|Unit convenor and teaching staff||
Unit convenor and teaching staff
Contact via 9850 9883
X5B 290Unit Co-convenor
Contact via 9850 9840
[(ECED600 or ECED817) and (ECED602 or ECED819)] or [admission to MEChild or MEd or MEdLead or PGDipEdS or MIndigenousEd or MSpecEd or PGCertSpEd or MSocEntre]
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.
Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/
|Reading journal||40%||27 March 2017|
|Performance inquiry||30%||28 April 2017|
|Applied task||30%||14 May 2017|
Due: 27 March 2017
The places and roles of the arts in young children’s lives can be conceptualised in many ways. 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 current journal articles or scholarly book chapters that pertain to children and the arts in early childhood and critically analyse them. For each article or chapter, you should:
Due: 28 April 2017
For this task, you are required to attend a performance that has been designed for children. Examples include (but are not limited to) a concert or a children's theatre performance.
To find appropriate performances, you could look in newspaper theatre directories, advertising from performance spaces, newspapers and other publications aimed at families and children, brochures in local libraries or community centres. For example, if you live in Sydney you might look at the The Sydney Opera House Kids at the House Program, Monkey Baa Theatre, Sydney’s Child magazine or your local paper. Art galleries and museums often have live performances for children throughout the year. Other suggestions for performances and venues will be made via the unit iLearn site once everyone is enrolled. 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: 14 May 2017
MTeach students must complete Option 1. MECh students may choose Option 1 or Option 2.
Option 1 - Learning experiences
For this 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:
1. Provide a brief (hypothetical) situational analysis that outlines the context of the birth- 5 years learning environment for which you have chosen to plan. You should consider things like data about the age(s) of the children, the physical environment, human and other resources, the philosophy of the Centre.
2. Select a work or series of works at the Museum of Contemporary Art (can include parts of the permanent MCA collection and/or online collection)*.
3. Explain why you have chosen this artwork/exhibition as a site for visual arts learning experiences for the children you have described above. You must include information about the elements and principles of art that will underpin the children’s work around this exhibition and a précis of the artist(s), their work and techniques that will need to be incorporated into your proposed teaching and learning experiences.
4. Outline a series of up to five sequential visual arts learning experiences based on the artwork/exhibition. Remember that these are not full plans, but overviews of elements and principles, content and the like. You do need to show how your proposed learning experiences will be guided by the Early Years Learning Framework.
*It is strongly recommended that students who live in and around Sydney make time to visit the MCA and explore the museum’s permanent collection. Entry to, and tours of the permanent collection are free. Those students who live outside of Sydney may choose an exhibition from a local museum or gallery, or may choose to base their research on the MCA Collection Online which can be found athttp://www.mca.com.au/collection/all/
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.
Students will require reliable internet access to download or stream lectures, and submit assessment tasks. Access to such technology is available on-campus if needed.
Internal students are required to view 10 lectures by streaming from iLearn, and attend seminars on Mondays 12.00-2.00pm according to the following schedule:
Introduction and Overview Seminar - Online - Week of 27 Feb
Music Seminars - X5B Rm 292, 10.00-12.00pm 27 Feb, 6, 13, Mar
Drama Seminars - X5B Rm 145, 10.00 - 12.00pm 20, 27 April 3
Visual Arts Seminars - X5B Rm 284 10.00-12.00 10 April, 1, 8 May
Online students are required to view 10 lectures by streaming from iLearn, and complete the online activities for each module.
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 class.
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.
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.
No major changes have been made since the last offering of this unit.
Wright, S. (Ed.). (2012). Children, meaning-making and the arts (2nd ed.). Frenchs Forest, NSW: Pearson Australia.
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. #
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.
Arts Education Policy Review
Australian Art Education
Australian Journal of Early Childhood
British Journal of Music Education
Contemporary Issues in Early Childhood
Drama Australia (NJ)
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 Education Studies in Art Education
What constitutes the arts in early childhood?
The nature of creativity
The arts as symbol systems
Bodies of knowledge
The importance of metalanguage
Musicking in early childhood
Repertoire (birth-3 yrs)
Generative approaches to planning
Approaches to planning and authentic assessment
Children’s voices in assessment
Effort actions and embodied symbols
Forms and conventions of drama
Dramatic play in early childhood
Teachers and children working in role: process drama (how to plan, structure, question in and out of role,
and incorporate elements of drama)
Pathways into drama: Finding the pretext
Using literature in drama
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
Graphic Languages & Symbolic Meaning Making
The languages of
Co‐construction, Community and Collaborative works
Questions of Creativity
The Role of the Teacher
Resources and Materials
Assessment and Evaluation
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 (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
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/
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.
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.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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 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.
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:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Assignment extensions and late penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) or the APA Publication Manual.
Highly recommended text
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Wadsworth: Cengage Learning.