Creative arts grants initiatives

The successful recipients of the creative arts grants initiatives (CAGI) 2018-19 are outlined below. Each project is aimed towards enhancing innovative teaching and learning in creative arts classrooms around the state.

Early Stage 1 to Stage 3

Stage 1 teachers to designed a STEAM program around the ideas of ‘Living World’, as outlined in the K-6 Science and Technology syllabus. This program ran over two terms.  The first half of the unit held a strong science focus, moving into design processes in the second half, allowing students to apply and transfer their science knowledge into new contexts.

By placing the A in STEM, Parramatta West Public School aims to:

  • enrich student understanding, spark curiosity  and enhance engagement.
  • further promote design thinking and problem solving in teacher STEM practice
  • refine assessment processes to ensure the learning intentions are assessed in a meaningful way
  • connecting key learning areas to guide inquiry and foster dialogue, curiosity, exploration and critical thinking.

This will be done by:

  • students using the creative arts to express their ideas and develop their understandings of the science concepts.
  • our STEAM unit holding as many hands-on learning opportunities as possible, allowing the exploration of the living world around them.
  • students conducting their own investigations around the growth and change of plants and animals, with a focus on botanical artworks, detailed sketches and life cycles told through sculpture, as well as exploring how they could use their senses to create artworks and musical soundscapes during fieldwork investigations.

CAGI funding will be used to purchase a variety of teaching resources including:

  • time for teachers to collaborate
  • professional learning in STEAM.

Cessnock Public School art project involved creating a collaborative art work involving the whole school, including K-6 mainstream and support unit classes, and all staff members.

This project addresses and supports the development of student learning in both the creative arts and PDHPE, particularly in the area of well being.

The 'Art project' outcomes were for students to:

  • have a deeper understanding of the concepts of  harmony, belonging, and whole school identity
  • work collaboratively on a project in harmony
  • create a  whole school community displaying pride in a visual arts  project.

This was done by:

  • pairing younger classes with older classes.
  • every child and staff member completing a painted tile using a limited palette of analogous colours. The  students were given a lesson about the colour wheel prior to painting their tiles, explaining how the colours next to each other on the colour wheel are analogous (or harmonious) colours that always work together.
  • giving each class a palette of three colours, and when displayed together the complete colour wheel was represented. The resulting artwork produced a harmonious wave of colour along a previously plain wall in our school playground.

To ensure that the project remains sustainable, the tiles will be varnished every 6 months to keep it looking in optimal
condition.

Benefits of the project:

  • students learnt that a collaborative approach results in harmony and belonging to our school.
  • the positive difference the finished product makes to our school environment.
  • students who may find it difficult to engage with the curriculum all experienced success due to completing the project. This resulted in them being more confident and engaged learners who feel a sense of belonging.
  • it united all students to achieve a common goal.

Scarborough Public School created a project called Whale songs. After extensive consultation with the artists and elders involved, along with the Northern Illawarra Aboriginal Consultative Group (NIAECG), the first phase of the project, a creative arts and storytelling workshop was delivered.

Jodi Edwards, a local expert in Aboriginal education and culture, told the Story of the Five Islands in the Alcheringa and Oola-boola-woo, the West Wind to set the scene for the day’s workshops. This story describes the creation of our local landmark, Mount Kiera and the five islands off the coast.

The project focused on 4 areas:

  • music commission
  • art workshop
  • dance workshop
  • exposure to Aboriginal culture.

Whale songs aimed to:

  • commission a performance piece based on a local Aboriginal story
  • create an art work, 'Where the Earth Meets the Sea',with students learning to paint using traditional Aboriginal painting techniques
  • teach students traditional Aboriginal dance
  • exposure to Aboriginal culture through question and answer sessions.

