'Artnerships : effective models of arts and education partnerships

Since 1984 there has been ongoing debate in arts and educational circles about School Touring Programs which provide performing arts programs to school audiences in school venues. John Emery published in Lowdown one of the first articles to review and question the position of School Touring Programs in Australia. Emery spoke of Queensland's get up and go in relation to arts experiences provided to schools. It is true to say that Queensland Arts Council's School Touring Program is the largest coordinated youth performing art program of its kind in Australia. But a question remains; how does this monolithic structure position teachers? Are they encouraged to be baby-sitters, wardens, consumers or partners in the arts experience? As teachers in Queensland are required to meet syllabus outcomes they are a vital link in extending and deepening the live arts experience for students. Yet in the current climate Queensland teachers have little opportunity to become familiar with an art work, it's context or it's themes before it enters their schools. There is an urgent need for stronger dialogic mechanisms between arts providers and teachers. Using a constructivist paradigm this thesis will illuminate how arts providers and agencies, including Queensland Arts Council, in Australian states and territories can develop partnerships with schools to enhance outcomes for students and teachers in arts education. Drawing upon observations and understandings of the three arts education models in the United States of America - Wolf Trap Institute for Early Learning in the Arts, Virginia; Performing Arts Centers and This model encourages teachers to play a more proactive role in rich learning experience that is part of a live theatre experience. The model supports teacher and student engagement with live arts experiences and has the potential to work in Queensland, in Australia and beyond. This challenging and exciting opportunity for teachers and artists will seek to extend their thinking and develop aesthetic education opportunities and resources to support the first hand experience of art.