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Links between The Melbourne Declaration on Educational Goals for Young Australians and Delivering Authentic Arts Education.

Melissa Crawford

on 3 May 2017

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As discussed in Chapter 1 of Delivering Authentic Arts Education (Dinham, 2011), arts education can enable students to develop in a variety of ways that align to the goals set out in The Melbourne Declaration of Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008).
The arts can benefit the development of understanding and respect amongst cultures (UNESCO as cited Dinham, 2011, p.7).
The arts are important to the development of learning, flexibility, imagination and thinking skills (Fiske as cited in Dinham, 2011, p.6).
The Arts are about expression, communication, enquiry, imagination, design, creation, understanding, and appreciation. They are achieved by doing, enacting and making manifest. These processes aid in the development of mental faculties, skills, concepts, understandings, ways of knowing and ways of expressing yourself (MYCEETA, 2008, p.15).
The arts can be seen as a space where people find meaning and a sense of who they are (Dinham, 2011, p.12).
For success in the world of rapid technological, cultural, economic and social change, arts literacy is as important as numeracy and language literacy (Dinham, 2011, p.17).
The nature of jobs is changing faster than ever due to globalisation and technological change in a rapidly changing world. This places greater demands on education and skill development (MYCEETA, 2008, p.4).
Every culture in human society utilises the arts as forms of expression and communication (Dinham, 2011, p.8).
Schooling will contribute to a society that is socially cohesive and respects and appreciates different cultures, societies and religions (MCEETYA, 2008, p.7).
Active and informed citizens will:
understand and acknowledge of the value of Indigenous cultures
possess skills and knowledge to understand, contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous Australians
appreciate the diversity of Australia's society, culture, language and religion and have an understanding of it's history and culture
be able to relate to and communicate across cultures
(MCEETYA, 2008, p.9).
Learning about the arts and their role in society opens up the world of culture and fosters understanding and respect of different cultures (Dinham, 2011, p.13).
The cornerstone of arts education is the development of creativity (Dinham, 2011, p.7).
Successful learners are creative, innovative and resourceful. Using these skills enables them to problem solve in variety of ways (MCEETYA, 2008, p.8).
Confident and creative individuals are enterprising, show initiative and use their creative abilities
(MCEETYA, 2008, p.9).
The 'structured chaos' and non-linear approach used in authentic arts lessons allow for critical reflection and deeper personal understanding to occur (Dinham, 2011, p.12).
A sense of self and greater creative capacity can be gained when children can represent their own ideas, follow lines of enquiry that interest them and give form and shape to the things that matter. This serves to affirm their world view and validate their place in the world (Dinham, 2011, p.12).
We see arts as meaningful, offering a celebration and connection of who we are (Dinham, 2011, p.13).
Successful learners are able to make sense of their world and think about how things have become the way they are (MYCEETA, 2008, p.8).
Confident and creative individuals are able to manage their emotional, mental, spiritual and physical wellbeing because of their sense of self-worth, self-awareness and personal identity. They have a sense of optimism about their lives and the future (MYCEETA, 2008, p.9).
Innovations and new solutions are created by the process of investigation. This required evolving and resolving ideas, brainstorming, working ideas through several stages, discarding weak ideas, trying again, introducing new ideas, consolidating ideas into new configurations, discarding the lot and starting again (MYCEETA, 2008, p.16).
In order for all students to explore and build on their diverse capabilities, gifts and talents, they must be provided with personalised learning experiences and opportunities which are challenging and stimulating (MCEETYA, 20, p.7).
Artistic expression via the arts has long been considered as a way to:
express ideas, concepts, beliefs and understanding
communicate meaning and information
engage our aesthetic sensibilities
(Dinham, 2011, p.8).
By engaging in the arts it is possible to develop ways of knowing and ways of expressing yourself (Dinham, 2011, p.15).
In order to function in the world people need to be literate in different domains of learning. This is referred to as a multi-literacies approach (Dinham, 2011, p.17).
The nations social and economic prosperity will benefit from improving the educational outcomes of all learners and will position them to live a fulfilling, productive and responsible life (MCEETYA, 2008, p.7).
Each arts form has a unique arts language which incorporates shared symbol codes, conventions and forms that create social and cultural context and enable expression and communication of meaning
(Dinham, 2011, p.17).
Creative and confident individuals have the values, knowledge, skills and understanding to establish and maintain healthy satisfying
lives (MYCEETA, 2008, p.9).

Dinham, J. (2011). Delivering authentic arts education (pp.1-23). South Melbourne, VIC: Cengage learning.

Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA]. (2008). The Melbourne
Declaration of goals for young Australians. Retrieved from

Created by
Melissa Crawford
(Student ID: 15610782)
for submission as
Portfolio Task 3
EDP260 Arts Education
Curtin University
Study Period 1, 2013
Australians need to approach problem solving in new and creative ways (MYCEETA, 2008, p.5).
The way people share, use, develop and process information and technology is changing in the digital age. This is due to the rapidly and continually advancing nature of information and communication technology (ICT). To keep abreast of these changes students need to increase their skills and knowledge in ICT (MYCEETYA, 2008, p.5).
Globalisation, the growth of a knowledge economy and the ongoing pace of the digital technology revolution are reshaping the way we gain and structure thoughts, concepts, knowledge, experience and understandings and how we see our place in the world (Dinham, 2011, p.5).
We need to formulate a comprehensive approach to fostering creativity in order to be globally competitive (Dinham, 2001, p.7).
There are intrinsic and instrumental benefits of arts education (Dinham, 2011. p.10).
A well designed arts program can aid in the development of technical, aesthetic and communicative judgement which will better serve the increasingly graphics based environment we live in (Dinham, 201, p.11).
For an educated understanding of the world arts education is essential (Dinham, 2011, p.11).
Interactive systems and digital networks are influencing the way knowledge is constructed, presented and accessed. This is leading to an increasingly navigational approach to learning which is akin to the nature of arts learning (Dinham, 2001, p.12).
Creativity is a cornerstone feature of arts practice (Dinham, 2011, p.9).
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