Quality Education for Sustainable Development

Question: Dicuss about the Quality Education for Sustainable Development. Answer: Introduction: The Australian education curriculum introduces children to arts at a young age with the intension of engaging, inspiring as well as enriching the childrens knowledge and performance skills. Arts excite children while at the same time encourages them to develop and advance their levels of creativity as well as the level at which they can express themselves (De Leo, 2012). Through the curriculum, children as early as from Foundation class to Year 12 are introduced to five arts subjects. Unlike in the sciences, in arts as provided for in the Australian curriculum, the students learn through expression whereby the teacher adopts and uses the methods similar to those of artists and audience usually focused on the intellectual capability, emotional as well as the sensory experiences as provided for in the arts. The five arts subjects are designed in a way that ensure that the children acquire creative skills, while at the same time enhance the ability of the children when it comes to designing, representation, communication skills as well as sharpening the ability of the children to image and conceptualize ideas, emotions, life experiences as well as express what they observe (MacLanhlan, et al. 2013). The curriculum has designed the five arts subjects in a manner that allows learners to examine their past as well as their current practices with a view to determining the future and the emerging practices in the field of art across the various global cultures and areas. For instance, children who go through the arts curriculum are able to easily communicate ideas in all three forms, that is, in the current, traditional as well as in the emerging forms. This way, the students are able to apply the arts knowledge and comprehension to act and behave in a manner that makes sense of the world they live in (Garvis Pendergast, 2011). Furthermore, the curriculum is designed in a manner that ensures that the arts skills taught to the children are able to appreciate and inspire the Australian traditions while at the same time ensures that children develop, appreciate and express their culture at the local, nation and international level. For instance, students both those from Indigenous and non-Indigenous communities are taught to respect the Indigenous culture that had been overlooked and despised for a long time. The Arts curriculum teaches the students values meant to ensure that the students and the entire society explores and respects the essential contribution that Indigenous people such as Torres Strait Islander and the Aboriginal communities have had to the development and nurturing of the heritage of the Australian arts among the other modern arts practices across the globe through the various ways in which they represent and pass knowledge across as well as through their experiences and traditions (Petriws kyj, et al. 2013). The five arts subjects are closely interrelated in their scope as well as in the way they are applied in real life. Nonetheless, despite their interrelation, the five art forms differ in terms of their approaches to art practices as well as in the way they allow the use of critical and creative thinking representing varied scopes of knowledge, skills and understanding. After going through the five arts subjects, students are equipped with the knowledge and skills that are specifically relevant to the Arts subject being studied. This equips the students with a knowledge that enables them to critically understand phenomena which ends up contributing to the aesthetic choices as well as the decisions they make in life (Ewing, 2011). Moreover, arts helps students to discover as well as to develop and a better understanding of the world they live in through the skills they learn that enables them to express their feelings, ideas, thoughts as well as opinions. Through the arts subjects, stu dents learn and appreciate the significance of work designing, resolving as well as production of their tasks as well as the importance this has to their learning of the arts subjects just as it is in the creation of a finished artwork. Using related as well as distinctive languages of communication, techniques and symbols of contained in the arts subjects, students acquire a progressive understanding which helps them in the development of the arts knowledge as well as understand the beauty of art (Barrett, 2014). Children introduced to and allowed to study the arts subjects ends up exuding confidence as well as having creative minds that enables them contribute positively in tackling world problems. Such children are appreciative of the various cultural orientations of themselves, that of various communities, as well as develop an understanding of the different world cultures and histories. Moreover, through the study of art, students are equipped with question asking skills which enable them know what right questions to ask, how to react to feedback whenever they meet artwork from foreign areas, unfamiliar medium as well as artwork from a foreign culture (Halse, et al. 2013). The five arts subjects provided for in the Australian curriculum for teaching school children include; The Arts subjects provided for in the Australian curriculum Dance Drama Media Arts Music Visual Arts Requirements for enrolling in the Arts Program According to the Australian Arts Curriculum, all children in Australia regardless of cultural orientation or skin colour are entitled to engage with and study the five arts subjects. Furthermore, the children in equality ought to be allowed the chance to have experience of the special knowledge and skills that that accompanies each arts subject. The arts are made compulsory for all children and are to be studied right from Foundation level all through the end of the childs primary schooling (Swiniarski, 2014). However, the study of the arts subjects extends to the childs first year of secondary education. At this level of their study, students will get a chance to study the arts subjects in depth and be allowed an opportunity to select an art subject of their choice in order to continue pursuing in greater depths as they climb up the education ladder. Thee arts subject selection comes at year 9-12 and constitutes the students overall curriculum package. Nonetheless, at this stage, th e student may be allowed to continue pursuing all the five arts subjects depending on the state where their school is located (Pridham, et al. 2015). Foundation-year 2 Years 3-4 Years 5-6 Years 7-8 Years 9-10 Years 11-12 Schools reserve the right to allocate teaching time for each arts subject. However, the national government has provided for hours of teaching at each band that guide the schools in the allocation of teaching time for each arts subject. They include; 120 hours for F-2 100 hours for Years 3-4 100 hours for Years 5-6 160 hours for Years 7-8 160 hours for Years 9-10 Students develop concepts as well as skills in the arts including play through the use of language, symbols as well as the use of their own held discrete knowledge. The students just like artists are allowed to make as well as respond to works of art able to pass a message to their audience (Watt, 2015). For instance, in dance, students use the dance elements such as their relationship, time, space and their dynamics to develop and pass on knowledge. In drama, students use live enactment as a representation of the experiences of human beings. When it comes to music, students are involved in the composition, improvising as well as in the performance of their own songs as well as the songs sung by other artists. References BARRETT, C. (2014). 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