Managing Time
Managing Time in the Arts

The arts curriculum unpacks five distinct yet related subjects: Dance, Drama, Media Arts, Music and Visual Arts. Individual state authorities and schooling sectors, schools and teachers will decide how to best manage their arts time. To support the The processes by which schools enact the arts curriculum. of the arts curriculum, this package has been developed to focus on a number of key areas. Each area provides pertinent advice, guidelines and resources for the various Persons, groups, or organisations that have an interest in or are concerned with arts implementation (e.g., students, teachers, schools, parents, community members, curriculum authorities). to consider when managing their arts time and developing quality arts learning.

The key areas include:

• time allocations and Privilege or right as set out in Australian Curriculum: The Arts. – i.e. how time is allocated for the arts across bands of schooling and how time dedicated to the arts fits with the other learning areas
• integrating the arts – i.e. how to To unite, combine or connect arts and other forms of learning. across the arts and across other learning areas to maximise arts experiences
• time in arts lessons – i.e. how to manage and maximise time in an arts classroom, including the development of arts policy documents
• building arts Relationships or associations between schools and other agencies. – i.e. how to make the most of time in the classroom by including others arts agencies.

An education rich in the arts maximises time opportunities for students to engage in motivating learning experiences both as audience members and as artists. Students need to be provided with learning that not only values creativity and innovation, but also the broader cultural understanding, empathy and social connection that arts learning can engender. Maximising time in the arts supports all students to realise their full creative potential. Schools need to allow opportunities for teachers and administrators to collaborate with each other across the arts as well as other learning areas. Quality arts learning will also draw on the experience of visiting artists, other providers and members of school communities to enhance the arts learning environment. Through this rich exchange, the best conditions for meaningful arts learning, inside and outside the classroom, will be nurtured and strong school and community cultures built.