This will be done by:

  • students investigating the story and developed visual scores depicting the sounds and sequences of the story in three one-hour music composition workshops.. Local Dharawal words related to the story formed a basis for the development of musical rhythms and the students proposed that the outline of the local escarpment, on which our school  sits, would be a strong basis for the song’s key musical theme. Student work was collected and a composer will deliver the final composition for rehearsal.
  • students participating in an art workshop, led by local Aboriginal Artist Lani Balzan covering a broader theme of land and sea, and the importance of gathering to Aboriginal culture. Each class worked with Lani to create their own layer of the painting, as it moved from the land on the outside, to the deep sea towards the centre. Students learned how to paint using traditional Aboriginal painting techniques and discussed the origins and culture of Aboriginal art with the artist. This workshop was supported by local elder, Aunty May Button who provided her own invaluable perspective on Aboriginal history and gathering.
  • a dance workshop led by Jodi Edwards and her niece Olivia who are both native Dharawal speakers. Jodi taught the students a range of traditional Aboriginal dances which supported the day’s theme and will be rehearsed to be videoed and showcased alongside the song premiere
  • planning question and answer sessions allowing students to delve more deeply into local Aboriginal culture with open and honest answers from the panel around
    • their own beliefs
    • the importance of community
    • the impact of the Stolen Generation on our visiting elder, Aunty May.
      Student feedback through exit slips indicated that this was particularly poignant for them and has given us a future direction.

Once the composition is complete, Owen Elsley will join Scarborough Public School to introduce the piece to the community. Our school will continue to fund a choir for a year to rehearse and prepare for the premier of our composition.

What next?

As a result of the new relationships we have built, we will be inviting Jodi Edwards back to do further dance and cultural work with our students. A parent volunteer has offered to professionally record the finished piece. This will form the basis of NAIDOC week.

The intentions of our project were to lead to the innovative delivery of the practical components of the creative arts
syllabus. We engaged a local Indigenous artist to work with a team of teachers within our school to guide our students to paint totems using traditional Indigenous painting techniques. We have since added school water tanks to our traditional painting plan as well.

Totem garden aims to:

  • help students gain the opportunity to foster and strengthen their spiritual well-being by connecting with the cultural traditions of our land. These intentions have transpired after being awarded this grant and beginning our totem garden project this term.

This will be done by:

  • organising a session with Aboriginal Elder, Len Waters learning about local Dreamtime stories and designing artworks to be chosen for our water tanks and totem poles
  • working with local indigenous educators and artists to select the optimum position for our totem poles within our school
  • positioning our totem poles
  • the painting process – occurring weekly on Monday afternoons as a whole school activity under the guidance of Indigenous artist and educators.

Changes that have occurred:

  • this initiative has seen our students’ needs of connecting with their land and culture being met
  • students have been given an opportunity to employ practical creative arts skills to express their belonging within our school and community
  • increase of students' understanding of and ability to understand and interpret traditional Australian art forms

The project has also enhanced school and community relationships, by collaborating with a local Indigenous artist and educators to teach our team of teachers and students.

The Pocket Public School made creative arts a focus area.  Each teacher was assigned an area of the performance areas of the creative arts syllabus - dance, drama, music (singing and a signing choir).

Early Stage 1- Stage 1 students were provided with opportunities to demonstrate coordination and rhythm.  They
worked on dancing through given sequences to selected music. Students  engaged in the elements of dance and performance whilst increasing physical skills. They were  involved in the staging of our whole school production.

The whole school has seen an increased engagement in dance. We saw a huge increase in the skill level of dance movements required by students to perform their dances.

'Valley of the dance':

  • taught students about the construction of a dance, rhythm, beat and metre, as well as the structure of where to be and where to move
  • Allowed all students to participate in our school production.

Student enthusiasm and  enjoyment was a clear indication that our student outcomes were met.

Staff are now feeling more confident in their ability to independently teach a dance routine. Most feel they are now
able to choreograph a dance although may need assistance in this area. Sharing of resources will be very useful in this area.

With increased staff confidence and student enthusiasm, The Pocket has made a commitment to continuing our dance program. Ideas are already in the planning stage for dance items in another year.  We will also be exploring ideas to maintain the hours offered to our teacher so that she can continue to inspire and educate us.

