Two key arts and education bodies have highlighted the fact that skill in visual communication is fast becoming as important as text literacy and numeracy.

The National Association for the Visual Arts (NAVA) has been working with a group of art and design education specialists who are members of the Visual Education Group of the National Visual Arts and Craft Network (NVACN).

Today they have been given the green light for a research project which has the potential to make major changes in the orientation of education at all levels from kindergarten to tertiary.

Education Minister Brendan Nelson and Minister for Communications, Information Technology and the Arts, Helen Coonan today publicly promised their support and funding for a study of visual education across the country.

The research work will define targets and provide data that can be used to realign Australian curriculum and teaching to better meet the needs of visual arts professionals and the larger community.

"The visual is permeating every aspect of life. Think video phones, computer systems, TV, film, advertising, electronic and hard copy publications, and the many forms of art and design using new technologies. It has become absolutely essential for the 21st century child to be able to 'read' images and express themselves visually", said Tamara Winikoff, Executive Director of NAVA.

"However, this is not reflected in the preparation provided by school and tertiary education", she continued. "We are extremely grateful for the financial assistance provided by the Department of Education, Science and Training (DEST), Department of Communication, Information Technology and the Arts (DCITA) and the Australia Council", she said.

NAVA and the Visual Education Group have been calling for an urgent review of the current purposes, participation and quality of delivery of visual communication and visual arts, craft and design education at primary, secondary and tertiary education levels. This includes the role played by public galleries and service organisations in providing life-long education for the general public.

The two bodies believe that as well as contributing to general learning outcomes, appropriate training could prepare students for a steadily growing variety of creative and aesthetically oriented occupations including fashion, advertising and marketing, media and publishing, IT, design, heritage interpretation - the areas loosely described as the "Creative Industries".

"Despite the enrichment provided by artists to the cultural life of the community, there is still a lack of recognition of the visual arts as a profession. Taking these subjects at school has come to be regarded as a soft option, and in some states students are disadvantaged in achieving higher education entrance because of the lower weighting given to art subjects" continued Winikoff.

"This indicates a necessity for more appropriate streaming to be provided from primary school through VET and/or University and into a professional career. But currently each step along the way is beset with obstacles" she said.

The results of the research will be used to guide future policy and curriculum development in visual communication and visual arts, craft and design.

Tamara Winikoff
Executive Director, NAVA
12 August, 2004