Unit convenor and teaching staff |
Unit convenor and teaching staff
Visual Arts
Clare Britt
Contact via clare.britt@mq.edu.au
Drama
Jenny Nicholls
Contact via jenny.nicholls@mq.edu.au
Unit Convenor
Peter Whiteman
Contact via peter.whiteman@mq.edu.au
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
((ECED600 or ECED817) and (ECED602 or ECED819)) or admission to MEChild or MEdLead in Early Childhood or PGDipEChild or PGCertEChild or MEd or PGDipEdS or MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit focuses on the pivotal role of the arts in early childhood, particularly in the domains of music and movement, visual arts, and drama. Students are provided opportunities to enhance their capacity to use diverse resources that underpin high quality arts education. The unit provides a forum through which to critique contemporary issues in arts education, drawing on current research in early childhood and allied fields. Students will investigate current specialist pedagogies as a basis for developing personal approaches to the provision of early childhood arts education.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Reading journal | 40% | 4 April 2014 |
Performance inquiry | 30% | 3 May 2014 |
Applied task | 30% | 6 June 2014 |
Due: 4 April 2014
Weighting: 40%
The places and roles of the arts in young children’s lives can be conceptualised in a plethora of ways in the twenty-first century. It is essential for early childhood teachers to understand this variety and position children’s arts learning opportunities appropriately. For this assignment, you are required to find four journal articles or book chapters that pertain to children and the arts in early childhood and critically analyse them. For each article or chapter, you should:
Due: 3 May 2014
Weighting: 30%
For this task, you are required to attend a performance that has been designed for children birth - 5 years. Examples include (but are not limited to) a concert or a children's theatre performance.
To find appropriate performances, you might look at the Sydney Morning Herald Theatre Directory, The Sydney Opera House Kids at the House Program, Marian Street Theatre for Young People, Sydney’s Child magazine or your local paper. Art galleries and museums often have live performances for children throughout the year. Please note that attending an exhibition at an art gallery or museum is inappropriate for this assessment task.
During your attendance, you should make notes that will later help you write your critique. Remember that performances for children rarely focus on just one artform (e.g. drama, music, movement or visual arts by itself).
Your critique should:
While this assignment is based on your opinions, normal scholarly practice is expected, so these opinions must be located within the wider literature and supported with current references.
Due: 6 June 2014
Weighting: 30%
MTeach students must complete Option 1. MECh students may choose Option 1 or Option 2.
Option 1 - Learning experiences
For this assessment task, you are required to prepare an outline of a set of arts learning experiences. Please note that you are not required to submit a series of plans. You should:
The visit to the MAC on Saturday 17 May will provide a free tour and investigation of the MCA with art educators from the MCA and University staff.
Option 2 - Individual project
MECH students may consult with your tutor to present a theoretically oriented essay based on a current MCA exhibition.
For this assignment, you need to prepare an expository text (one-sided argument) that argues for the use of art museums (specifying a current MCA exhibition) as sites for early childhood arts education.
Your essay should situate children fully and critically engaging in the arts as ways of making meaning with and for others. You should consider things like: literal and expressive symbolization; bodies of knowledge that underpin semiotic systems; the development of metalanguage, and the importance of aesthetically sensitive, critical thinkers.
External students will require reliable internet access to download or stream lectures, interact with peers and staff, and submit assessment tasks.
External students are required to view (by downloading or streaming from iLearn) 10 lectures, and participate in online guided and independent learning activities. In addition there will be two whole day on-campus sessions:
MTeach students are required to attend both on-campus sessions. MECh students are strongly encouraged to attend the on-campus sessions.
Students are required to view (by downloading or streaming from iLearn) 10 lectures, attend seminars on Fridays 3.00-5.00pm and one Saturday according to the following schedule:
Each week, students are expected to engage fully and critically with the unit readings and other preparatory tasks (e.g. discussions with colleagues, self reflection, posting to the unit discussion board) prior to on-campus sessions so that opportunities for seminar participation can be maximised. Postings to the discussion board are not graded. These virtual discussions are integral to sharing thoughts with colleagues and should be treated as a regular part of the learning and teaching activities for this unit.
