Work, Employment and Enterprise
Work, Employment and Enterprise in Creative Arts
Dance
The Dance syllabus offers experiences that lead to an understanding of the skills, roles and work environment of dance professionals as well as career opportunities in dance and dance-related industries. The Dance syllabus also provides students with opportunities to ‘learn through dance’ that nurture life skills extending beyond ‘learning to dance’. This contributes to lifelong learning opportunities that relate to future work and employment in dance, dance-related fields and industries. The Dance syllabus also provides students with opportunities in enterprise, such as learning in teams to create and sustain a project. Employment-related skills learned through dance include organisation, performance and people management.
Drama
In Drama, students develop skills, competencies, understandings and attributes, which equip them to identify potential areas of employment in drama and theatre. In Drama, work and employment opportunities relate to each of the learning experiences of making and performing and appreciating. As students engage in these activities they will develop an understanding of the roles of actors, writers, directors, and other drama and theatre practitioners, as well as other key roles in the theatre, film and television industries. These industries are globally significant and provide potential international opportunities. Drama develops communication skills vital to all employment areas.
Music
Students in the mandatory and elective courses will develop an understanding of the role of performers, composers, and critics/writers, as well as other key roles in the music industry. Composition and performance encourage students to work innovatively and creatively with available resources in real world situations. The listening component of the syllabus develops students’ critical ear. It contributes to the way that students evaluate, synthesise and analyse musical works. As students develop their knowledge, understanding and skills in performing, composing and listening, they should be made aware of the opportunities that these skills can offer them in the world of work.
Photographic and Digital Media
In Photographic and Digital Media students learn that an artist can be thought of as a photographer, multimedia artist, videographer, animator, filmmaker, performance artist, video and digital artist, and understand how they make artworks, why they make artworks as well as the development of skills in making and practice.
In this course students develop an understanding of how artists and audiences interact, and their own role as photographer, videographer, computer/digital artist, filmmaker and performance artist. Students can investigate the effects of globalisation and digitalisation in the expansion of creative work opportunities for artists in diverse fields such as film, video and print media, advertising, interactive leisure design, publishing, communications, entertainment and recreation industries.
Students can investigate how photographers, videographers, computer/digital artists, filmmakers and performance artists work individually and collaboratively with others in the workplace in a range of industries including emergent creative and technological industries. They can investigate how artists create photographic and digital works for political, social and work-based issues including advertisements, film and videos, performance, websites, posters, banners, murals and billboards. Students investigate and develop their understanding of artists and practice in the field of photographic and digital media and the relationships between artists and audiences, works and the world in making, and in critical and historical interpretations, through investigations of particular issues in photographic and digital media.
Visual Arts
In Visual Arts this involves developing an understanding of the artist — how they make artworks, why they make artworks — as well as the development of skills in artmaking practice.
In the mandatory and elective courses students develop an understanding of how artists and audiences interact, and their own role as an artist. They learn that an artist can be thought of as a designer, multimedia artist, animator, filmmaker, video and digital artist, web page designer, teacher, interior architect, landscape designer, photographer, sculptor, printmaker, architect, fabric and textile artist, and ceramicist.
Students can investigate the effects of globalisation and digitalisation in the expansion of creative work opportunities for artists in diverse fields such as advertising, interactive leisure design, publishing, communications, entertainment and recreation industries.
Students can investigate how artists and designers work individually and collaboratively with others in the work place in a range of industries including emergent creative and technological industries. They can investigate how artists create artworks for political, social and work-based issues including posters, banners, murals and billboards. Students investigate and develop their understanding of artists and practice and the relationships between artists and audiences, artworks and the world in making, and in critical and historical studies through investigations of particular issues in visual arts.
Visual Design
In Visual Design this involves developing an understanding of the artist as a visual designers – how they make visual design artworks, why they make visual design artworks – as well as the development of skills in the field of visual design.
Students can develop an understanding of how artists as visual designer and audiences interact, and their own role as a visual designer. They learn that an artist as a visual designer can be thought of as a web designer, architect, commercial and industrial designer, space, light and sound designer, graphic designer, fashion, accessories and textile designer.
Students can investigate the effects of globalisation and digitalisation in the expansion of visual design opportunities for artists in diverse fields such as advertising, interactive and leisure design, publishing, communications, entertainment and recreation industries.
Students can investigate how artists as visual designers work individually and collaboratively with others in the work place in a range of industries including emergent creative and technological industries.
They can investigate how artists as visual designers create artworks for political, social and work-based issues including posters, banners, murals and billboards. Students investigate and develop their understanding of artists as visual designers, practice, and the relationships between artists and audiences, artworks and the world in making, and in critical and historical interpretations through investigations of particular issues in visual design.
(NSW Board of Studies Creative Arts Years 7-10 Syllabuses)
The School to Work Program
Initiatives in the Creative Arts with a focus on Work, Employment and Enterprise also support the outcomes of The School to Work Program. A major focus of this program is to integrate vocational learning into classroom practice. This encompasses the development of employment related skills and exposes students to a range of workplace contexts related to their class work. Class topics can be linked to relevant career pathways so that students can make the connections between their learning and the ‘real world’. This may occur in the form of simulated workplace activities, engaging in workplace problem solving tasks, or incorporate workplace research. Schools can provide all students from Years 9-12 with an Employment Related Skills Logbook which enables them to identify and record the skills learned in their school, community and workplace contexts\
For further information on School to Work, click on the link below.
Vocational Learning in Creative Arts
This resource booklet was developed in 2005 by the Vocational Education in Schools Directorate in consultation with Curriculum K-12. Vocational Learning in Creative Arts provides teachers with practical activities to integrate Work, Employment and Enterprise into teaching and learning. The Vocational Learning in Creative Arts resource booklet is available on the Vocational Learning website.
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