Performing arts education in Australia
There is also a growing body of evidence, from the Australian Council for the Arts and the Parliament of Australia, showing that First Nation's participation in the arts and culture has significant economic, social and cultural benefits to Australia and further supports the outcomes of the Australian governments ‘Closing the Gap’ campaign.
[3][4] There has been an increasing number of scholarships opening up in educational institutions for Indigenous Australians aimed at encouraging this participation in the arts.
[5][6][7] The first Australian Educational Curriculum, drawn up in Victoria in 1872, was based on approximately 7 subjects, which were reading, writing, arithmetic, grammar, geography, drill, gymnastics as well as sewing and needlework for females.
On 23 March 1974, the National Youth and Children's Performing Arts Association of Australia was created during the Adelaide Festival.
[11] Acting as a national organisation, the aims and objectives were outlined as follows: 1) To stimulate, promote and develop the performing and community arts by and for young people; 2) To encourage and co-ordinate the exchange of ideas and information between members, producing bodies, funding bodies, schools, colleges, universities and all interested persons through newsletters, journals, workshops and festivals; 3) To encourage and facilitate the exchange of personnel as widely as possible in the field.In the following year, the organisation became a constituted body and rebranded as the Australian Youth Performing Arts Association (AYPAA).
The association began to fulfil its role through organising the Children's Programme for the Australia 75 Festival of the Arts and Science held in Canberra in March 1975.
[11] Contributed generously by funding from the Schools Commission, the program was a comprehensive educational experiencing ranging from performances by youth theatre groups and theatre-in-education companies to drama camps.
[13] In the 80s, optional small group instrumental music programs were offered by State Departments of Education except for New South Wales (NSW).
The Year 12 syllabus was revised by most states to offer at least two music subjects, such as Performance and Theory in South Australia.
[13] Outside the classroom, most states provided students the opportunity to experience touring performing arts and music programs of various styles.
For example, Queensland's art council had an extensive music program that offered over 4000 performances a year for school audiences.
[17] At a school level the Australian Education Curriculum includes 3 distinct subjects (Dance, Drama and Music) which come under the umbrella of the performing arts.
In drama, students are educated in using body language, speech, gesture and space to express and portray themes in both fictional and non-fictional contexts.
State governments are responsible for providing funding to both primary and secondary schools as well as community organisations that teach the performing arts.
The school aims to train dancers of the highest calibre who will then be able to move into The Australian Ballet and other professional dance companies.
They provide tailored training programs to younger emerging musicians all the way through to those wanting to pursue a professional career.
This program is run in partnership with the National Institute of Circus Arts, Swinburne University and Wodonga Secondary Senior College.
[10] Indigenous Australians have a rich and unique cultural and artistic expression which has a long deep rooted history.
[36] It is through performance that Indigenous culture is transmitted and is seen a primary means of passing on laws and customs and sharing experiences as well as providing entertainment.
[36] The Australia Council for the Arts (a government supported unit) have outlined protocols that should be considered and undertaken when educating about Indigenous culture.
They are based on themes of respect, Indigenous control, communication, consultation and consent as well as interpretation, integration and authenticity.
Examples of such protocols in practice include knowing how to conduct an appropriate acknowledgement of country and understanding and researching the context and meaning of Indigenous language, songs, dances and symbols before interpreting or performing them.
The history and development of Aboriginal dance style and meaning throughout time is taught to students in Stage 4 and 5 (Year 7–10).
[40] All Indigenous-identified schools in Australia are run on the principles of self-determination and self-management with Indigenous culture, history and values at their core.
[41] Born on 1 July 1894, Sir Bernard Thomas Heinze was most known as an Australian conductor and the Director of the New South Wales Conservatorium of Music.
He was regarded as a pioneer in the industry as he saw the advantages of performing arts organisations providing educational products.
[42] Born on 1 September 1910, Dame Peggy van Praagh was best known as a British ballet dancer and an advocate for dance education in Australia later in her career.
Van Praagh became the coordinator of dance studies at the Western Australian Academy of Performing Arts, Edith Cowan University, Perth in 1982.
[43] New South Wales is the only state to have selective high schools specifically dedicated to the performing arts.
This unique organisation spawned the independent opera, ballet and theatre companies of today, as well as the development of arts education in post-WW2 Australia.
