Safety – Visual and Performing Arts

Policy

This policy outlines the occupational health, safety and wellbeing requirements relating to teaching visual and performing arts in schools and provides guidance to schools in ensuring safe environments and equipment in these settings.

Summary

• The department must maintain, so far as is reasonably practicable, a safe and healthy working environment for employees that is without risk.
• The principal or their delegate must identify and manage risks associated with teaching visual and performing arts in schools. This must be done in consultation with school staff who are or are likely to be affected, and the health and safety representative (HSR), where elected.
• School staff must prioritise health and safety when engaging in activities related to visual and performing arts and must take reasonable care for their health and safety and those of others who may be affected by their actions or omissions while at work.
• Tasks and activities that may create health risks or potential injury must be documented in the school's Occupational health and safety (OHS) risk register.
• The Statewide OHS Services Team and theOHS Advisory Service can provide free hands-on services to complete OHS tasks, including onsite support for managing risks associated with visual and performing arts.
• The Safety - Visual and Performing Arts Procedure outlines how to identify, assess, control and monitor the hazards and risks of visual and performing arts programs in schools.

Details

A curriculum that offers visual and performing art classes creates a unique opportunity to engage students in the arts. Visual arts include subjects such as ceramics, painting, drawing, filmmaking, design, crafts and photography. Performing arts includes subjects such as dance, drama and music. There are hazards and risks associated with these subjects that pose specific risks that may not be present in other teaching environments. This policy and procedure will assist staff to manage these risks to ensure a healthy and safe school to teach and learn in.

Roles and responsibilities in managing risks related to visual and performing arts

Under the Occupational Health and Safety (OHS) Act 2004 (Vic) managing the risks of teaching visual and performing arts curriculum is a shared responsibility between the department, the principal or delegate and relevant school staff.

Department roles and responsibilities

The department must maintain, so far as is reasonably practicable, a safe and healthy working environment for school staff.

Principal or delegate roles and responsibilities

The principal or their delegate must, in consultation with school staff who are or are likely to be affected, and HSRs, where elected, are to assess and control risks related to visual and performing arts programs.

School staff roles and responsibilities

School staff must take reasonable care for their own health and safety and that of others who may be affected by their actions or omissions. Any school staff member who identifies or observes a hazard must notify the principal or their delegate using the most appropriate method, considering the risks in the specific circumstances, and report it in eduSafe Plus.

Key requirements to manage visual and performing arts risk

Schools must:

• identify and assess hazards and document risk controls related to the teaching of visual and performing arts in the OHS risk register, and manage identified risks in line with the OHS Risk Planning and Management policy.
• consult with relevant staff and HSRs as per the OHS Consultation and Communication policy.
• consider development of a Safe Work Procedure Template where activities or tasks are assessed by staff to have a high or extreme level of risk.
• identify and schedule relevant OHS training for school staff who teach visual and performing arts subjects. Refer to OHS Induction and Training for School Staff.
• Conduct and complete workplace safety inspections at least once a term using the art roomdesign and technology room safety inspection checklists. Refer to Workplace Safety Inspections.
• identify, assess and manage all items of plant and equipment used for teaching visual and performing arts. Refer to Plant and Equipment Management.
• record relevant items of plant and equipment in the school Plant and Equipment Register (XSLS).
• isolate and tag out unsafe plant or equipment. Refer to Plant and Equipment Management and Equipment Isolation and Tag Out.
• identify, assess and manage all risks associated with hazardous substances and dangerous goods. Refer to Chemical Management.
• manage and monitor contractors engaged to undertake installation or maintenance of plant and equipment. Refer to Contractor OHS Management.

Department supports for schools

Panel agreements for suppliers

The Art Supplies Panel is optional for schools to use to purchase and procure art supplies from appointed suppliers under a contract arrangement with agreed terms and conditions, such as pricing. For help with engaging one of the 9 suppliers from the panel, refer to the art supplies panel on Department-managed panels. This page contains links to the art supplies panel and other information including the pricing catalogue (XLSX) and frequently asked questions (DOCX). The Standing Offer for the Provision of Art Supplies Goods and Services to Victorian Government Schools (PDF) includes the requirement for art suppliers under the panel agreement to reduce or eliminate risks to health and safety as far as is reasonably practicable.

