Logo Students

ECH 131 – The Arts in Early Childhood Contexts

2017 – S2 External

General Information

Pdf icon Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff Co-ordinator
Jenny Nicholls
Contact via jenny.nicholls@mq.edu.au
X5B 356
Clare Britt
X5B 290
Credit points Credit points
3
Prerequisites Prerequisites
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit introduces the creative arts and their role in the lives of children from birth to 12 years. It explores children's aesthetic and expressive development in visual arts, music, dance and drama, and their use of the arts as symbol systems for making and communicating meaning. Students gain understanding, knowledge and appreciation of skills, processes and outcomes necessary to teach the creative arts in 0–5 and K–6 settings. The role of the teacher in working with children in ways which regard them as competent, creative and resourceful art makers is explored, as is the place of direct instruction to develop children's skills within the context of their diverse needs and interests. The role of community arts organisations and spaces – museums, galleries, performing arts – in providing opportunities for children to gain experience in appreciation of the art forms is explored.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Demonstrate theoretical understanding of the role and value of the arts in early childhood.
  2. Recognise that art forms are products of culture both handed down to, and created by, children.
  3. Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.
  4. Demonstrate an understanding of the development of children’s creativity, artistic awareness and skills in music, visual arts, drama and dance.
  5. Develop knowledge, skills and understandings in each of the four art form areas by engaging in practical experiences in making, performing and appreciating their own creative works.
  6. Recognise the importance and influence of the learning environment on children’s play, their aesthetic development and exploration of art materials.
  7. Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

General Assessment Information

Unit Expectations *

  • In order to be eligible for a passing grade, students must meet the following attendance requirements:
    • Internal Students: Attend at least 80% of all tutorials (one absence only). Punctuality is expected. Consistent lateness or absence will jeopardise a passing grade
    • External Students: Attend all on-campus sessions – punctuality is expected.
  • Students are required to contribute to all online and tutorials tasks
  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials
  • All assessment tasks must be submitted in order to be eligible for a passing grade

 

Assessment Tasks

Name Weighting Due
Online Provocations 60% Ongoing throughout semester
Short in-class Essay 10% Week Beginning Sept 11th
Analysing Arts Experiences 30% 10th November 2017

Online Provocations

Due: Ongoing throughout semester
Weighting: 60%

 

Continuous online discussions focused on unit content and teaching provocations. 6 x 250 word discussion contributions


This Assessment Task relates to the following Learning Outcomes:
  • Demonstrate theoretical understanding of the role and value of the arts in early childhood.
  • Recognise that art forms are products of culture both handed down to, and created by, children.
  • Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.
  • Demonstrate an understanding of the development of children’s creativity, artistic awareness and skills in music, visual arts, drama and dance.
  • Develop knowledge, skills and understandings in each of the four art form areas by engaging in practical experiences in making, performing and appreciating their own creative works.
  • Recognise the importance and influence of the learning environment on children’s play, their aesthetic development and exploration of art materials.
  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Short in-class Essay

Due: Week Beginning Sept 11th
Weighting: 10%

 

Short in-class essay. 20 minute written response to issues raised in the unit.


This Assessment Task relates to the following Learning Outcomes:
  • Demonstrate theoretical understanding of the role and value of the arts in early childhood.
  • Recognise that art forms are products of culture both handed down to, and created by, children.
  • Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.

Analysing Arts Experiences

Due: 10th November 2017
Weighting: 30%

An analysis of three observed arts experiences.


This Assessment Task relates to the following Learning Outcomes:
  • Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.
  • Demonstrate an understanding of the development of children’s creativity, artistic awareness and skills in music, visual arts, drama and dance.
  • Develop knowledge, skills and understandings in each of the four art form areas by engaging in practical experiences in making, performing and appreciating their own creative works.
  • Recognise the importance and influence of the learning environment on children’s play, their aesthetic development and exploration of art materials.

Delivery and Resources

Internal Students

5 lectures Monday 3-4 pm W6D Lotus Theatre. 5 lectures delivered online. 9 x 1 1/2 practical tutorials. Continuous online contribution to provocations.

 External Students

Access to all lectures though Echo Recordings on iLearn

On-campus session Monday 25th September 9-5pm and Tuesday 26th September 10-3. Timetable will made available to students closer to the date.

Continuous online contribution to provocations.

 To access the ECH 131 website click on:

https://ilearn.mq.edu.au/login/MQ/

Login with the user name and password that has be sent to you in your enrolment letter. You can change your password once you have logged in.

From the unit's website you can access the lectures through ECHO recordings and the relevant lecture slides. ompulsory Textbook

Compulsory textbook

The prescribed text for this unit is:

Children Meaning Making and the Arts (2e) (2012) by Wright published by Pearson. ISBN: 9781442533547

This text can be purchased from the university bookshop or the following options are available online from pearson.com.au:

Printed text

Go to:

1.

www.pearson.com.au/9781442533547

FREE DELIVERY

2.

