Students
ECH 319 – The Arts in Education
2016 – S1 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor & Drama
Jenny Nicholls
Contact via Dialogue through iLearn site
X5B Rm 356
By Appointment
Viisual Arts
Adele Maskiell
Contact via Dialogue through iLearn site
Music and Dance
Jill Holland
Contact via Dialogue through iLearn site
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|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
39cp including (ECH131 or ECH129)
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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 is designed to provide students with the knowledge, understandings and skills necessary to implement the creative arts syllabus in the K-6 context and prior-to-school settings. Lectures and workshops will guide students through making, performing and appreciating in music, visual arts, drama and dance and developing appropriate teaching and assessment strategies. Students will examine approaches to integrating the creative arts across other key learning areas.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrate knowledge, skills and understandings in each of the four art form areas.
- Demonstrate knowledge of the major research-based pedagogies associated with the learning and teaching of each arts discipline in 0-12 settings.
- Make their own creative works in each of the arts disciplines and appreciate their works and those of others.
- Demonstrate a developing knowledge of materials, resources and repertoire in each art form which reflects a range of cultural traditions.
- Plan, implement, and evaluate learning/lesson sequences based on curriculum outcomes in the Creative Arts for 0-5 and K-6 Educational settings
- Demonstrate an understanding of the relationship of the Creative Arts to other Key Learning Areas/learning outcomes in the Primary school/ Early Years Learning Framework
- Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.
General Assessment Information
Assessment items
There are four assessment items for this unit. All items must be submitted and a combined mark of at least 50% must be achieved in order for you to be awarded a passing grade for the unit.
Submission
All written assessment items are to be submitted via Turnitin on the unit iLearn site.
Assessment items must be submitted on or before the due date. Late submissions will attract a penalty of 5% of the available marks for each calendar day late.
Requesting an extension
In extenuating circumstances, students may apply to the unit convener for an extension to the assignment due date. Reasons must be documented through the Disruption to Study form accessible through Ask.mq.edu.au and supported (e.g., a doctor’s certificate in the case of illness).
Note that:
- Students MUST communicate with the Unit Convener prior to submitting their request through Ask.mq.edu.au. Please do this via the dialogue communication tool on the iLearn site.
- Extensions will only be granted in receipt of the completed form submitted through ask.mq.edu.au, plus documentation.
- It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension.
- Extensions are usually not granted on or after the due date. Should sudden illness or misadventure prevent you from submitting on the due date, please contact the unit convener immediately.
- Students cannot submit an assignment once assessed work is returned to other students.
All assessment tasks must be completed in order to be eligible for a passing grade.
There is no opportunity for resubmission of assessment items for this unit.
Academic honesty
The University defines plagiarism in its rules: "Plagiarism involves using the work of another person and presenting it as one's own." Plagiarism is a serious breach of the University's rules and carries significant penalties. For more information, please see “Academic Honesty” Policy Central (http://www.mq.edu.au/policy/)
The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee
Assessment
Grades for assessment items (and the final grade for the unit) will be allocated according to the following:
High Distinction 85-100
Distinction 75-84
Credit 65-74
Pass 50-64
Fail 0-49
The following University-wide descriptors apply to these grades.
High Distinction
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
Distinction
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Credit
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
Pass
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
Fail
Does not provide evidence of attainment of learning outcomes.
There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.
For an explanation please see “Grading” and “Assessment” at Policy Central (http://www.mq.edu.au/policy/)
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Mindmap | 20% | 8//4/16 |
| Programming | 30% | 15/5/16 |
| Group Performance | 30% | 7/5 Ex, 7/6 Int |
| Reflection | 20% | 10/5 Ext and 10/6 Int |
Mindmap
Due: 8//4/16
Weighting: 20%
Assessment Task 1:
Planning for and with the Creative Arts
Mindmap
For this task you are to plan a unit of inquiry using Dinham’s six-pointed start template (Chapter 5 from the textbook, ‘Delivering Authentic Arts Education’). Using the topic ‘Australia and me’, the unit will focus on exploring this topic through the creative arts. If you are enrolled in the B.Ed, you will need to consult relevant curriculum and syllabus documents from both the new K-10 syllabuses from the Australian Curriculum and the K-6 syllabuses from NSW. Your planning template should demonstrate your developing understanding of content areas relevant to the topic, eg ‘People and Places’ from the Geography syllabus, or ‘Living World’ from the ‘Science syllabus’. Your template should reflect your developing understanding of the language used in these documents to describe content, knowledge, understanding and skills, values and attitudes and learning outcomes for students.
