Session 2 Learning and Teaching Update
The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.
This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.
Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.
Visit the MQ COVID-19 information page for more detail.
Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor, Music and Dance
Sarah Powell
Contact via iLearn Dialogue
29WW Rm 268
By appointment
Drama tutor
Catherine Martin
Contact via iLearn Dialogue
By appointment
|
---|---|
Credit points |
Credit points
10
|
Prerequisites |
Prerequisites
|
Corequisites |
Corequisites
EDST8200 or ECHE6030
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit is designed to provide students with the knowledge, skills and understandings necessary to implement The Arts in Early Childhood and K-6 context. Students will investigate current specialist pedagogies as a basis for developing personal approaches to the provision of early childhood arts education. Lectures and workshops will guide students through theoretical and practical approaches to arts pedagogies in dance, drama, music, and visual arts, developing appropriate teaching and assessment strategies. Students will examine approaches to integrating The Arts across other key learning areas. This unit focuses on the pivotal role of The Arts in the lives of children. Students are provided with 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 education and allied fields. Students will also explore the role of community and professional arts organisations, such as museums, galleries, and performing arts companies, in providing opportunities for children to gain experience and appreciation of the art forms. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note:
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at allassessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy:https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
HD (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. |
D (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. |
Cr (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. |
P (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 |
F (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. |
Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement.
Withdrawing from this unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
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.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Creative performance | 30% | No | 23.59 22/08/2021 |
Independent Arts investigation | 30% | No | 23.59 26/09/2021 |
Planning for authentic integrated arts learning | 40% | No | 23.59 07/11/2021 |
Assessment Type 1: Performance
Indicative Time on Task 2: 30 hours
Due: 23.59 22/08/2021
Weighting: 30%
Prepare and present an original piece appropriate for performance by children in either Stage 2 or 3, based on a Key Learning Area other than the Creative Arts, eg, History, Science, PDHPE. Word count: N/A.
Assessment Type 1: Essay
Indicative Time on Task 2: 20 hours
Due: 23.59 26/09/2021
Weighting: 30%
A critical analysis and reflection on the significance of the opportunities provided by professional arts organisations for primary aged children. 1500 words.
Assessment Type 1: Programming Task
Indicative Time on Task 2: 30 hours
Due: 23.59 07/11/2021
Weighting: 40%
A summary of four sequential learning experiences in the Visual Arts integrated with other art forms. 2000 words.
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Required text/s
For Master of Teaching (Primary) students:
Dinham, J. (2017). Delivering authentic arts education (3rd Edition). South Melbourne: Cengage.
For Master of Teaching (Birth to five years) students:
S. Wright (Ed.), Children, meaning-making and the arts (2nd ed., pp. 1-29). Frenchs Forest: Pearson.
AND/OR
Dinham, J. & Chalk, B. (2018). It's Arts play: Young children belonging, being and becoming through the Arts. Melbourne: Oxford University Press.
Recommended Readings
Baldwin, L., & Beauchamp. G. (2014). A study of teacher confidence in teaching music within the context of the introduction of the Foundation Phase (3–7 years) Statutory Education Programme in Wales. British Journal of Music Education, 31(1), 195–208
Barrett, M., Flynn, L. M., & Welch, G. (2018). Music value and participation: An Australian case study of music provision and support in Early Childhood Education. Research Studies in Music Education, doi: 10.1177/1321103X18773098
Bell, D. (2010). Five reasons to take young children to the art gallery and five things to do when you are there [online]. Australian Art Education, 33(2), 87-111.
Board of Studies, NSW. (2006). Creative Arts K-6 Syllabus. Sydney: Board of Studies NSW.
Bridges, D. (1994). Music, young children and you. Sydney: Hale and Iremonger.
Commonwealth of Australia. (2009). Becoming, being, and belonging: The Early Years Learning
Framework (EYLF). Australia: Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments.
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.
Dinham, J. & Chalk, B. (2018). It's Arts play: Young children belonging, being and becoming through the Arts. Melbourne: Oxford University Press.
Dunn, J. (2016). Demystifying process drama: Exploring the why, what and how. NJ 40(2), 127-140.
Edwards, L. (2006). The creative arts: A process approach for teachers and children. Upper Saddle River, NJ: Pearson.
Edwards, L. (2012). Music and movement: A way of life for the young child (7th ed.). Pearson.
Edwards, L. Bayless K.M. & Ramsey, M.E. (2005). Music, a way of life for the young child (5th ed.). New York: Merrill.
Ewing, R. & Saunders, J.N. (2016). The school drama book: Drama, literature and literacy in the creative classroom. Currency Press.
Hallam, S. (2016). The impact of actively making music on the intellectual, social and personal development of children and young people: A summary. In Voices: A World Forum for Music, 16(2).
Heathcote, D. & Herbert, P. (1985). A drama of learning: Mantle of the expert. Theory into practice, 24(3), 173-180.
Honigman, J. J., & Bhavnagri, N. P. (1998). Painting with scissors: Art education beyond production. Childhood Education, 74(4), 205-213.
McArdle, F. (2012). The visual arts: Ways of seeing. In S.Wright (Ed.), Children, Meaning-Making and the Arts (pp.30-56). Pearson Australia.
