It is all Art, even if the form changes

“Making art requires students to develop deep understandings in order to represent their ideas to others through the art” (Sinclair, Jeanneret et.al p.197)... Sometimes it is easier to communicate this understanding through Art because Art isn't subject to the limitations or manipulations of vocabulary and language. “A Vocabulary need not be only words_ images, sounds, and experiences may also be important.” (p.200)

In class last week half of our class responded or interpreted a painting of Edvard Munch called 'The Scream'.

“...The scream is silent, which is probably a good thing, because it would be a terrifying sound. It's a scream emitted, not only by the figure of this man with his mouth open as he stands on a bridge, but the scream sounds through all of nature. I remember the livid sky and the turbulent water behind the bridge. And the sound, which we now think of as sort of primal scream, a scream which liberates instinct.” (Jill Kitson, Lingua Franca, ABC National)

At its heart, Art is about expression. Arguably the Arts more than any subject embrace diversity and diverse expression. I don't think I could have represented Munches 'Scream' in music, even with the help of the other students, I think I would have interpreted it differently, high-pitched and wobbly sounding and I would not have had the musical skills to make that sound I wanted (another argument for art partnerships and residencies). Sinclair et al chapter 11 talk about 'Creative frustration'- “working with others…need to tolerate uncertainty and ambiguity as they bring new artistic, practical, and personal elements to bear in unique ways for each new project.” I imagine integrating the art forms is a great way to support exploration of an individuals 'preferred' ways to express ideas, thoughts and feelings. As teachers we are advised to aspire to “…create lots of opportunities and entry points for all individuals to be involved with eachother” (Sue Wong ,cited in Sinclair et.al, 2009, p196).

“Creative insights often occur when existing ideas are combined or reinterpreted in unexpected ways or when they are applied in areas with which they are not normally associated. Often this arises by making unusual connections, seeing analogies and relationships between ideas or objects that have not previously been related” (Robinson, 1999, p32 cited in sinclair et al, p200).

I think the advantage in taking the draft curriculum approach that we have been taking to teaching the arts, organised around - generating, realising and responding, is the opportunity the framework provides for children to engage with chosen arts practices, from a pretext that integrates artforms, to produce meaningful expression (BUT see a scathing criticism of this idea and another viewpoint is given in The Weekend Australian , August 27-28, 2011, The Nation, p9).

Lina, Bill, the text.. all talk about making sure the connection between art forms is authentic, so I get that the point is obviously important... but I don't see how integrating the artforms can be inauthentic ??