If you are enrolled in the B.Teach you should consult the Early years Learning Framework (EYLF). Your template should reflect your developing understanding of the Principles, Practices and Outcomes of this document.
Please look at the example provided by Dinham on p. 129 of the textbook, titled ‘Emotional kaleidoscope’ in preparation for this task. You should also read Part 1 (Chapters 1-5) and Part 3 of the textbook
The six-pointed star template from Dinham and her sample mindmap can be found under Assessments on ilearn
Your paper should include:
- Title of Inquiry: Australia and me
- Content focus (K-6) or (Learning Outcomes Birth-5)
- Stage of Learning (K-6) or 0-2yrs or 3-5 yrs
- A brief written description on why you think teaching in and through the Creative Arts will create deep and engaging learning for students.
- A planning mindmap using the ‘six pointed star’ template from Dinham (2014, p.128)
Weighting: 20%
Due date: 8th April, 2016, 11pm
Length: 500 words
Criteria for assessment
- Unit of inquiry content areas and learning expectations are appropriate for chosen Stage of Learning.
- Planning shows meaningful integration of all areas of the Creative Arts, as well as other relevant KLAs/Learning Outcomes into the unit of inquiry
- Evidence of critical reflection on unit readings (textbook and other recommended readings); engagement with the ideas from the lectures, and developing understanding of syllabus documents
- Written expression is clear and grammatically correct, including correct APA style referencing
On successful completion you will be able to:
- Demonstrate knowledge, skills and understandings in each of the four art form areas.
- Demonstrate knowledge of the major research-based pedagogies associated with the learning and teaching of each arts discipline in 0-12 settings.
- Demonstrate a developing knowledge of materials, resources and repertoire in each art form which reflects a range of cultural traditions.
- Plan, implement, and evaluate learning/lesson sequences based on curriculum outcomes in the Creative Arts for 0-5 and K-6 Educational settings
- Demonstrate an understanding of the relationship of the Creative Arts to other Key Learning Areas/learning outcomes in the Primary school/ Early Years Learning Framework
Programming
Due: 15/5/16
Weighting: 30%
Programming sequential integrated learning experiences
This assessment task builds on the work you have done in Part A, and has a specific focus on integrating learning in the Visual Arts with another art-form (Music, Dance, Drama) and finding links to your topic of inquiry ‘Australia and me’ and your focus content areas (K-6) or Learning Outcomes (Birth to Five Years)
- Choose a Stage of Learning, eg. 0-2 yrs, 3-5 yrs, Early Stage 1, Stage 1, Stage 2 or Stage 3.
- Provide a summary of 4 sequential learning experiences in the Visual Arts (drawing, painting, collage, sculpture, printmaking, photography, site-specific installations etc). You might also include an experience relating to art historical or critical studies.
- Introduce children/students to the work of a well-known Australian artist as a way of exploring techniques and the elements of visual arts such as colour, line, shape, pattern and form.
- Integrate one of your experiences with one other artform area (Dance, Drama, Music)
- Consider appropriate art materials and media to use in the classroom/early childhood centre
Choose an artist from the list below. The artists have been selected because they are all relevant to the topic ‘Australia and me’ and you should be able to find links between the artist’s work and your content areas.
For students enrolled in the B.Ed please select one of the following:
Sidney Nolan, Grace Cossington-Smith, Tom Roberts, Max Dupain, Daniel Boyd, Frederick McCubbin, Emily Kame Kngwarreye, Brett Whiteley,
For students enrolled in the B.Teach please select one of the following Australian illustrators of picture books:
Jeannie Baker, Bronwyn Bancroft, Bob Graham, Sally Morgan, Shaun Tan.
Your paper should include:
- A brief introduction to your learning experiences (including stage of learning/age group), and explaining the links you can make between your chosen artist, your content area/learning outcomes and the creative arts in general.