Schools can use the State Purchase Contract for a range of stationery items and health and safety supplies including writing materials, paper, office products, computer accessories, and education supplies. For more information, refer to Stationery FAQs (DOCX).

Statewide OHS services team – hands-on services with OHS tasks

The department provides a range of supports and services to assist principals and school staff to stay safe and well. This includes access to the Statewide OHS Services Team and theOHS Advisory Service, who can provide hands-on services to complete OHS tasks, including onsite support for managing risks associated with visual and performing arts. School leaders can request support for the school’s OHS needs including help with compiling registers, support with eduSafe Plus and creating safe work procedures (SWPs) for hazardous equipment. Refer to OHS Services for Schools (PDF).

Using eduSafe Plus to report and manage identified hazards allows the Statewide OHS Services Team to provide more targeted assistance and advice. Guidance for reporting and managing hazards on eduSafe Plus is located in the How to report a workplace hazard guide (PDF) (staff login required) on the knowledge base in eduSafe Plus.

Definitions

Dangerous goods
Dangerous goods are substances that may present an immediate safety hazard to people, property or the environment during transport or storage. They include the flowing classifications:

• explosive
• flammable gas, non-flammable, non-toxic gas
• toxic gas
• flammable liquid
• flammable solids, spontaneously combustible, dangerous when wet
• oxidizing agent, organic peroxide
• toxic
• radioactive
• corrosive
• miscellaneous dangerous goods.

For further information, refer to Chemical Management.

Hazard
Anything with the potential to cause harm, injury, or illness.

Hazardous noise
Regulations in Victoria limit exposure to 85 decibels (dB) averaged over 8 hours. Exposure to noise levels over this will lead to permanent damage and are considered hazardous. To determine if noise is at a hazardous level, workplace monitoring can be undertaken.

Hazardous substances
Substances that can harm people's health and can be solids, liquids or gases. They are often in the form of fumes, dust, mists and vapours. Examples of hazardous substances common to visual and performing arts include but not limited to:

• Spray adhesives and epoxy glues
• Fumes created by 3D printers.

Performing arts
Creative art activities such as dance, music, or drama.

Plant and equipment
Plant and equipment includes equipment that lifts or moves people, materials or objects. This can include rigging, hoists or cranes. Powered mobile plant equipment such as elevated work platforms. Power tools and equipment that drill, punch or grind wood or metal.

Safe Work Method Statement (SWMS)
A document that describes the high-risk construction work (under OHS Regulations) being performed, the health and safety risks associated with the work and the risk control measures that will be applied to ensure the work is carried out in a safe manner.

High-risk construction work involves activities such as:

• where there is a risk of a person falling more than 2 meters
• at workplaces where there is any movement of powered mobile plant
• involving demolition
• involving a confined space
• involving removal or disturbance of asbestos.

Safe Work Procedure (SWP)
Is a step-by-step guide designed to ensure tasks or activities are carried out safely and effectively. It outlines the correct way to use equipment, perform tasks, and handle materials to minimise risks and prevent injury. SWPs help promote consistency, prevent accidents, and support a safe working environment for everyone involved.

In schools, SWPs should be tailored to suit the unique needs of the environment, equipment, and activities. This ensures that staff and students can perform tasks safely and confidently while addressing specific hazards relevant to the school setting.

Safety Data Sheet (SDS)
A document prepared by the manufacturer, importer or supplier of a dangerous good, hazardous substance or other chemicals. A SDS describes the properties and uses of a particular substance including details about substance identity, chemical and physical properties, health hazard information and precautions for storage, use and safe handling.

Visual arts
Creative art activities such as ceramics, drawing, painting, sculpture, architecture, printmaking, photography, videography, design and crafts.

Voice care
Voice care refers to caring for the voice by paying attention to signs such as hoarseness, croakiness or a husky voice, changes in voice pitch and burning or dry sensations. Noticing signs is the first step to initiating strategies to protect and care for voice health. Preventive strategies can also be used to avoid symptoms occurring or developing.

