The aims of art education: an analysis of visual art in Tasmania's Essential Learnings curriculum

Abstract

The study reported in this paper examined the aims of visual art education implicit in Tasmania’s recently introduced Essential Learnings curriculum documents and the explicit views of experts who were influential in the development of the Tasmanian curriculum. Substantial overlap between these these aims those presented in the reviewed arts education literature were identified as well as some interesting distinctions. In addition, discrepancies were identified between the views of the experts and those conveyed in the documents. The reasons for which visual art is seen as important for students will shape the way programs are structured, supported and delivered. The place of art in the curriculum and the outcomes and aims for students are decided by the functions it is perceived to have in education and the lives of students. It was with this in mind that this study sought to uncover both explicit and implicit aims of art education in Tasmania’s curriculum. The findings may serve as a stimulus for arts educators in other jurisdictions to reflect upon the aims inherent in relevant curricula and the ways in which these aims are communicated to the teachers whose understanding thereof is crucial to their achievement.