- Brief background information on your chosen artist and his/her work including notable techniques and elements that will form the focus of your teaching
- A summary of the 4 sequential learning experiences including links to syllabus outcomes from the Creative Arts Syllabus or Learning Outcomes from the EYLF
- Evidence of critical reflection on unit readings (textbook and other recommended readings); engagement with the ideas from the lectures, and developing understanding of syllabus documents
- Written expression is clear and grammatically correct, including correct APA style referencing
Please note that you should not submit a series of lesson plans, but rather a written description of what you will do.
Weighting: 30%
Word length: 1,500 - 700 words
Due date: 15th May, 2016, 11pm
Criteria for assessment
- Evidence of logical sequencing of learning that engages students, integrates learning across art-forms and addresses learning outcomes from relevant syllabus documents.
- Evidence of understanding of elements/principles of visual arts and other chosen art form
- Evidence of technical knowledge and understanding of chosen artist’s work.
- Correct APA referencing and wide reading of unit text and relevant recommended readings.
On successful completion you will be able to:
- Demonstrate knowledge, skills and understandings in each of the four art form areas.
- Demonstrate knowledge of the major research-based pedagogies associated with the learning and teaching of each arts discipline in 0-12 settings.
- Demonstrate a developing knowledge of materials, resources and repertoire in each art form which reflects a range of cultural traditions.
- Plan, implement, and evaluate learning/lesson sequences based on curriculum outcomes in the Creative Arts for 0-5 and K-6 Educational settings
- Demonstrate an understanding of the relationship of the Creative Arts to other Key Learning Areas/learning outcomes in the Primary school/ Early Years Learning Framework
Group Performance
Due: 7/5 Ex, 7/6 Int
Weighting: 30%
Part A – Group performance
In small groups you will prepare an original piece appropriate for performance by children in either Stage 1, 2 or 3. Your topic area should come from a Key Learning Area other than the Creative Arts)., eg, History, Science, PDHPE. You are welcome to use ideas and content from your first Assessment task. Using a playbuilding structure, you will incorporate Drama, Music and Dance into a 5 minute performance that addresses content from your chosen topic. Multimedia technology can also be included. You will need to refer to both the NSW Creative Arts Syllabus and the curriculum/syllabus documents of your Key Learning Area.
The performance should contain the following elements:
Singing
Movement/Dance sequence that incorporates organised sound/music
Clearly defined characters (as evidenced through voice and body movements)
Sequences that incorporate some dramatic techniques eg. use of tableaux, thought tracking, synchronised movement, soundscapes
Evidence of some of the elements of drama eg. tension, mood, focus
Evidence of some of the elements of music eg, melody, beat, tempo
Evidence of some of the elements of dance eg. body, action, space
A clear beginning and a strong conclusion
Use of simple costumes and/or props
Weighting: 30%
Length: 5 minutes
Due date: 7th May (Externals)
7th June (Internals)
Criteria for assessment
Demonstrated understanding of the forms/conventions/elements/ techniques of drama, dance and music
Demonstration of development in performance skills
Demonstrated capacity to work co-operatively, constructively and creatively in groups situations
Demonstrated capacity to use the creative arts to enrich and extend the learning in other KLAs
On successful completion you will be able to:
- Demonstrate knowledge, skills and understandings in each of the four art form areas.
- Make their own creative works in each of the arts disciplines and appreciate their works and those of others.
- Demonstrate a developing knowledge of materials, resources and repertoire in each art form which reflects a range of cultural traditions.
- Demonstrate an understanding of the relationship of the Creative Arts to other Key Learning Areas/learning outcomes in the Primary school/ Early Years Learning Framework
- Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.
Reflection
Due: 10/5 Ext and 10/6 Int
Weighting: 20%
For Part B of this assessment Item, you are required to write a report reflecting on another group’s performance overall (using the template provided), with a focus on:
- Identifying the forms/ elements/conventions/ techniques of each art form (as appropriate) and the effectiveness of the performance.
- Discussing the use of the arts to develop learning on the selected topic.
(Please note: your report should address the performance of the group as a whole and should not focus on individuals).
You are also required to develop a short peer feedback template for use by children for the same performance.
- Depending on the children’s literacy levels, the template may provide sentence starters or a more open-ended approach involving writing, drawing and/or other forms of visual representation.
Do not include ratings/rankings.
