Art has long been a channel for self-expression, societal reflection and cultural exploration. Among the many facets of the art world, one remarkable theme stands out - the portrayal of women in art. From historic masterpieces to contemporary creations, the representation of women in art has evolved, inspired, and challenged norms. I delve into an eight-week visual art program for a year nine class and discuss the feedback, reflections and what comes next. With the feedback from my assessor, peers, and school mentor, I look at the strengths and weaknesses of the plan.
What characterises quality teaching and learning programs in the middle years?
This question could be a good starting point for reflection on what worked well in the program and what could be improved. As a teacher, there needs to be a continuous review of practice and recording of what could be left in or taken out the next time. Each year I repeat my Visual Art program in Tafe but each year I aim to improve the content and find more resources, especially applied learning resources to create real learning.
The role of a teacher is so intertwined with personality, pedagogy and approach that it is necessary to invite feedback and amend or adapt according to results, each cohort of students needs a bespoke approach.
The use of group work and assigned groups was a strength of the program, although some students can struggle with group activities and need to be able to opt out.
I think capturing the information generated in brainstorming or group tasks could have been developed as a formative assessment. Roy Kileen said there is an opportunity to examine, how the group worked together and did the exercise to challenge their higher-order thinking (Roy, 2015). As a teacher, it is important to keep assessing if learning is taking place or how more learning could occur.
A general reflection is that there can be pauses during delivery, and breaks for students to digest the learning. This was gained by following an excursion with a picnic, and time to discuss what went before. It is cautionary to think how much time is spent in school and yet how little is remembered.
Roy Killeen explores the act of reflective teaching, why it is important, and the advantages of developing a reflective practice (Killen, 2012). Students in the art program kept a visual diary to capture learning. For me as a teacher, there was an opportunity to keep a reflective journal to accompany theirs. Killeen suggests this as a useful tool and something I have considered before. As a new teacher there are times when things don’t work as planned and having a journal to jot down what occurred can allow for consideration out of class. Links can be made between what precedes students losing interest and what behaviour occurs at what time. It also allows for notes, and reminders and can inform professional development. There is a quote in Killeen’s writing that "good teachers are made and not born," and with diligent reflection, I think I can improve my craft, there are often things I have done in the early days of teaching that I would not repeat.
There is also an opportunity to invite feedback from students, this can be anonymous and written into questionnaires both digital and analogue.
The feedback from the lecturer was encouraging. The curriculum links were viewed as logical and flowed well with clear connections to the VCAA website (VCAA, 2022). The use of 5Es and 8 ways was seen as a good match for visual art activities and the program was evaluated as well structured and engaging. Using the focus on women in art and art history provided connections to First Nations women. The use of a field trip and a morning tea with a visit from a local artist, tied in well with the applied learning practice. The comment about ensuring linking the visual diary used in the assessment column was something I missed and had intended to do.
The program was viewed as innovative and well-connected to Applied Learning.
Throughout the program, I used questions and sub-questions to steer and guide the learning, including questions on the field trip and to start the program. These questions need to tap into metacognitive thinking and must be framed as such to create learning starting points (Hattie, 2017). Questions at the beginning prompt discussion and allow for teacher to find out where the student is and what existing knowledge they have. This is an important feature of applied learning.
Unveiling the Essence of Femininity in Art
Women have been both muses and creators in the artistic realm. Their depictions in art reflect diverse narratives, emotions, and struggles. From the poised figures in Renaissance paintings to the bold strokes of modern interpretations, the representation of women encapsulates a spectrum of experiences and identities. As a woman artist, I can give my own experience of obstacles that I have encountered due to gender and how
specialist programs or opportunities for women are so valuable. Storying is very much part of my pedagogy and this would allow for an opportunity to tell my own story (Barter and Tregidga, 2014). This enables students to enter into the dialogue and fosters analytical thinking.