During and after our performance we filmed dances in their entirety and developed a step by step document for each dance which included photos of each dance section in conjunction with the lyrics and a written instruction for each step. This has been comprehensively completed with five dances. This package is shared on the local Intranet which is accessible by the seven schools in our learning community.

CAGI funding was used to:

  • develop a dance resource which was used by The Pocket and shared with other schools in our area.
  • All staff found that the funding from the grant enabled us to more effectively put together a polished production.

The Great Lakes Learning Community of Schools have collaborated to create a lending system for all teachers and
schools in their area. This library contains:

  • details of applying for loans
  • how to collect instruments from a previous lender
  • what happens if damage occurs to the instruments.

We are launching a campaign to get more instruments into the lending pool via donations from parents, family and friends of each of their schools.

This lending system will operate through the Oliver system and allow schools in the area to have access to classroom
instruments such as percussion and xylophones.

CAGI funding was used to purchase a variety of instruments have been purchased  to allow for greater involvement and engagement in the creative arts - music for all the schools in our area. This will increase the profile of music in our schools and assist in our delivery of the creative arts outcomes for music - particularly in the performance strand of playing.

Camden Public School has successfully converted a weather shed into a visual arts learning space.

This has allowed teachers to implement more innovative visuals arts lessons because of ease of access, improved resources and knowledge of the visual arts content.  A student competition was organised to name the space, with the successful contestant naming it the ‘Art Hub.’

This project culminated in a whole school visual arts exhibition. This exhibition included each student displaying a piece of visual arts with grandparents and parents viewing the art works.  Students were given opportunities to discuss their artwork and the artwork of others, to build their knowledge and skills in aspects of making and appreciating in the creative arts syllabus.

Implementation:

  • professional learning for staff has occurred to support the implementation of the visual arts outcomes and indicators
  • visual arts coordinator visited other local schools to see similar projects to support our visual arts space
  • resources to equip the new learning space, including an interactive whiteboard to support explicit teaching. The school P and C have also supplemented the grant to further support the purchasing of additional resources.

Outcomes:

  • increased community engagement in school programs and initiatives
  • a designated visual arts learning space that allows staff, students and community to produce and appreciate high quality pieces of artwork
  • staff implementing high quality, evidence-based teaching and learning strategies that support the effective implementation of visual arts outcomes.

Sustainability:

  • continued professional learning for staff will occur to support the continued implementation of the visual arts outcomes
  • additional funding for the Art Hub is allocated within the 2019 school budget
  • ongoing support from the school P and C to fund additional resources for the Art Hub.

Research into drumming reveals that it assists in reducing levels of anxiety, increasing concentration and enhancing social interactions. The sound of drumming generates new neural connections in all parts of the brain. Drumming is different from other musical forms as it focuses on rhythm and not melody.

Kellyville Public School have formed a drumming group of 25 students from Stage 3, starting with some Stage 3 boys.

The outcomes of the project:

  • Drumming has helped to enhance creative arts (music) syllabus outcomes particularly in performing and organising sound. They have developed rhythmic skills and hand coordination.
  • The students have developed stronger collaboration and team work. They work together to create a rhythm and play together as an ensemble. Everyone plays one rhythm in unison or groups play multiple rhythms together. The students have become a team and help each other to strive for their best.
  • Improved and refined listening skills when playing collaboratively as an ensemble - the students need to play in time with the rest of the group for the group to sound effective.
  • Fostering creative thinking through improvisation has enabled the students to apply creative thinking skills when they:
    • find new ways to respond to problems and challenges
    • adapt and apply technical skills and knowledge to new contexts.
  • Promoting risk taking has occurred through improvising solo parts and performing in front of peers.
  • Developing leadership skills through composing rhythms to play solo and encouraging participation.
  • Establishing mentoring roles has seen the more confident or experienced students taking on a mentor role to assist others who are new to drumming or who need extra practice.
  • Creating real life performance experiences has enabled the students to experience the feeling of performing to their peers, staff and their community.