McGregor, D. (2012). Dramatising Science Learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five- to seven-year olds, International Journal of Science Education, 34(8), 1145-1165, doi: 10.1080/09500693.2012.660751
Nicholas, H. & Ng, W. (2008) Blending creativity, science and drama. Gifted and Talented International, 23(1,) 51-60, doi: 10.1080/15332276.2008.11673512
Powell, S.J. (2019). Singing with young children: Empowering early childhood teachers to sing Orff-style. Musicworks: Journal of the Australian Council of Orff Schulwerk. 24, 23-30
Smith-Autard, J.M. (2001). The art of dance in education. London: A. & C. Black.
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. Available at: https://www.reggiochildren.it/en/publishing/children-art-artists/
Welch, G. F. (2006). The musical development and education of young children. In B. Spodek & O.N. Saracho (Eds.), Handbook of research on the education of young children (pp. 251-267). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Wells, T. & Sandretto, S. (2017). "I'm on a journey I never thought I'd be on": Using process drama pedagogy for the literacy programme. Pedagogies: An International Journal, 12(2), 180-195.
Recommended Journals
Art Education
Arts Education Policy Review
Australian Art Education
Australian Journal of Early Childhood
British Journal of Music Education
Childhood Education
Contemporary Issues in Early Childhood
Drama Australia (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
Youth Theatre
Young Children
Information about the unit iLearn site
This unit has a full web presence through iLearn.
Students will need regular access to a computer and the Internet to complete this unit.
Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies.
Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.
Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’.
PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.
Access and technical assistance
Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password.
Please do NOT contact the Unit Convenor regarding iLearn technical help.
No extensions will be given for any technical issues. Allow enough time for your submissions.
Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.
This unit requires students to use several ICT and software skills:
· Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks.
· Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
· Uploading of assessment tasks to iLearn.
Students will work through THREE modules in each art form as outline below. See iLearn for further details.
Module |
Content |
---|---|
Music & Dance |
Week 1: The elements of music & dance Week 2: Approaches to music & dance pedagogy Week 3: The place of singing & movement with children |
Drama |
Week 1: All the world's a stage: Drama for children in school and out Week 2: Creating Drama: exploring, learning, devising, scripting Week 3: Stepping into Drama: Starting points and taking roles |
Visual Arts |
Week 1: Visual Arts with children – the elements Week 2: Programming, sequencing and integrating artmaking Week 3: Art appreciation and responding to visual artworks |
Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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 help you improve your marks and take control of your study.
The Library provides online and face to face support to help you find and use relevant information resources.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
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.
School of Education Procedures
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Attendance for postgraduate units
All Internal tutorials begin in Week 1 of Session.
Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA and NESA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
Master of Teaching (Primary) students ONLY
Attendance at all synchronous activities (such as scheduled in person or Zoom tutorials), viewing of lectures, completion of class tasks and involvement in professional forums is compulsory as the Master of Teaching (Primary) is a professional NESA accredited qualification. All MTeach(Prim) students must meet 80% of this attendance requirement.
Unit Expectations
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
External Students
1. The on-campus sessions on 31/7 and 2/10 are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.
2. Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
3. Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.
On-campus sessions
The on-campus sessions for this year are on:
Day 1: Saturday 31st July 9am - 3pm
Day 2: Saturday 2nd October 9am - 3pm
This unit is now shared across the following courses: Master of Teaching (Primary) and Master of Teaching (Birth to Five Years)
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.
Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.
In this unit, you will learn using the 5Rs framework in the following important ways:
Resilient
Teachers need to manage uncertain and complex issues and unexpected events when they arise in their career. We know teaching is challenging and demanding, however, it has been observed that teachers who thrive are able to draw on their personal resources and the social and structural supports around them.
This unit provides opportunities for students to collaborate and negotiate different perspectives and roles in a creative group task. Learning outside comfort zones and engaging in potentially unfamiliar Creative Arts experiences and learning might be daunting and challenging and this unit gives students a safe space to navigate this alongside peers.
Reflexive
Teaching is about understanding multiple and changing ecologies of learning: individual students’ needs, the affordances of classroom spaces, student and teacher relationships, curriculum, research evidence, school culture, parental expectations, community demographics and needs, expectations of the profession, and government policy. Teachers must recognise and mediate these elements in their career, along with their own motivations and priorities, to make effective and impactful decisions that ensure quality student outcomes every day.
This unit engages students in planning learning experiences in the Creative Arts for a specific context, child and/or group of children in a school or prior-to-school setting. Students plan purposefully for the identified needs and interests of the children in the chosen context.
Responsive
Teaching is a relational profession: great teachers make deep connections with students, parents and communities. Most of us remember a great teacher we had at school: not because of the content they taught, but because they were inspiring; because of the connection they made with us, their interest in us as an individual, their care for our wellbeing and success.
This unit encourages students to collaborate and create meaningful learning experiences that are connected to children and their contexts.
Ready to learn
When teachers graduate from university they are not at the end of their learning journey, but at the beginning. Ongoing pursuit of learning is a mark of a quality teaching profession. There are always new challenges to deal with and new ideas to try. However, in practice, learning needs are not a one size fits all affair. Teachers need to identify their own learning needs for their context and they can pursue that learning to achieve great outcomes for all students.
This unit challenges students in workshops and assessments to step outside their comfort zone and embrace new learning and develop their confidence and skill in music, dance, drama, and visual arts.
Research engaged
Effective teachers base their practice on evidence. This evidence can come from their own research in the classroom and from the latest academic research in specialised areas of learning, teaching, motivation, cognition, curriculum, technologies and spaces to name a few. Understanding data is important so that it can be analysed and woven back into practice.
This unit requires students to engage with relevant, recent, and quality research literature through their assessment tasks, lectures, and prescribed readings.
Unit information based on version 2021.02 of the Handbook