Downloadable eBook of the full text

www.pearson.com.au/9781442561991o

Perrin, R. (2015).

Pocket guide to APA style (5th Ed.). Wadsworth: Cengage

 

 

 

 

 

 

 

Unit Schedule

Lecture Schedule

Lecture  1    July 31st      Introduction  (Lotus Theatre)

Lecture 2     Drama in the Early Years      (Online)     

Lecture 3     Music and Movement in Children’s Lives (Online)

Lecture 4     The visual arts and children birth-12 years (Online)

Lecture 5    Aug 7th       Taking on a role (Lotus Theatre)

Lecture 6    Aug 14th      Programing for drama (Lotus Theatre)

Lecture 7    Aug 21st      Young children making meaning through Dance (Online)

Lecture  8   Aug 28         Creativity and authentic assessment (Online)

Lecture 9    Sep 4th       The role of the teacher: Fostering young children's creativity in the visual arts     (Lotus Theatre)         

Lecture 10  Sep 11th       Responding to the art works of others (Lotus Theatre)

 

 

 

 

 

               

                               

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

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.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 Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity 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.

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

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate theoretical understanding of the role and value of the arts in early childhood.
  • Recognise that art forms are products of culture both handed down to, and created by, children.
  • Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.
  • Demonstrate an understanding of the development of children’s creativity, artistic awareness and skills in music, visual arts, drama and dance.
  • Recognise the importance and influence of the learning environment on children’s play, their aesthetic development and exploration of art materials.
  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Assessment tasks

  • Online Provocations
  • Short in-class Essay
  • Analysing Arts Experiences

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 theoretical understanding of the role and value of the arts in early childhood.
  • Recognise that art forms are products of culture both handed down to, and created by, children.
  • Demonstrate an understanding of the development of children’s creativity, artistic awareness and skills in music, visual arts, drama and dance.
  • Develop knowledge, skills and understandings in each of the four art form areas by engaging in practical experiences in making, performing and appreciating their own creative works.
  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Assessment tasks

  • Online Provocations
  • Short in-class Essay
  • Analysing Arts Experiences

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcome

  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Assessment task

  • Online Provocations

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 theoretical understanding of the role and value of the arts in early childhood.
  • Recognise that art forms are products of culture both handed down to, and created by, children.
  • Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.
  • Demonstrate an understanding of the development of children’s creativity, artistic awareness and skills in music, visual arts, drama and dance.
  • Develop knowledge, skills and understandings in each of the four art form areas by engaging in practical experiences in making, performing and appreciating their own creative works.
  • Recognise the importance and influence of the learning environment on children’s play, their aesthetic development and exploration of art materials.
  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Assessment tasks

  • Online Provocations
  • Short in-class Essay
  • Analysing Arts Experiences

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:

Learning outcomes

  • Demonstrate theoretical understanding of the role and value of the arts in early childhood.
  • Recognise that art forms are products of culture both handed down to, and created by, children.
  • Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.
  • Demonstrate an understanding of the development of children’s creativity, artistic awareness and skills in music, visual arts, drama and dance.
  • Recognise the importance and influence of the learning environment on children’s play, their aesthetic development and exploration of art materials.
  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Assessment tasks

  • Online Provocations
  • Short in-class Essay
  • Analysing Arts Experiences

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

  • Recognise that art forms are products of culture both handed down to, and created by, children.
  • Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.
  • Demonstrate an understanding of the development of children’s creativity, artistic awareness and skills in music, visual arts, drama and dance.
  • Develop knowledge, skills and understandings in each of the four art form areas by engaging in practical experiences in making, performing and appreciating their own creative works.
  • Recognise the importance and influence of the learning environment on children’s play, their aesthetic development and exploration of art materials.
  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Assessment tasks

  • Online Provocations
  • Short in-class Essay
  • Analysing Arts Experiences

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

  • Recognise that art forms are products of culture both handed down to, and created by, children.
  • Develop knowledge, skills and understandings in each of the four art form areas by engaging in practical experiences in making, performing and appreciating their own creative works.
  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcome

  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

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:

Learning outcomes

  • Demonstrate theoretical understanding of the role and value of the arts in early childhood.
  • Recognise that the child’s experiences of art making cultures begin with the family and broadens to encompass school and community cultures.
  • Develop knowledge, skills and understandings in each of the four art form areas by engaging in practical experiences in making, performing and appreciating their own creative works.
  • Recognise the importance and influence of the learning environment on children’s play, their aesthetic development and exploration of art materials.
  • Take responsibility for personal and professional development as critically reflective and skilled Creative Arts educators.

Assessment tasks

  • Online Provocations
  • Short in-class Essay
  • Analysing Arts Experiences