Music is all around us and is an integral part of our life and learning. It matters to people all over the world. It connects people and cultures, promotes expression and provides us with ways to communicate with others.

The school community at Glenhaven Public School appreciate how much music matters and aim to enhance opportunities to connect music to student learning.

With the release of the draft creative arts syllabus, the creative arts committee applied for a grant to run professional learning around the theme 'Music matters'.

‘Music Matters’ aims to:

  • develop and increase teacher commitment, knowledge and skills in the area of music
  • expand teaching and learning opportunities through innovative programs
  • promote an awareness and appreciation of how music matters to one’s own and other cultures.

This will be done by:

  • improving school resources and equipment
  • delivering innovative and effective teaching and learning programs
  • allowing students to engage in music
  • catering for the diverse learning needs of students
  • purchasing a variety of teaching resources and musical instruments to be incorporated into new programs.

CAGI funding will be used to purchase a variety of teaching resources including:

  • CDs/music files that reflect multicultural perspectives and support the development of students’ musical competency.
  • visual literacy texts

Vocal Ease MORE (departmental resource), accompanying professional learning and other professional learning opportunities will be incorporated in 'Music Matters'.

The intention of this initiative was to implement a whole school musical production, involving our local high school, and a community based drama group for teenagers and interested community members.

Our aim was to provide an innovative, collaborative and sustainable approach to our creative arts teaching by
developing new skills to engage students, enhancing community connections and culminating in a showcase of
student learning with our musical production.

This project increased teacher capacity by::

  • developing teacher knowledge and skills in relation to the teaching of the creative arts syllabus
  • providing professional learning to teachers by sourcing resources that support the teaching of the skills required to implement a whole school musical production
  • encouraging staff to participate in the arts by joining students in learning new creative arts skills.

We improved student engagement and skills by:

  • offering students choice, based on creative arts interest groups of performing in a lead role, drama, singing, dance, instrumental playing including marimbas and drumming, using technology and design in the arts
  • involving all students in practical applications of the creative arts syllabus expectations of visual arts making and appreciating, music performing, organising sound and listening, drama making, performing and appreciating, dance performing, composing and appreciating
  • linking classroom learning to the musical production by learning about musicals, stage directions and choreography and by producing art works as hall decorations
  • providing the opportunity to showcase learning in multiple performances
  • providing opportunities for the hire, purchase or upgrade of classroom materials, instruments or technology
  • including the whole school in learning the skills required for a whole school production
  • creating a sense of belonging and group responsibility during the production by purchasing coloured T-shirts for each creative arts group to identify themselves.

We have created positive collaborations and links with our community by involving students from our local high school
and teenage community drama group, utilising their skills in drama and face-painting to support our production involving adults from our local community who had drama, photography, sound engineering and digital recording skills to support our staff in learning, then teaching these new skills to students.

We have contributed to student wellbeing by:

  • providing opportunities for students to be creative, perform and have fun in multi-age groups
  • providing an opportunity for real life learning with a clear goal and purpose - a whole school musical production
  • encouraging our teachers to demonstrate excellence in teaching, learning and leading
  • allowing school learning time to focus on student learning through the creative arts.

CAGI funding enabled us to update school resources, allowing us to effectively deliver the practical components of our creative arts curriculum.

We hope to repeat this whole process again in two years using funds gained through ticket sales this year.

At Mulwala Public School we are very connected with our community. We were particularly keen to investigate working with any local Bpangerang artists. Through contact with Wodonga Artspace, Wirraminna Education Centre and Elder Uncle Freddie Dowling  we were able to commission work from Anderson Hunt to produce a metal sculpture of the White Bellied Sea Eagle.  Anderson Hunt is a reputable artist who has worked with Uncle Freddie previously for the Indigenous Bullawah Trail on Bpangerang Country.

Uncle Freddie informed the teachers at Mulwala of the local Indigenous contact Iris Troutman from the Many Mobs
Yarrawong.