Related policies

• Chemical Management
• Contractor OHS Management
• Equipment Isolation and Tag Out
• Manual Handling
• Noise Management
• Occupational Health, Safety and Wellbeing Management in Schools
• OHS Induction and Training
• OHS Purchasing
• OHS Risk Planning and Management
• Prevention of Falls when Working at Heights
• School Councils and Contractors
• Slips, Trips and Falls Prevention
• Voice Care for Teachers
• Volunteer OHS Management
• Workplace Safety Inspections

Relevant legislation

• Dangerous Goods Act 1985 (Vic)
• Dangerous Goods (Storage and Handling) Regulations 2022 (Vic)
• Occupational Health and Safety Act 2004 (Vic)
• Occupational Health and Safety Regulations 2017 (Vic)

Safety — Visual and Performing Arts Procedure

The Visual and performing arts safety procedure sets out practical step-by-step instructions that must be followed to implement the Visual and Performing Arts Safety policy. This procedure must be implemented in consultation with school staff who are or are likely to be affected, the health and safety representative (HSR), where elected, and the health and safety committee or OHS working group (if established).

It contains the following steps:

1. Identifying hazards in visual and performing arts teaching
2. Assessing risks
3. Controlling the risks and developing safe work procedures
4. Monitoring, reviewing and reporting.

1. Identifying hazards in visual and performing arts teaching

There are a range of potential hazards relating to teaching visual and performing arts. Principals or their delegates must ensure that arrangements are in place for consultation with HSRs, where elected, and collaboration with school staff who teach visual and performing arts. For further information regarding establishing and engaging with staff on health and safety matters refer to OHS Consultation and Communication.

A range of potential hazards specific to visual and performing arts have been outlined below.

Manual handling and body strain hazards

One of the leading causes of injury in schools is manual handling. Manual handling tasks are undertaken as part of daily work and occur when teaching visual and performing arts. Manual handling and body strain specific to visual and performing arts activities could include:

• moving or transporting of stage or music equipment such as props, risers, amps, drum kits and pianos
• stacking and storing items such as bags of clay or other media
• vocal fatigue or strain from poor voice conditioning or overuse in theatre productions
• exposure to music at a level which could damage hearing.

Further information on managing these hazards can be found in the Manual Handling, Noise Management and Voice Care for Teachers policies.

Plant and equipment hazards

The use of plant and equipment is essential for visual and performing arts programs. The principal or their delegate must be aware of the types of plant and equipment that are used when teaching visual and performing arts subjects. Common examples are:

• ladders, cranes, hoists, elevated work platforms and other equipment used to access heights or move material
• kilns, soldering or welding equipment that can cause burns or expose a person to fumes
• lights, sound systems and electrical equipment that can cause electrocution
• pully systems and rigging which move props and backdrops
• equipment that moves and can cause entanglement such as pottery wheels.

Further information on managing these hazards can be found in the Plant and Equipment Management, Prevention of Falls When Working at Heights, Testing and Tagging of Electrical Equipment and Equipment Isolation and Tag Out policies.

Slip, trip and fall hazards (including falls from heights)

Slips, trips and falls can place school staff at risk of injury including sprains, strains, fractures and soft-tissue injuries. Working at heights means working in any place where there is a risk of falling more than 2 metres which is common in school theatres. The risk of serious injury from this height is much greater than falls from less than 2 metres. This means work carried out above 2 meters can only be performed by someone who is qualified.

Common examples of slip, trip and fall hazards could include:

• untidy electrical cables leading to a person to tripping or falling over
• uneven or slippery surfaces that increase the likelihood of slipping or tripping
• stage equipment is stored or left in high traffic areas
• ladders are being used on uneven surfaces or where work is carried out 2 meters above the ground
• gantries and stairs with inadequate balustrading or edge protection
• stage trap doors are not managed when in use so they may be left open or not properly secured
• inadequate lighting for tasks being undertaken so people may slip, trip or fall over objects.

Further information can be found in the Slips, Trips and Falls prevention and Prevention of Falls When Working at Heights policies.

Chemical hazards

Chemicals and hazardous substances that can be a skin irritant, and produce harmful fumes or dust including:

• storage, mixing and cleaning of clays and glazes that contain crystalline silica dust or other hazardous substances
• spray adhesives, waxes, solders, fluxes and acids
• paints, solvents and photographic chemicals.

