Students

ECH 131 – The Arts in Early Childhood Contexts

2017 – S3 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Jenny Nicholls
Contact via jenny.nicholls@mq.edu.au
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 https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • 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

Name Weighting Hurdle Due
Online Provocations 60% No Ongoing throughout Session 3
Short in-class Task 10% No 15/1/18
Analysing Arts Experiences 30% No 27/1/18

Online Provocations

Due: Ongoing throughout Session 3
Weighting: 60%

 

Continuous online discussions focused on unit content and other resources. 6 x 250 word responses.


On successful completion you will be able to:
  • 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 Task

Due: 15/1/18
Weighting: 10%

 

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


On successful completion you will be able to:
  • 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: 27/1/18
Weighting: 30%

An analysis of three observed arts experiences.


On successful completion you will be able to:
  • 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

 

Session 3

3  tutorials 10-4pm  18th  December, 8th January,  15th January

Access to lectures though Echo Active Platform on iLearn

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 Active Platform

 

The prescribed text for this unit is:

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

It is compulsory to have regular access to this text. You cannot complete the assessment tasks without it.

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

(this is a cheaper option)

 

www.pearson.com.au/9781442561991

 

 

 

 

 

 

 

Unit Schedule

This is a Creative Arts Curriculum unit

Please note that compulsory  attendance is required on the following days:

December 18th, January 8th, January 15th  10am-4pm

If you do not attend ALL three days you will not meet the requirements for  NESA (The NSW Education Standards Authority) and cannot be awarded a passing grade

Visual Arts Module

(Lectures accessed through ilearn)

Lecture 1        The visual arts and children birth-12 years

Lecture 2        The teacher’s role               

Lecture 3        Responding to the art works of others

Practical tutorial oncampus

Drama Module

(Lectures accessed through ilearn)

Lecture 1     Drama in the Early Years - (Forms and Elements)

Lecture 2     Working in role

Lecture 3     Programming for drama

Practical tutorial oncampus

 

Music Module

(Lectures accessed through ilearn)

Lecture 1   Music and Movement in Children’s Lives

Lecture 2   Young children making meaning through Dance

Lecture 3   Creativity and authentic assessment

Practical tutorial oncampus

 

 

               

                               

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 (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.

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

  • 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 task

  • Online Provocations

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

  • Short in-class Task
  • 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.

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 Task
  • 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 Task
  • Analysing Arts Experiences

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
  • 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 Task
  • 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.