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Rebecca Wilman Module 1: Arts Making 17325590

Module 1: Arts Making

1. Discuss any three (3) of the following features and their place in good quality
arts education:

In arts education, observational drawing is known as a fundamental feature of good

quality arts education that develops visual literacy and acuity skills in students (Dinham,
2011, p. 374). Within learning activity 2.1, the observational drawing process is
exemplified by a careful observational and recording process where students must
spend time looking and sorting the leaves before outlines are drawn; attending to shape
and detail. These observational skills are important tools that empower students to
explore their world through arts making and is known to be developmentally significant
(Topic 2, Dinham, 2011). Throughout activity 2.1, the Wallas Model brings authenticity
to the learning experience, as students are given opportunities to investigate leave
shapes in detail and explore various repetitive patterns before settling on a design and
final artwork (Dinham, 2011, p. 130). Therefore, the observational drawing process is an
important feature in the aims of arts education as students are developing an
understanding towards the processes involved in art making; such as observational
drawing strategies (Australian Curriculum, 2016). Whilst still exploring the possibilities
through being both artist and audience gaining intellectual, emotional and sensory
experiences in the arts (Australian Curriculum, 2016).

In arts education, processes for encouraging imaginative interpretation involve activities

that explore our world and beyond. Within the imaginative learning activity 3.1 ‘Critters
from Alien Earth’, students are encouraged to explore this open-ended concept through
the narrative whilst being encouraged to show self-expression in the incubation stage of
the Wallas Model (Dinham, 2011, p. 130). This enables students to get into the mindset
of ‘Dr Newzoo’ and provides a brainstorming platform to construct their own imaginative
interpretations to the task. By providing opportunities stated above for children to
explore and create their own critter, students intern create their own meaning through
self-expression and are principles and practices exemplified in good quality arts

Rebecca Wilman Module 1: Arts Making 17325590

education (Dinham, 2011, pp 38-39 ). Therefore, processes for encouraging imaginative

interpretation are an exemplary arts feature linked heavily to the aims of arts education.
Evidence includes links to creative outcomes as they develop skills in individualising
interpretations whilst working towards a final artwork (Australian Curriculum, 2016).
Including, communicating imaginatively through an imaginative world to explore and
construct personal meanings (Australian Curriculum, 2016).

A unit of inquiry process in good arts education offers opportunities for students to
create personally meaningful artworks by providing a topic or theme for students to
carefully consider their views and ideas they wish to communicate (Dinham, 2011, p.
122). In Learning Activity 4.1 ‘Land art or found object assemblage’, this process is
exemplified by providing a theme that explores the idea of sustainability. This is led by a
series of activities that scaffold students to explore and engage experiences that are
personally relevant and meaningful towards the topic before settling on a final design
(Dinham, 2011, p. 122). Creating personally meaningful artwork is an important feature
within the aims of arts education as students are given opportunities to communicate
the ideas they value in meaningful ways (Australian Curriculum, 2016). Intern this
enables students to become active and informed citizens as expected within the
Australian Curriculum, specifically “exploring ideas and improvising with ways to
represent ideas” to create personal meaning (Australian Curriculum, Assessment and
Reporting Authority, 2016).

Australian Curriculum, Assessment and Reporting Authority. (2016). Retrieved from
Australian Curriculum. (2016). Retrieved from
Dinham, J. (2011). Delivering Authentic Arts Education. (2nd ed.). Cengage Learning

Rebecca Wilman Module 1: Arts Making 17325590

Dinham, J. (2016). Topic 2: Sensory engagement - observational drawing. Retrieved



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