Celebrating Strengths and Possibilities of the Program
To examine the program in detail I requested a list of strengths and areas for improvement from a peer who is also new to teaching. These viewpoints from another new teacher were useful as I could quickly identify what needed more thought and allowed for objectivity.
Strengths:
"The inclusion of the Alice Springs (Mparntwe) Education Declaration and a visit to the Strong Women Indigenous exhibition were excellent ways to integrate Aboriginal and Torres Strait Islander perspectives(Department of Education, 2020). Acknowledging and valuing the rich history and culture of Aboriginal and Torres Strait Islander art is crucial for fostering a diverse and inclusive classroom environment.
Activities like brainstorming sessions, drawing, and field trips are engaging and cater to different learning styles. I liked your variety of learning activities and this supports applied learning and making connections with the community."
Areas for Improvement and Suggestions:
"Consider more explicit differentiation strategies for students with different needs, such as those with sensory sensitivities or lower literacy levels. For example, providing alternative materials for students who do not like messy materials or offering additional literacy support for those with lower literacy skills.
Consider using more detailed formative and summative assessment strategies. This could include rubrics for visual diary entries, criteria for presentations, and reflective journals after the field trip to capture students' learning and personal growth." (Peer Feedback)
Reflecting on the program with my mentor in the middle-year placement
I was fortunate to be able to discuss this program with my mentor who is an experienced visual art and visual communication teacher. It was interesting how her focus was on the practicality of using the program in a school setting within the curriculum and less on the applied learning lens. The timings of the school classes are shorter than my Tafe classes which last for three hours and this was the first question, "How long is each lesson?" I have observed how school visual art programs are primarily guided by the VCE or VM curriculum requirements and are not always as flexible or adaptable to new resources. Our discussion moved onto the importance of including Indigenous and First Nations resources, and how it can be difficult to locate these resources or to be sure they are appropriate. My mentor shared a useful book, 'Aboriginal and Torres Strait Islander Art in the Classroom' by Zart Art. I discussed how I had taken my Tafe Class to the Strong Women Exhibition in The Geelong Gallery and how useful it was.
The learning facilitator from the Geelong Gallery (linked above) was able to provide a great learning experience for this exhibition. Community learning guides offer an authentic experience, I always try to use them in galleries to add to my knowledge. My mentor suggested viewing the exhibition, "Journey on Wadawurrung Country at the Grant Pavillion in Torquay". My mentor did like the inclusion and diversity of the program, including that the program included strategies to support students with disabilities and those exhibiting disruptive behaviour, ensuring an inclusive learning environment for all. Student behaviour was a consideration when developing this program and I could have illustrated options for varying literacy levels and rewarding points as they do in my current school to encourage good behaviour.
The use of ICT for AT2
I enjoy writing blogs and chose this as my ICT format as it allowed for a reflective and engaging discussion forum. I attempted to make a video on Canva and Vimeo but I felt it was difficult to do in a short amount of time with my limited skills. This is an area of training I would like to see included in the MALT. I had a WIX website and I decided to make use of this and it took me back to blog writing, something I have neglected recently. Hattie advises teachers to lean into their passions, for me teaching art and creative writing allow for me to share a wealth of knowledge and my enthusiasm (Hattie,2017).
The Benefits of Reliable Record-Keeping
Keeping reliable records of student achievement is vital and must be continuous.
Capturing knowledge can be through observation which is documented and keeping student documentation. For Visual Art there is an opportunity to keep the visual evidence and experimental evidence from a Visual Diary, this is a recommended tool on the VCAA website (VCAA,2022).
The use of an online portal such as Moodle or Google Workspace allows for digital record-keeping, which is easy and can provide data.
The use of online record keeping which can be viewed by the student in a grade book allows for applied learning collaborations between student and teacher.
Students thrive according to Churchill when assessments are logical, doable and sequenced. Students often are competitive and want to achieve as they learn. A system that allows for immediate gratification, such as online tests and quizzes gives a reason to learn more (Churchill et al., 2016). Churchill also outlines how students are willing to take part in assessments that are relative to their lives, hence including inspiring women in their lives. Record keeping can be incorporated into a dynamic applied learning program, which has a selection of assessment techniques.