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The template should provide opportunities for the children to reflect on:
- What the performance was about: information/messages gleaned about the topic
- The elements of drama/music/dance used
- Personal aesthetic response
- Suggestions for the performers
It is expected that you will refer to the NSW Creative Arts K-6 Syllabus in your reflection. Students will be provided with a template to use for this report. The template is to be submitted for marking via Turnitin.
Weighting: 20%
Length: 500 words
Due date: Externals: 10/5/14, 11pm
Internals: 10/6/14, 11pm
Criteria for assessment
Capacity to reflect constructively on performances by identifying the use of forms, conventions and elements of each art form (as appropriate for the performance).
Demonstrated understanding of the NSW Creative Arts K-6 Syllabus and its relevance to the creation of the performance.
Demonstrated understanding of learning in and through the creative arts.
Clear, grammatical written expression and correct APA referencing.
On successful completion you will be able to:
- Demonstrate knowledge, skills and understandings in each of the four art form areas.
- Demonstrate a developing knowledge of materials, resources and repertoire in each art form which reflects a range of cultural traditions.
- Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.
Delivery and Resources
Classes
Internal Students
Internal students are required to listen to 17 1hr lectures within iLearn, and attend 9 x 2hr tutorials and independent learning activities over the semester.
The timetable for classes can be found on the University website at http://timetables.mq.edu.au
External Students
External students are required to listen to 17 lectures within iLearn, attend mandatory whole day on-campus sessions (Saturday 2nd April and Saturday 7th May) and independent learning activities.
Unit Schedule
Unit Schedule
Unit Schedule
There are no lectures to attend for this unit. All 17 lectures are accessible via iLearn. You are required to download the appropriate lectures for your tutorial group according to the schedule below. External students should aim to watch all the Overview lectures and at least half of the lectures for each other module prior to the first on-campus day.
Internal students will be divided into six groups – three will have tutorials on Tuesday mornings and three will have tutorials on Tuesday afternoons. Groups are labelled as follows:
Groups 1 & 2 – Students whose first tutorial is in X5B 284 (Art room)
Groups 3 & 4 – Students whose first tutorial is in X5B 145 (Drama room)
Groups 5 & 6 – Students whose first tutorial is in X5B 292 (Music room)
The Unit is divided into four modules:
Overview
Music and Dance
Visual Arts
Drama
The Overview module consists of three lectures that you should download and watch/listen to in the first two weeks. The remaining three modules consist of six lectures to download and watch, and three two hour tutorials for each. The following schedule outlines the order in which each group undertakes each module.
Music and Dance tutorials take place in X5B 292
Art tutorials take place in X5B 284
Drama tutorials take place in X5B 145
ECH 319 Internal Class Schedules
For internal students, classes are arranged as follows. (L1=Lecture 1, T1=Tutorial 1 and so on)
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Week Beginning |
Tutorial Groups 1 & 2 |
Tutorial Groups 3 & 4 |
Tutorial Groups 5 & 6 |
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Feb 29 |
Overview readings & lectures Art - T1, L1, L2 |
Overview readings & lectures Drama – T1, L1, L2 |
Overview readings & lectures Music - T1, L1, L2 |
|
Mar 7 |
Overview readings & lectures Music - T1, L1, L2 |
Overview readings & lectures Art - T1, L1, L2 |
Overview readings & lectures Drama – T1, L1, L2 |
|
Mar 14 |
Drama – T1, L1, L2 |
Music - T1, L1, L2 |
Art - T1, L1, L2 |
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Mar 21 |
Art – T2, L3, L4 |
Drama - T2, L3, L4 |
Music - T2, L3, L4 |
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Mar 28 |
Music - T2, L3, L4 |
Art - T2, L3, L4 |
Drama - T2, L3, L4 |
|
April 4 |
Drama - T2, L3, L4 |
Music - T2, L3, L4 |
Art - T2, L3, L4 |
|
Apr 25 |
Art - T3, L5, L6 |
Drama - T3, L5, L6 |
Music & Dance - T3, L5, L6 |
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May 2 |
Music & Dance - T3, L5, L6 |
Art - T3, L5, L6 |
Drama - T3, L5, L6 |
|
May 9 |
Drama - T3, L5, L6 |
Music & Dance - T3, L5, L6 |
Art - T3, L5, L6 |
| May 9 | Drama - T |
Tuesday June 7th - Performance Assessments for all internal students
ECH319 On-Campus Schedules
First On-campus day: April 2nd
|
9.00 (X5B292 Music Room) |
Sign in and allocation to performance groups (A-L) |
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9.30-11 |
Groups A-D Music X5B292 |
Groups E-H Drama X5B145 |
Groups I-L Visual Arts X5B284 |
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11 – 11.15 |
Morning Tea |
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11.15 – 12.45 |