At Macquarie, it is assumed that each credit point involves approximately 3 hours of work per week over the semester. So for this 4 credit point unit, the notional workload would be 12 hours per week over the 15 week semester. This estimate is based on average student performance. Some students may achieve their desired grades with this amount of effort while others may require more time due to a desire to achieve very high grades or a need to clarify conceptual understandings.
All work should be proof-read carefully prior to submission, be free of mechanical errors (e.g. spelling and grammatical inaccuracies) and prepared according to APA style.
All assessment tasks are to be submitted via the unit iLearn site using Turnitin. No assignments will be accepted in hard copy or via COE.
Assessment items must be submitted on or before the due date. Late work will attract a penalty of 5% of the available marks for each calendar day late.
Requests for extensions must be made via Tracker before the assessment item is due. Please advise the unit convenor as soon as possible of other claims relating to severe illness or misadventure on the due date. These claims must be carefully documented.
There is no opportunity for resubmission of assessment items for this unit.
The iLearn site for this unit can be found by pointing your web browser to http://ilearn.mq.edu.au
Students will be required to utilise this facility during the unit to access lectures, assessment materials, interact with colleagues and keep up to date with developments in the unit. It is important that you familiarise yourself with the site and its operations early in the semester. If you have questions about navigating the site, it is important that you direct these to one of the teaching team as early as possible.
To afford greater access to specialist resources, the Visual Arts component of this unit has been modified. All students enrolled in the unit, regardless of delivery mode now undertake the Visual Arts component at the Museum of Contemporary Art, with Macquarie and MCA staff.
Assessment tasks and weighting have also been revised.
Wright, S. (Ed.). (2012). Children, meaning-making and the arts (2nd ed.). Frenchs Forest, NSW: Pearson Australia.
Additional resources
The following additional resources are deemed useful for the material covered in this unit. They are available from the University Library. Additional resources may be made available on e-reserve in the library as the semester progresses.
Althouse, R., Johnson, M. H. & Mitchell S. T. (2002) The colors of learning. New York: Teachers College Press
Bresler, L., & Thompson, C. M. (Eds.). (2002). The arts in children’s lives: Context, culture and curriculum. Dordrecht: Klwer Academic.
Bridges, D. (1994). Music, young children and you. Sydney: Hale and Iremonger.
Campbell, P. S. (1998). Songs in their heads : music and its meaning in children's lives. New York: Oxford University Press.
Craft, A., Jeffrey, B. & Liebling, M. (eds). Creativity in education. London: Continuum. Davidson, J. (1996). Emergent literacy and dramatic play in early childhood education. Albany, NY: Delmar.
Deans, J., Brown, R., & Young, S. (2007). The possum story: reflections of an early childhood drama teacher. Australian Journal of Early Childhood, 32(4), 1-6. #
Duffy, B. Supporting creativity and imagination in the early years (2nd ed.) Maidenhead: Open University Press.
Edwards, L. (2006). The creative arts: A process approach for teachers and children. Upper Saddle River, NJ: Pearson.
Edwards, L. Bayless K.M. & Ramsey, M.E. (2005). Music, a way of life for the young child (5th ed.). New York: Merrill.
Eisner, E. (2002). The arts and the creation of mind. New Haven, Ct: Yale University Press. Gallas, K. (1994). The languages of learning: How children talk, write, dance, draw and sing their understanding of the world. New York: Teachers College Press.
Gandini, L., Hill, L., Cadwell, L. & Schwall, C. (Eds.). (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York: Teachers College Press.
Gardner, H. (1993). Multiple intelligences: the theory in practice. New York: Basic Books.
Gardner, H. (1994). The arts and human development. New York: Basic Books.
Hammett, C.T. (1992). Movement activities for early childhood. Champaign, Il: Human Kinetics.
