."

"Every human is creative. We communicate through drawing before we learn to write and expressing ourselves visually is fundamental to our ability to communicate with each other. Quality Art education supports EVERY student in finding their passion and expression and giving the student the confidence to explore this. There is no such thing as someone who is not good at art - thy might not have had much practice, or might not have found a medium that they enjoy. Quality art education provides - - a knowledge of the ways that humans use visual expression to communicate meaning - the opportunity to epxress their own meaning(s) visually - skills and techniques to be able to do this in a variety of different mediums most importantly - Quality art education encourages every student to develop to confidence to believe in themselves as worthy creators and contributors to global visual communication."

"pluralism. Personal taste and motivations of admin, educators mean that there are jut so many and different way to make and communicate art. Digital disruption is releasing access to art from "gate keepers" in the education "system" so a democratisation of culture is rapidly happening."

"Visual Arts education should provide opportunities for the participants to develop and grow skills from foundation to expert in a cohesive structured way across all years of their schooling. The entrance and exit levels outlined across 7/8 and 9/10 in the Australian Curriculum makes this aim very difficuklt due to the possible non participation of students when selecting their courses. Students should have access to high level contextual content to allow them to see how Visual Arts are embedded in cultures of many kinds as well as place their understanding within their own framework of understanding. ( very much depends on the skills that the Visual Arts teacher has brought to their teaching. In recent times it is of concern that many new teachers have very little or no experience with 3D form, ceramics and physical and spacial construction of objects. ( many from Graphic background."

"When students are engaged and eager to do art, they are free to experiment with their creativity, and gain confidence as they progress through the years"

"Art education that challenges children to think through art-making."

"Offering opportunities for students to experiment and not need to stress over written responses"

"Students become informed critical thinkers through developing visual literacy skills by both making art and analysing other's art."

"Project based intuitive"

"Getting consistency from K-12. Incorporating life skills into the Arts. Learning the basics through to complex higher order thinking."

"development and understanding of aesthetic values, ability to draw links through analysis and synthesis across cultural and social contexts with an awareness and some personal grasp od appropriate skills to communicate intent."

"Opportunity for everyone Exploration and creativeness honoured Visual arts embedded in all curriculum"

"A quality visual art education helps students find a voice in their own creative expression. A quality Visual Art education allows students to over come failure to experience some element of success and pride in what they can achieve. A quality visual art education promotes creative thinking experiences. A quality Visual Art education opens students exposure to history and contemporary expressions of others in the Visual Arts"

"Education that provides students with choice, high quality resources (including teachers for whom Visual Arts is their area of training), access to differentiated learning experiences, and connections to the wider community."

"Full engagement."

"learning processes and having the opportunity to experiment with them. Being exposed to lots of Art (past and present) and interpreting your response. Access to creative minds in a creative environment."

"Balance between learn to make art and learn about artists and their histories."

"Doing, making, creating, involvement"

"One with great depth and variety of expression"

"Art experiences which are planned as units of work and require students to think and express themselves artistically."