Abstract :
This paper examines the changing role of Australian art teachers in the period 1966
to 1997. Four transition periods of change are identified beginning with 1966 to
1978 when, in the absence of any written state or national level curriculum
documents, art teachers were autonomous professionals responsible for their own
curriculum planning and classroom methodology. The second period 1978–1989 saw
the writing of many state and national level documents which attempted to
articulate clear goals and directions for art education, however due to lack of
funding each of these had little far reaching impact. In the third period, 1989 to the
present day, art teachers seem to see themselves as being totally accountable to ‘the
system’. The increase in accountability measures relating to externally imposed
learning outcomes for students, more systematic assessment procedures and changes
to employment terms and conditions has meant that many teachers seem
demoralised and disempowered rather than autonomous and empowered. The
author adopts Michael Fullan’s view that the (art) teacher of the future must become
a change agent with four particular skills: personal vision-building skills; a critical
sense of inquiry; mastery of skills; and the ability to engage in collaboration.