Artist Anderson Hunt came to the school to meet the students and see the school to decide on what and where would work best for our community. Together we chose the west corner of school grounds, and a sculpture of an eagle to watch over the school and watch the sun rise, with a half circle of wooden chairs to use as conversation or sharing circle.  We will also create a native garden, small dirt mounds and stones in the area.

Anderon Hunt will continue as leading artist into the 2019 with the art workshops to include himself, Uncle Freddie Dowling , Alan Dowling. The students will be involved in indigenous centred art workshops throughout Term 1 and 2 2019, which will include artwork complimenting the white breasted sea eagle sculpture.

The students are particularly excited that they have been a part of this process and will be involved in the Welcome to Country ceremony with Many Mobs, acknowledging the Bpangerang Land the school has been placed on.

The unveiling ceremony of the sculpture on school grounds will include local Indigenous Bpangerang people, school students, staff and community and local community members. The ceremony will also include traditional dancers from the Bpangerang Cultural Centre.

Stage 4 to Stage 6

Creative Innovation

Swansea High School is leading the Galbabba community of schools in creating pathways for sustainable, integrated implementation of the Creative Arts syllabus in drama across all stages for the combined primary and high schools. The grant is building domain knowledge through teacher skills, student learning outcomes and providing opportunities for students to engage tangibly and meaningfully with drama content and resources.

Develop drama capability across the Galbabba community of schools aims to:

  • build foundational skills and relationships that will ease student transition from the primary to secondary curriculum
  • involve collaborations between students across stages, faculties and schools
  • provide for specific development of drama units of work
  • professional learning, training and upskilling a pool of qualified teachers in drama delivery.

This involves:

  • organising a drama workshop
  • providing professional learning opportunities
  • programming teaching and learning transition units of work
  • giving students opportunities to participate and collaborate in drama programs.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • teacher relief
  • funding of workshops
  • creation of support materials and units of work.

4C’s of rural and remote NSW grant

Students of Armidale High School have been given the opportunity to innovate, extend and explore their creativity into the digital realm through this grant. With the addition of a digital music production hub, students are communicating their art through enhanced performance and production opportunities, connecting and collaborating with schools all around NSW.

Digital music production hub aims to:

  • develop teaching and learning programs enhancing digital technology
  • encourage and promote digital technologies through across Stages 4, 5 and 6 in music
  • purchase and establish 21C learning equipment and technology
  • extend student composition and arrangement skills into the digital sphere.

This involves:

  • developing innovative 21C teaching materials
  • Improving student learning through technology
  • providing technology suitable and relevant to the music industry for students
  • showcasing student work samples
  • connecting rural or remote schools and encouraging collaboration across NSW.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • teacher relief for technology training
  • purchasing digital hub equipment and software
  • purchasing digital musical instruments
  • writing teaching and learning materials to be shared across NSW.

Single subject/artform

Bathurst district schools of Denison College Kelso high Campus, Denison College Bathurst High Campus and Oberon High School have come together to bring practising Australian ceramic artist Juz Kitson to the Bathurst area for a two-day intense ceramic workshop for 22 students and three staff. Following this workshop resources will be created and shared with NSW teachers for ceramics and shared on the Creative Arts curriculum website.

Juz Kitson ceramics workshop aims to:

  • increase participation and exposure to visual arts in regional areas through ceramics
  • deliver a two-day workshop for students and teachers
  • improve teacher confidence in the delivery of clay-based programs across Stages 4, 5 and 6
  • encourage initiative in programming for clay, which allows for student engagement and challenges them to continue their enjoyment of learning
  • promote understanding of artist practice which links students’ theoretical knowledge to practical application, regarding themselves and practising artists.

This involves:

  • participating in two days of experimenting with hand-building to create individualised ceramic objects for a unique installation and learn about the properties of clay
  • learning through instructive practical demonstrations on how to push and pull the material,
  • teaching skills in building forms and preparing surface treatments
  • writing supportive teaching and learning units of work.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • organisation of the workshop
  • writing of resources
  • ceramics materials
  • teacher relief.