Information about hazards for specific products can be found in the items Safety Data Sheet (SDS). To understand SDSs and manage risks associated with chemicals and hazardous substances used in visual arts, refer to Chemical Management.

General hazards

Schools use quarterly workplace safety inspections to help identify and record hazards. The Workplace Safety Inspections policy includes prepopulated checklists, available on the Resources tab, for art rooms (DOCX) and design and technology rooms (DOCX). Schools can tailor these templates to be specific for their theatres, drama rooms and music rooms. The Statewide OHS Services Team and OHS Advisory Service are available to assist schools in customising workplace inspection templates.

2. Assessing risks

Once school staff, the principal or their delegate identify hazards they must assess the level of risk. This is best done in consultation with knowledgeable staff and must include HSRs (where elected). A collaborative approach ensures a thorough assessment by using a diverse range of skills and expertise and helps to identify risks that might be overlooked by one person.

School staff can initially use the risk matrix as a quick guide to assess risks posed by visual and performing arts activities. The risk matrix is available in the OHS risk register (XLSX) or in the risk assessment template (DOCX). This may be all that is required for simple tasks that are low risk.

For tasks or activities that are determined to have a high or extreme risk of incident, injury or ongoing health effects, undertaking a documented risk assessment must be considered. Identifying potential hazards and assessing the risks at each stage is crucial to ensure suitable and effective controls can be put in place. There are some examples provided in the Resources tab.

The OHS Risk Planning and Management procedure also contains for further guidance on assessing risks.

3. Controlling the risks and developing safe work procedures

Once the level of risk associated with a task or activity has been assessed and understood, controls must be put into place to eliminate or reduce the level of risk, so far as reasonably practicable. If a risk cannot be eliminated, then a mix of controls should be used to achieve the best possible risk reduction.

Schools should consider the development of a Safe Work Procedure (DOCX) (SWP) for complex tasks or activities that have a level of risk that is high or extreme. SWPs can be used to document the steps undertaken to ensure tasks or activities are carried out safely and effectively. It outlines the correct way to use equipment, perform tasks, and handle materials to minimise risks and prevent injury. Examples of controls that can be included are listed in the section below.

Schools must also maintain their OHS risk register (XLSX) which lists all health, safety and wellbeing hazards that are relevant to the school. The principal or their delegate must ensure controls used to reduce the level of risk of incident or injury when undertaking visual and performing arts activities are included in the schools OHS risk register.

Developing a Safe Work Procedure (SWP)

Staff can use the information from the completed risk assessment in addition to, if relevant, any manufacturer's instructions or guide for equipment to develop a SWP.

SWPs should be circulated and communicated to all relevant staff, contractors and volunteers once completed to ensure staff are aware of key safety information. SWPs can be circulated informally or tabled during health and safety committee meetings or other staff forums. For quick reference, SWPs are best stored or displayed close to where the task or activity is undertaken. SWPs may also be stored together electronically to form a procedure manual for visual and performing arts activities. This can be referred to when inducting new staff members, so they are familiar with common work practices.

Schools can request hands-on services to support with developing safe work procedures from the Statewide OHS Services Team and OHS Advisory Service

Schools must identify and implement controls specific to their equipment, environment and expertise when writing SWPs. Examples of pre-populated template SWPs for common hazards or tasks associated with visual and performing arts can be found in the Resources tab. Schools are encouraged to consider the following controls when developing SWPs for visual and performing arts activities.

Dance, drama and theatre

• Ensure studios and classrooms are well ventilated to prevent heat stress and muscle strain.
• Incorporate time for warm up or cool down for students before and after intense physical activity.
• Where possible, schedule classes in spaces with appropriate flooring to reduce the impact to dancers and gymnasts.
• Schedule extra staff to supervise and help if acrobatic or gymnastic moves are being trained.
• Ensure students wear footwear appropriate to the activity being undertaken
• Maintain good housekeeping so floors are cleaned and free of slipping hazards.
• Utilise professional resources such as those available from Ausdance, DramaVic and other peak bodies.
• Secure and store any props safely.
• Use racking or shelves that are weight-rated and do not overstock them
• Use weight-rated safety chains on lighting fixtures.
• Reduce risk of allergic reactions by using hypoallergenic theatre make-up and similar material used for effects or props i.e. feathers or fake snow.
• Train any staff working two metres or above as per the Prevention of Falls When Working at Heights policy, including completing the competency based work safely at heights training course and providing a safe work method statement (SWMS) for sign-off by the principal or delegate.
• Engage qualified personnel to inspect rigging on an annual basis.
• Engage a trained and qualified rigger when needed or train a member of staff to undertake rigging work.

Please note - complex tasks such as hanging lights and using rigging or counterweight fly systems must have a stand-alone SWP. The Statewide OHS Services Team and OHS Advisory Service can be contacted for support for the development of SWPs.

Spaces used for dance, drama and theatre may be multipurpose. School staff must ensure good housekeeping practices are followed, and equipment should be put away at the end of each session.

Music

• Ensure the area or classroom is well lit, well-ventilated and clean.
• Store musical instruments and other items so they do not cause manual handling or tipping hazards.
• Instruct students who share wind instruments to sanitise them before and after use.
• Use soundproofing and deadening material to reduce noise, for example in drum kits or wall panels
• Minimise the use of amps and speakers to avoid hearing damage.
• Provide and use hearing protection, if required. Refer to Noise Management.

Pottery and ceramics

• Check clays and glazes safety data sheet (SDS) before purchase to ensure only low-silica products are sourced and used.
• Avoid the sanding, grinding or cutting of fired clay items.
• Use particle masks and other PPE, as required by the product SDS.
• Clean floors and surfaces frequently by wet wiping, mopping or using a H or M class vacuum cleaner (avoid sweep or dry dusting).
• Install, use and maintain kilns and ventilation systems as per manufacturer instructions.
• Wear aprons during classes, which are washed or disposed of immediately after use.
• Avoid the use of fans as they can raise or move dust around, increasing inhalation risk.
• Develop and display separate SWPs for room cleaning and use of equipment such as pottery wheels and kilns.

Please note – The mixing of glazes and the handling of dry clay may expose people to crystalline silica dust, which is linked to silicosis – a serious lung disease. In compliance with the requirements of the Occupational Health and Safety Regulations 2017 (Part 4.5—Crystalline silica) and the criteria referred to in regulation 319J(2) of the OHS Regulations, the department has determined that the crystalline silica processes undertaken as part of pottery ceramics classes across schools in Victoria are not considered to be high-risk crystalline silica work as defined in the OHS Regulations.

There is no risk from clay before it has dried or been fired. Staff and students should use correct damp cleaning techniques, ventilation and appropriate PPE should be used as per the products Safety Data Sheet (SDS). More information regarding finding and understanding SDSs can be found in Chemical Management.

Kilns, pottery wheels and ventilation systems need to be serviced and maintained. Kilns should be serviced at least once a year, or more frequently depending on use. If the last service date of pottery and ceramic equipment is unknown, servicing should be arranged and a schedule maintained. There are several companies throughout Victoria that service and maintain kilns and pottery equipment. Plant and Equipment Management contains more information regarding general plant and equipment management.

Areas around kilns that were fitted out prior to 1990 may contain fire retardant asbestos sheeting. Older kilns may also contain asbestos lining. Please refer to the Asbestos Management policy before undertaking any renovation or decommissioning works in areas that contain or have contained a kiln.

Pencils and paints regarding lead content

• Purchase and use lead free paints and pencils to eliminate exposure to lead and other harmful substances.

Please note - Paint and pencils exceeding 0.1% cannot be imported without a permit. It is unlikely that pencils and paints containing lead are available for schools to purchase.

Epoxy glue

• Primary school students must not use epoxy glues.
• Secondary students must wear gloves and other required PPE such as safety glasses when using epoxy glues
• Use epoxy glues in well-ventilated areas, such as fume cupboards.
• Follow manufacturer guidance on product label or SDS for use and disposal of waste.