Hendy, L. & Toon, L. (2001). Supporting drama and imaginative play in the early years. Philadelphia, Pa: Open University Press.
Isenberg, J. & Jalongo, M. (2001). Creative expression and play in early childhood. (3rd ed.). Upper Saddle River, NJ: Merrill.
Joyce, M. (1993). First steps in teaching creative dance to children (3rd ed.). Mountainview, Ca: Mayfield.
Kolbe, U. (2005). It’s not a bird yet: The drama of drawing. Byron Bay: Peppinot Press.
Kolbe, U. (2001). Rapunzel’s supermarket: All about young children and their art. Sydney: Peppinot Press.
Matthews, J. (1999). The art of childhood and adolescence: The construction of meaning. London: Falmer.
Matthews, J. (2003). Drawing and painting: Children and visual representation. London: Hodder & Stoughton.
Pointer, B. (1993). Movement activities for children with learning difficulties. London: Jessica Kingsley.
Schiller, W. (Ed.) (1996). Issues in expressive arts. Curriculum for early childhood. Amsterdam: Gordon & Breach.
Schiller, W. (Ed.) (2000). Thinking through the arts. Sydney: Harwood Educational Publishers.
Shreeves, R. (1990). Children dancing (2nd ed.). London: Ward Lock International.
Smith-Autard, J.M. (1992). Dance composition: A practical guide for teachers. London: A & C Black.
Spurgeon, D. (1991). Dance moves. Sydney: Harcourt, Brace, Jovanovich.
Stinson, W. (1990). (Ed.). Moving and learning for the young child. Reston, Va: American Alliance for Health, Physical Education, Recreation and Dance.
Toye, N. & Prendville, F. (2000). Drama and traditional story for the early years. London: Routledge.
Vecchi, V. & Giudici, C. (Eds.) (2005). Children, art, artists. Reggio Emilia: Reggio Children.
Warren, K.(1999). Hooked on drama. The theory and practice of drama in early childhood (2 ed.).Katoomba: Social Science Press.
Young, S. & Glover, J. (1998). Music in the early years. London: Falmer.
Young, S. (2003). Music with the under fours. London: Routledge Falmer.
Art Education
Arts Education Policy Review
Australian Art Education
Australian Journal of Early Childhood
British Journal of Music Education
Childhood Education
Contemporary Issues in Early Childhood
Drama Australia
Early Child Development and Care
Early Childhood Research Quarterly
European Early Childhood Education Research Journal
General Music Today
International Journal of Education and the Arts
International Play Journal
Journal of Aesthetic Education
Journal of Art and Design Education
Journal of Physical Education, Recreation & Dance
Journal of Research in Music Education
Journal of the Educational Drama Association of NSW
Music Education Research
Music Educators Journal
Psychology of Music
Research in Drama Education
Research Studies in Music EducationStudies in Art Education
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Unit overview What constitutes the arts in early childhood? The nature of creativity The arts as symbol systems Arts literacies Bodies of knowledge The importance of metalanguage |
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Music Musicking in early childhood Musical elements Repertoire (birth-3 yrs) |
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Music Musical development Generative approaches to planning Repertoire (3-5yrs) |
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Music Approaches to planning and authentic assessment Children’s voices in assessment Effort actions and embodied symbols |
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Drama Forms and conventions of drama Dramatic play in early childhood |
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Drama Working in role: process drama |
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Drama Pathways into drama: Finding the pretext |
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Visual Arts Ways of knowing – disrupting dichotomies Histories and Tensions in visual arts education Image(s) of the child in teaching in the visual arts Aesthetics and connecting with the world Elements and Principles – the metalanguage of the visual arts Doing, Understanding and Appreciating – seeking complexity and connection |
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Visual Arts Graphic Languages & Symbolic Meaning Making The languages of
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10 |
Visual Arts Questions of Creativity The Role of The Teacher The Environment Resources and Materials Time Assessment and Evaluation Fostering Connections
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Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
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