First Nations Arts Grant

Students of Kellyville High School’s Media team are currently engaged in collaborative research to co-design with teachers  a movie about the history of their local Marella Mission Farm. The video aims to encourage students to respect diversity, be aware of the local Aboriginal past and to ensure all young Australians will be given the opportunity to gain a deeper understanding and appreciation of histories and cultures, their significance for Australia and the impact they have had, and continue to have, on our world. The staff and students of this grant want to encourage schools around NSW to engage in authentic learning opportunities that embrace Aboriginal and Torres Strait Islander perspectives through the curriculum, helping all students to gain new insights and worldviews. Promoting an understanding of Aboriginal and Torres Strait Islander children, they are exploring the strength, sense of identity and belonging that comes from recognising culture as a unique, core part of every individual’s being.

Marella Mission Farm aims to:

  • create valuable resources addressing the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures, encompassing the concepts of Country and Place, People, Culture and Identity
  • promote opportunities for students and teachers to engage with resources that allow them to explore the beliefs and value systems of Aboriginal and Torres Strait Islander peoples.
  • develop knowledge and understanding in students and teachers of Aboriginal and Torres Strait Islander history and culture in Australia through the Creative Arts curriculum.

This involves:

  • action research about their local Marella Mission Farm
  • interviewing our local Aboriginal elders about their life on the Marella Mission Farm
  • developing a storyline and script in collaboration with our local elders
  • filming and editing the story
  • creating teaching and learning resources to support schools around NSW with engaging with their local Aboriginal communities through film making.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • teacher relief
  • filmmaking equipment
  • student research
  • and music.

Creative Innovation

Napean Creative and Performing Arts High School, Asquith Girls High School and Sydney Distance Education High School were successful in obtaining this grant due to their dedication and focus on improving quality teaching practices in music technology education. Through the creation of an education kit and professional development workshop, both students and teachers will have the opportunity to engage with and learn from some of Australia’s best composers, musicians and educators. Demystifying current music technology by creating an engaging and accessible education kit for the NSW music syllabus. The kit will be built around three new electro-acoustic works for flute, voice and electronics by Australian composers Cat Hope, Tristan Coelho and Fiona Hill with performances by Lamorna Nightingale and Jane Sheldon.

Other voices creative education kit aims to:

  • provide teachers with a series of lesson plans and resource materials aimed at Stages 4 and 5 as well as Stage 6 music 1, 2 and extension
  • focus on developing critical thinking skills and extending students musical experiences of electronic and contemporary music practices
  • creating innovative music technology lessons drawing together composition, musicology, performance and aural skills.

This involves creating:

  • score excerpts (both notated and graphic)
  • audio excerpts (performances of the scores)
  • audio samples available for students to download and manipulate
  • standalone downloadable electronic software tools for teaching explicit music technology techniques such as delay, reverb, EQ, looping, FX (able to be opened on any platform)
  • professional learning and performance tips including videos demonstrating extended techniques and improvisation activities
  • practical advice for working with electronics
  • links to related pieces and artists available for study Score excerpts (both notated and graphic) Audio excerpts (performances of the scores) Audio samples available for students to download and manipulate Standalone downloadable electronic software tools for teaching explicit music technology techniques such as delay, reverb, EQ, looping, FX (able to be opened on any platform) Performance tips including videos demonstrating extended techniques and improvisation activities Practical advice for working with electronics Links to related pieces and artists available for study
  • curriculum resources.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • recording, production and mixing of compositions
  • teacher relief
  • working with composers
  • rehearsals
  • creation of resources.

Creative arts and life skills

Music teachers at Parkes High School are using the creative arts and life skills grant to enhance their teaching for students with significant physical or intellectual learning and support needs. Before the grant, their Stage 4 program used guitars as a focus instrument, however, many students found the instrument too difficult and big. This initiative will support those students by differentiating their learning onto the Ukulele, while achieving the life skills outcomes of the music syllabus.

Stage 4 Ukulele program aims to:

  • teach students basic Ukulele skills
  • develop teaching and learning programs for life skills students in music.

This involves:

  • developing teaching and learning programs
  • purchasing instruments
  • delivering work
  • releasing teaching and learning resources.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • teacher relief
  • purchasing instruments
  • making resources.

This unit of work (DOCX 64.38KB) is now available for download.

Creative Innovation

A community made up of 17 schools across the Illawarra have formed a visual arts curriculum network. This group of innovative teachers strive to make student learning of visual arts highly engaging and relative to real life experience. The grant is being used to establish a collaborative Stage 6 art exhibition in an established gallery in the Illawarra with professional learning tailored to student preparation for the Higher School Certificate, broadening their understanding of the art world.

The schools involved in this grant are listed below.

Stage 6 CNI collaborative exhibition aims to:

  • use the experience of participating in an exhibition as a driving force for students to engage in high quality art making practices to represent their school
  • allow students to participate in the process of setting up the art work in a gallery space
  • engage students in collaborative activities with students from a variety of schools
  • increasing the teaching portfolio of programming and teaching techniques for visual arts teachers across the Illawarra
  • co-ordinate and engage in curriculum related professional experiences in a collaborative learning environment.

This involves:

  • offering year 11 visual arts students a space to exhibit their preliminary art work in a collaborative setting providing a real life curriculum experience
  • planning and delivering professional development in programming and teaching practices
  • organising activities during the professional learning days for students and staff including lectures from a gallery committee and practicing artist
  • offer a space for visual arts teachers to engage in professional learning through a CNI meeting with the focus on Preliminary and HSC programming.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • teacher relief
  • hiring and organisation of art space
  • catering
  • professional development resources
  • showcasing artistic work
  • artistic materials.

Creative Innovation

Lead by Dulwich High School of the Visual Arts and Design in partnership with the University of New South Wales, this grant will equip NSW students with vital critical and creative skills they need to enter the workforce as innovators, problem-solvers and change-makers. This initiative focuses on implementing and researching professional learning activities that will lead to the development of teacher knowledge, skills and understanding of how to teach and assess students’ critical and creative thinking skills (CCTS) in Years 7-10 visual arts.

Teaching and assessing students' critical and creative thinking skills in VA years 7-10 aims to:

  • design as a professional learning program for teachers
  • provides a site for action research on teacher professional learning in visual arts
  • integrate teacher modelling, supported by action research and an academic partner to provide best practice-based professional learning to art teachers across NSW.

This involves:

  • collaboratively develop, pilot, implement and evaluate a framework for building students’ CCTS capabilities in visual arts classrooms
  • creating professional learning opportunities for VA through resources augmented by research-based findings for making visible alignments between critical and creative thinking, pedagogy, syllabus content and students’ learning in terms specific to visual arts
  • engage teachers in regional and metropolitan schools in research-based professional learning to expand teacher capacity, knowledge and skills by adopting action research methodologies to research their own and other’s teaching practice.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • teacher relief
  • filming and editing of professional learning
  • planning and creation of resources.

First Nations arts grant

The Woolgoolga High School Aboriginal choir has been singing and representing their school since 2015. Starting with seven students, it has grown to over 20 members with the students' enthusiasm. Students have sung at many special occasions including a NSW Principals Conference. Singing in the language of their First nation of Gumbaynggirr, the choir has allowed it’s students to develop strong pride in their language and culture.

Woolgoolga High Gumbaynggirr Language Choir aims to:

  • purchase instruments
  • continue growing this music and language program
  • create and share resources with NSW teachers for embracing the traditional language of the First Nations people.

This involves:

  • developing support resources to be shared with the state
  • continuing to expand on their teaching and learning program.

CAGI funding will be used for a variety of teaching and learning opportunities including:

  • purchasing clapsticks
  • purchasing a Coolamon by Tati-Tati man Brendan Kennedy
  • teacher relief for support material writing.
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