Plastics - 3D printing and laser cutters

• Follow the OHS Purchasing policy so that 3D printers or laser cutters are researched before purchase by gather information regarding fume creation and ventilation requirements and using
• Install, operate and maintain 3D printers and laser cutters according to the manufacturer’s instructions.
• Check the products safety data sheet (SDS) for select polymers, acrylics and filaments before purchasing to ensure that they are not hazardous substances or dangerous goods.
• Use ventilation, filtration kits, fume hoods, or other local exhaust systems to control fumes and ultra fine particles created during the 3D printing or lase cutting process.
• Review student designs for 3D printing or laser cutting to ensure they are not producing weapons or other dangerous products.
• Mount 3D printer or laser cutter on a stable heat-resistant surface.
• Provide nearby access to an appropriate fire extinguisher.
• Dispose of 3D printing and laser cutter waste as per manufacturer’s instructions.
• Provide PPE and ensure it is used as per user manual and products SDSs.

Lead lighting and soldering

• Use lead free solder and came to eliminate exposure to lead.
• Obtain and read came and flux safety data sheets (SDSs) for safe use instructions.
• Use extraction fans, fume hoods and good ventilation such as open windows to extract and dissipate fumes.
• Tidy work area during and after use.
• Provide appropriate supervision for all soldering work.
• Place the soldering iron in soldering iron stand when not in use.
• Complete work on fire-proof or fire-resistant surfaces.
• Maintain adequate space between workstations.
• Ensure a fire extinguisher is available nearby when working with soldering equipment.
• Ensure chemical resistant gloves, long sleeves and safety glasses are worn where required.
• Do not use soldering irons that have obvious damage to body, cable or plug.
• Tie back and fix long hair and loose clothing.
• Wash hands thoroughly after soldering.
• Access is clear to cool flowing water in the event of burns.
• Label and dispose of waste of as per the products SDS.

Photography and darkrooms

• Install adequate ventilation in darkrooms.
• Use, label and store processing chemicals as per the product's SDS.
• Place spent chemicals into an appropriate waste container.
• Label and dispose of chemical waste as per the products SDS.
• Identify and remove trip hazards in low light environments like photographic darkrooms.
• Wear and use chemical resistant gloves, long sleeves and safety glasses and tongs where required.
• Tidy all work areas after use.
• Keep a chemical spill kit in the darkroom or nearby.

4. Monitoring, reviewing and reporting

The principal, or their delegate, must regularly review the controls implemented to ensure their effectiveness in managing the risk and incorporate any changes to controls in the school’s OHS risk register as per the OHS Risk Planning and Management policy. This must be done in consultation with the health and safety representative (HSR), where elected, and school staff.

School staff must report visual and performing arts hazards as early as possible to the principal or their delegate to ensure that work practices can be reviewed, and appropriate measures taken. Issues can be communicated via HSRs where they have been elected or directly to the principal or delegate.

Hazards, incidents and near misses involving visual and performing arts must be reported in eduSafe Plus (staff login required). eduSafe Plus can help with allocation of OHS tasks and management of hazards.

For more information on reporting hazards and incidents, refer to Managing and Reporting School Incidents (Including Emergencies).

Resources

Templates, checklists and registers

• Art Room Inspection Checklist (DOCX)
• Design and technology room safety inspection checklist (DOCX)
• Plant and Equipment Register (XLSX)
• Risk Assessment Template (DOCX)
• Stage setup risk assessment template (DOCX) – Example
• Stage set up safe work procedure template (DOCX) – Example
• Set-up and use of theatre lights sample risk assessment (DOCX) - Example
• Electric Kiln Risk Management Form (DOCX) – Example
• 3D printer risk assessment (DOCX) – Example
• 3D printer plant and equipment risk management form (DOCX) - Example
• OHS risk register template including a Google Sheets version can be found in the OHS Risk Planning and Management policy

Useful websites

• Ausdance Vic – the peak body and service organisation for dance in Victoria.
• DramaVic - Drama Victoria is the peak body for Drama and Theatre Education in Victoria
• Crystalline silica | WorkSafe Victoria – everything about crystalline silica in one place
• National Training Register
  • Perform basic rigging
  • Work safely at heights
  • Manage kiln operations
• Theatre Network Australia – a peak body working towards a Safe, Healthy and Relevant Performing Arts Sector
  • Intro to Rigging for Circus & Physical Theatre Workshop
• Art Education Victoria - a non-profit organisation working with artists and art educators
• Live Performance Australia - Live Performance Australia (LPA) is the peak body for Australia’s live performance industry.