National Quality Standard
|QA1||Educational program and practice|
|QA5||Relationships with children|
|QA6||Collaborative partnerships with families and communities|
Putting Art in Place is a professional development program that focuses on relationships. That is, relationships with Country, relationships with children and adults, relationships with materials, relationships with technology, and, relationships with knowledge. It is commonly reported that educators and teachers claim that they are ‘not arty or creative’. This claim arises because in educating systems we become too focused on expertise rather than relationships. Educators and teachers are expert at relationships and so this should become the foundation of how they put art in place in their everyday curriculum.
This learning module is based on the practice of ‘noticing’.
The aim for those undertaking this learning module to is ‘feel’ with the ears and eyes as arts practice is put in place through relationships. Discussion about the learning that arises from these arts practices will be entwingled through beautiful examples of how relationships with Country, people, materials, technology, and knowledge are generated in practice in and in-between. Questions such as, who is the teacher? What counts as valid knowledge? What does learning look and feel like in human-nonhuman relations? How are Indigenous cosmologies infused throughout all of these relationships?
Working this way takes the idea of the environment as third teacher from a human led and controlled curriculum, to a collectively created one where place, materials and non-Western knowledges nourish and flourish centering arts practice as the nucleus of learning in early childhood curriculum. By taking this approach to putting art in place, children will thrive, and easily surpass the developmental expectations that so often limit them and swathe from us their incredible capacities. In turn, surrendering to putting art in place grows, inspires, strengthens and enthuses educators and teachers as equally successful learners.
- Teachers and educators have an understanding of relationships as the primary skill for arts practice (Relationships with Country, relationships with children and adults, relationships with materials, relationships with technology, and, relationships with knowledge)
- Teachers and educators have knowledge of the cultural histories of art materials and connect them with place
- Teachers and educators value their own learning and collective learning in the context of relationships rather than skill alone
- Teachers and educators become worldly with theory and practice in planning for and practicing the arts
Watch the trailer for Putting Art in Place below: