Subject: Arts Review Response of behalf of ACTMEN
Date: Friday, 29 October 2010 4:31 PM
From: Mathew Irving <mathew.irving@radford.act.edu.au>
To: <ArtsReview@act.gov.au>
Conversation: Arts Review Response of behalf of ACTMEN

 

29 October 2010


Dear Madam/Sir

As President of the ACT Music Educators Network (ACTMEN), I would like to respond to the Arts Review prepared by Peter Loxton and Associates.

ACTMEN is a non-politically aligned collective of Individual Persons, Music organisations and Industry Partners who are jointly concerned for Music Education in the ACT. We represent school teachers, instrumental teachers, conductors, directors, event promoters, institutional educators, musicians, schools, educational institutions, community music organisations, music businesses and music retailers. 

6.19 Arts and Education 

1. We commend the review for highlighting the need for long-term investment in the arts. Arts Education is an important element of our community. It is an ingredient that both challenges and enriches students in the context of performance and academic study. Arts is an universal language that promotes common values and intellectual properties. It gives a sense of well-being, achievement, emotive connectedness and spiritual fulfillment.

Furthermore,  ACTMEN believes outcomes for Music Education in the ACT should be of the highest priority when reflecting on a holistic and liberal education for students. It is our hope that the ACT Government recognises and promotes the intellectual, physical, social, emotional, artistic and creative benefits of Music and the Arts when active participation is fostered and a quality curriculum is promoted. This is best achieved by facilitating professional conversation, collaboration and professional training for Educators and associated stakeholders.  
  
2. As an invited guest and contributor to the Australian Curriculum National Forum for the Arts, ACTMEN is well placed to contribute, facilitate and foster relationships across the arts network in the development and implementation of stage 3 of the curriculum.  

3. Our general experience is that the Government approach to arts and education has been less than desirable. In particular, the great deficiency in having no dedicated Arts Officer in the Curriculum and Assessment group of the the Department of Education and Training. This has stifled Professional Learning and Training opportunities for system based teachers and provided no support to arts curriculum initiatives and innovation beyond instrumental music. 

Arts education organisations and associations across the ACT provide outstanding Professional Learning opportunities for teachers and students. Most notably, ACTMEN, Kodaly ACT, Orff ACT, Canberra Symphony Orchestra and Musica Viva all provide excellent training, conferences and workshops. These organisations provide much needed services in ACT arts education and should be supported by Government in their endeavors. The ÒArts Up FrontÓ initiative was most welcomed by ACTMEN, though organisations in the above group were not actively invited to participate and contribute. 

4. If an Arts Education Officer was to be implemented into the ACT system, we strongly advise that the officer have a strong school-based experience, in addition to having community based expertise. Schools are unique organisations that require people of expert systems knowledge to effectively work and communicate closely with.
 
5. ACTMEN agrees that Key Arts Organisations (KAOs) are an important resource for schools, education, community and social development. KAOÕs do offer a much need dimension to arts education in the ACT, however, this engagement, in most cases is not aligned with school needs, programs  and associated practices. ACTMEN does not believe that further emphasising artists in schools programs in school hours will greatly enhance student participation and engagement. It will not necessarily provide long term befits for music-making and learning. On the contrary, schools need a much more targeted strategy that focuses on school renewal, program and curriculum development, specialist training of arts teachers and resource support of programs including equipment grants. Artist in schools programs do little to revitalise cultural practices in schools and do not have long lasting benefits for students and teachers. That said, these programs can be an essential accompaniment to current school programs and can be used to inspire students. 

6. ACTMEN would strongly advocate for diversification of grants from the Australia Council beyond The Artists-In-Schools initiative. Focus on Professional learning and Training of teachers, community based initiatives, curricula and resource support to schools would be most welcome.

7. ACTMEN commends the current arts-related projects and activities in the ACT and supports the need to create a much more collaborative arts community through the development of specific resourcing in both artsACT and DET.

8. The dedicated training of Primary and Secondary Music teachers is improving in local Universities, however, much more is need to develop sustainable links with the profession that address the training needs of specialist arts teachers in the ACT.
 
6.19 Recommendations 
 
Ò1. There needs to be a clear articulation of the very valuable contributions that the 
arts, culture, and creativity can make to all aspects of education in the ACT. 
Stronger communication and coordination across the arts and education sectors, 
as well as with communities and across governments, should be encouraged, such 
as the initiative last year to establish the Arts and Education Consultative 
Committee. This important initiative should be built upon with an agenda of shared 
interests, and there should be early consideration of establishing an Arts Education 
Officer to be a focus of communication and advice on arts and education. Ò

ACTMEN is now a member of the Arts and Education Consultative Committee and commends the development of this group. ACTMEN strongly recommends that this group look beyond a policy focus and responsive role to Government. A group like this has the potential to set a regional agenda that looks beyond Government process and has the ability to connect with local community and education organisations. True collaboration and the development of initiatives can only happen if the group is empowered to be truly non-politically aligned and focused on the arts community as a whole in the ACT.  
 
Ò2. There are many excellent arts in education initiatives in the ACT and in other 
jurisdictions that could be adopted or extended. artsACT and Education should 
work together to identify, along with potential partners, what might be adapted to 
meet the needs of the ACT. Also, Artist in Residence school programs, including 
the Artists-In-Schools (Early Childhood) initiative, have demonstrated real value in 
the ACT and these should be retained and extended, with support expected from 
the Australia Council. Ò

This recommendation is a very small token, considering the greater needs of arts education in the ACT. As previously stated, Òschools need a much more targeted strategy that focuses on school renewal, program and curriculum development, specialist training of arts teachers and resource support of programs including equipment grants.Ó

Conclusion

ACTMEN wishes to thank artsACT for their facilitation of the consultation process. We look forward to developing a strong and vibrant relationship with artACT in the foreseeable future.

M. Irving
President of ACTMEN
National Council Member Ð ASME
National Council Member Ð KMEIA Inc.
M) 0402 288 150
E) admin@actmen.org.au
W) www.actmen.org.au 

Mathew Irving
Acting Director of Studies (Yrs7-10)
Radford College
College St BRUCE  ACT  2617
BH) 6162 6223
M) 0402 288 150