Teachers can compare how successful their content is by good record keeping, year on year.
If a student is quiet, good record-keeping will pick up if they are struggling or just learning at their own pace.
Records of progress can be taken from data collected from Formative and Summative Assessments
Summative Instructional Data
Tests, Quizzes and Art Critiques
Project Based Learning
Visual Diary and Finished Artwork
Formative Instructional Data
Pre-assessments
Sketches
Mind Maps
Rubrics
Performance Tasks
Surveys and Brainstorming (Krause et al., 2012)
Embracing the Journey Ahead
The vibrant world of art continues to be shaped by the indelible influence of women. I wanted to foster good citizenship practices as recommended by the VCAA curriculum for these students and create respectful discussions about gender equality and how this has been unbalanced historically. This student group could investigate different viewpoints as there was a greater ratio of boys to girls. The current debate around respectful behaviour towards women gave this program a real-world relevance that ties in with the principles of Applied Learning.
I posed the question; "Who are the women in your life who are inspirational?" I wanted to make applied learning connections and encourage reflective thinking by adding a real-life scenario.
This will address areas of art-making in the curriculum but more importantly, will cover one of the listed aims on the website to respect and acknowledge the diverse roles in society (VCAA, 2022).
To use Murdoch's method of extending learning and going further, I could have planned follow-up activities after the field trip to the Geelong Gallery. This could include reflective writing assignments, group projects to create art inspired by the exhibition, or a class discussion to deepen understanding and reflection on the experience (Murdoch and Claxton, 2015).
To reflect on the overall program, I think it was successful and innovative, it captured an interesting subject with real-world relevance and made connections with the community and the local arts network.
REFERENCES
BARTER, N. & TREGIDGA, H. 2014. Storytelling: Beyond the Academic Article: Using Fiction, Art and Literary Techniques to Communicate. Journal of Corporate Citizenship, 5-10.
CHURCHILL, R., GODINHO, S., JOHNSON, N. F., KEDDIE, A., LETTS, W., LOWE, K., KRAUSE, K.-L., DUCHESNE, S., BOCHNER, S. & MCMAUGH, A. 2012. Educational Psychology for Learning and Teaching, South Melbourne, UNITED STATES, Cengage Learning Australia.MACKAY, J., MCGILL, M., MOSS, J., NAGEL, M. C., SHAW, K., FERGUSON, P., NICHOLSON, P. & VICK, M. 2016. Teaching: making a difference, Milton, Qld, Wiley.
Victoria: Department of Education and Training.DEPARTMENT OF EDUCATION, S. A. E. 2020. The Alice Springs and Mparntwe Declaration. In: DEPARTMENT OF EDUCATION, S. A. E. (ed.). Australia: Australian Government.
HATTIE, J. 2017. High Impact Teaching Strategies. In: TRAINING, D. O. E. A. (ed.).
KILLEN, R. 2012. Effective Teaching Strategies Lessons from Research and Practice, South Melbourne, UNITED STATES, Cengage Learning Australia.
ROY, K. 2015. Effective Teaching Strategies Lessons from Research and Practice, Melbourne, AUSTRALIA, Cengage.
MURDOCH, K. & CLAXTON, G. 2015. The power of inquiry, Northcote, VictoriaVCAA. 2022. Victorian Curriculum Assessment Authority for Visual Arts [Online].
OVENDEN-HOPE, T. & BLANDFORD, S. 2017. Understanding Applied Learning: Developing Effective Practice to Support All Learners, London, UNITED KINGDOM, Taylor & Francis Group. Victoria: Vocational Education and Training.
https://www.vcaa.vic.edu.au/news-and-events/professional-learning/VCE/Pages/VCEVisualArts.aspx [Accessed 2023].
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