Through Art develops and implements challenging, inquiry-based learning programs that engage young people in learning literacy and numeracy skills through the visual arts.

Our learning programs are designed specifically to help young people overcome low literacy and numeracy skills, while also developing in them a passion for the visual arts. We aim to engage and connect young people in literacy and numeracy skills development and the creative process of visual arts to make a positive impact on their life-long educational and socio-economic outcomes.

Through Art's learning programs cater to young people of primary, middle and secondary school age. Find out more about our learning programs here.

Our Vision

That every young person receive the encouragement and support they need to obtain critical literacy skills, while also developing a passion for the visual arts.

Through Art's Teaching and Learning Philosophy

Equal opportunities. Safe and respectful learning environments.

Through Art’s teaching and learning philosophy is inline with constructivist and humanist thinking. We believe young people are individuals who are capable, skilled and intelligent. To care for our young participants is to provide them with the opportunity to learn in a safe and respectful environment, where there is an expectation of high quality learning that acknowledges their interests and values their academic, social, emotional, behavioural and physical needs. To successfully provide this it is essential that our teaching artists establish close relationships with young people and that these relationships are based on mutual respect, honesty and collaboration.

Through Art strongly believes in equal opportunities for all young people regardless of their socio-economic, learning, physical or mental health circumstances. We endeavour to give all young people the opportunity to be empowered with responsibility, opinion and choice. Consequently, our inquiry-based art projects are equitable and challenging and are conducted in a democratic and inclusive learning environment. 

High expectations. Capable and curious learners. 

Through art has high expectations that all young people will respond to new knowledge reflectively and responsibly, and through doing this will create many of their own learning opportunities, outside of our catalyst. This approach allows us to take on the role of facilitator and questioner in a learning environment that is managed by young people. 

In planning our learning programs, Through Art uses the underpinning principle that all young people are capable and curious learners, and thus need to be active co-constructors of knowledge and participants of meaningful learning in order to connect what is being learned with prior knowledge and experiences. As part of an visual arts-integrated and cross-disciplinary learning program, activities focus on connecting relevant and important visual art techniques, and themes and ideas that are of personal and social importance to young people with those that are of local and global importance. 

Differentiated learning. Young people as part of a creative team.

Considering young people’s cognitive functioning levels is essential to the implementation and application of developmentally appropriate teaching and learning strategies. This allows them to work within and extend their zone of proximal development. To ensure young people’s engagement in learning, we differentiate our learning programs according to their confidence with literacy and numeracy, interest, readiness and learning profiles. Young people are involved in visual arts-integrated activities that require use of critical higher order thinking skills, evaluation of process and outcome quality, collaborative efforts and negotiation of working and social relationships. Observing this skill triad assists Through Art’s teaching artists in determining young people's understanding of literacy and numeracy, how they identify themselves as part of their creative team and their level of ability in practical visual arts techniques. Developing Through Art’s learning programs in this way fosters young people’s intrinsic motivation for learning literacy and numeracy through the visual arts.

The general capabilities icons and information used on this website are © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (accessed 24 February 2016) and was modified. The material is licensed under CC BY 4.0. Version updates are tracked on the 'Curriculum version history' page of the Australian Curriculum website.