Groups A-D Visual Arts X5B284 |
Groups E-H Music X5B292 |
Groups I-L Drama X5B145 |
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12.45 – 1.30 |
Lunch |
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1.30 – 3.00 |
Groups A-D Drama X5B145 |
Groups E-H Visual Arts X5B284 |
Groups I-L Music X5B292 |
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3.00-5.00 |
Performance Preparation |
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Please note:
There is no need to sign in at COE – attendance will be taken in class on arrival
Second On-campus day: May 7th
|
|
|
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9.30-10.30 |
Groups A-D Music X5B292 |
Groups E-H Drama X5B145 |
Groups I-L Visual Arts X5B284 |
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|
Short Break |
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10.45-11.45
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Groups A-D Visual Arts X5B284 |
Groups E-H Music X5B292 |
Groups I-L Drama X5B145 |
|
|
Short Break |
||
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12.00-1.00
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Groups A-D Drama X5B145 |
Groups E-H Visual Arts X5B284 |
Groups I-L Music X5B292 |
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1.00-3.30 |
Lunch & Performance Preparation |
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3.30-5.00 |
Group Performance Assessments (All Groups) Drama Room X5B145 |
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Readings
In preparation for undertaking work in each module, you should thoroughly read appropriate sections of the textbook as follows:
Overview: Chapters 3, 4 & 5, Art: Chapter 10, Drama: Chapter 7, Music and Dance: Chapters 6 and 9
Please note:
External students should follow the same pattern of lectures and readings as internal Groups 1&2 (see table above)
Policies and Procedures
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
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- Demonstrate knowledge, skills and understandings in each of the four art form areas.
- Demonstrate knowledge of the major research-based pedagogies associated with the learning and teaching of each arts discipline in 0-12 settings.
- Make their own creative works in each of the arts disciplines and appreciate their works and those of others.
- Demonstrate a developing knowledge of materials, resources and repertoire in each art form which reflects a range of cultural traditions.
- Plan, implement, and evaluate learning/lesson sequences based on curriculum outcomes in the Creative Arts for 0-5 and K-6 Educational settings
- Demonstrate an understanding of the relationship of the Creative Arts to other Key Learning Areas/learning outcomes in the Primary school/ Early Years Learning Framework
- Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.
Assessment tasks
- Mindmap
- Programming
- Group Performance
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Assessment tasks
- Group Performance
- Reflection
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Demonstrate knowledge, skills and understandings in each of the four art form areas.
- Demonstrate knowledge of the major research-based pedagogies associated with the learning and teaching of each arts discipline in 0-12 settings.
- Make their own creative works in each of the arts disciplines and appreciate their works and those of others.
- Demonstrate a developing knowledge of materials, resources and repertoire in each art form which reflects a range of cultural traditions.
- Plan, implement, and evaluate learning/lesson sequences based on curriculum outcomes in the Creative Arts for 0-5 and K-6 Educational settings
- Demonstrate an understanding of the relationship of the Creative Arts to other Key Learning Areas/learning outcomes in the Primary school/ Early Years Learning Framework
- Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.
Assessment tasks
- Mindmap
- Programming
- Group Performance
- Reflection
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Assessment task
- Reflection
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Demonstrate knowledge, skills and understandings in each of the four art form areas.
- Demonstrate knowledge of the major research-based pedagogies associated with the learning and teaching of each arts discipline in 0-12 settings.
- Make their own creative works in each of the arts disciplines and appreciate their works and those of others.
- Demonstrate a developing knowledge of materials, resources and repertoire in each art form which reflects a range of cultural traditions.
- Plan, implement, and evaluate learning/lesson sequences based on curriculum outcomes in the Creative Arts for 0-5 and K-6 Educational settings
- Demonstrate an understanding of the relationship of the Creative Arts to other Key Learning Areas/learning outcomes in the Primary school/ Early Years Learning Framework
- Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.
Assessment tasks
- Mindmap
- Programming