Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor & Visual Arts
Clare Britt
Contact via Dialogue through iLearn site
X5B Rm 290
By Appointment
Drama
Jenny Nicholls
Contact via Dialogue through iLearn site
Through X5B292
By Appointment
Music
Dr Sarah Powell
Contact via Dialogue through iLearn site
By Appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(39cp at 100 level or above) 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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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 items
There are three 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.
Assessment Presentation & Submission Guidelines
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.
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
Assignment extensions and late penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a Special Consideration 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 Special Considerations policy and are submitted via https://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, see:
https://students.mq.edu.au/study/my-study-program/special-consideration
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.
Special Considerations
The Special Consideration provision is to support students who have been impacted by circumstances that are unexpected, unavoidable, significantly disruptive and beyond the student’s control, and which may affect their performance in assessment.
The University classifies a circumstance as serious and unavoidable if it:
The following link takes you to the Special Considerations policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Requesting a remark 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.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
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.
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of when the placement takes place.
Criteria for awarding grades in the unit
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. |
Name | Weighting | Hurdle | Due |
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Programming | 50% | No | 29th April Int 20th May Ext |
Group Performance | 30% | No | 5th May Ext, 15th May Int |
Reflection | 20% | No | 12th May Ext, 20th May Int |
Due: 29th April Int 20th May Ext
Weighting: 50%
Assessment Task 1: Planning for and with the Creative Arts (Programming sequential integrated learning experiences)
For this assessment item, students are to provide a summary of a sequence of 4 sequential learning experiences in the Visual Arts (drawing, painting, collage, printmaking, photography, site-specific installations etc). These learning experiences should be also integrated with at least one other art-form from the Creative Arts (Dance, Drama, Music). They need to consider the context of the children they are planning for (this can be a hypothetical context, or a context they are familiar with), and provide a rationale for why these experiences have the potential to foster meaningful art-making/performing and deep learning in the arts for this particular group of children. Students should focus on introducing children to the work of a well-known artist as way of exploring techniques and the elements of visual arts such as colour, line, shape, pattern and form. Students will also consider appropriate art materials and media to use in the classroom. This assessment has a specific focus on integrating learning in the Visual Arts with another art-form (Music, Dance, Drama).
The final paper should include:
Please select one of the following artists (nb students involved in the NCP Vietnam project can choose an artist in consultation with the Unit Convener):
Lena Yarinkura, Vernon Ah Kee, Howard Arkley, Margaret Preston, Abdul Abdullah, Grace Cossington-Smith, Tom Roberts, Daniel Boyd, Emily Kame Kngwarreye, Brett Whiteley, Jeannie Baker, Bronwyn Bancroft, Bob Graham, Sally Morgan, Shaun Tan, Joshua Yeldham, Ricky Maynard, Liam Bensen, Sean Gladwell.
Weighting: 50%
Word length: 2000 words
Due date: 29th April 11.59pm (Internals)
20th May 11.59pm (Externals)
Criteria for assessment
Due: 5th May Ext, 15th May 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:
Weighting: 30% (comprising 15% individual mark, 15% group mark)
Length: 5 minutes
Due date: 5th May (Externals)
15th May (Internals)
Criteria for assessment
Due: 12th May Ext, 20th May 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:
(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.
Do not include ratings/rankings.
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: 12th May, 11.59pm (Externals)
20th May, 11.59pm (Internals)
Criteria for assessment
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 31st April and Saturday 5th May) and independent learning activities.
ECH319 Prescribed and Recommended Reading List
Compulsory Text: Dinham, J. (2017). Delivering authentic arts education (3rd Edition). South Melbourne: Cengage Learning, (For students enrolled in the Birth-12 degree)
or:
Dinham, J & Chalk, B. (2018). It’s arts play: Young children belonging, being and becoming through the arts. Melbourne: Oxford University Press (For students enrolled in the Birth-5 degree)
and: core texts and readings from ECH131.
Recommended Readings:
ABC Education (2007). Sing! 2007 Teacher’s Handbook. Sydney. ABC Books.
ABC Education (2007). Sing! 2007-Vol.1 & 2. Sydney. ABC Books.
Anderson, W. M., & Lawrence, J. E. (2008). Integrating music into the elementary classroom (8th ed.). Boston: Schirmer Cengage Learning.
Bates, J. K. (2000). Becoming an art teacher. Belmont, CA: Wadsworth/Thomson Learning.
Bresler, L., & Thompson, C. M. (2002). The arts in children's lives : context, culture, and curriculum. Dordrecht ; Boston: Kluwer Academic Publishers.
Campbell, P. S., & Scott-Kassner, C. (2006). Music in childhood : from preschool through the elementary grades (3rd ed.). Belmont, CA: Thomson Schirmer.
Choksy, L. (2001). Teaching music in the twenty-first century (2nd ed.). Upper Saddle River, N.J.: Prentice Hall.
Davis, L. (2004). Making connections: Learning through drama, learning about drama. In M. Mooney & J. Nicholls (Eds.), Drama journeys: Inside drama learning (pp. 179-198). Sydney: Currency Press.
Deans, J., Brown, R., & Young, S. (2007). The possum story: Reflections of an early childhood drama teacher. Australian Journal of Early Childhood, 34 (4), 1 -6
Edwards, C., Gandini, L. & Foreman, G. (Eds.) (1998). The hundred languages of children: The Reggio Emilia approach-advanced reflections. 2nd Ed. Greenwich, CT: Ablex Publishing.
Edwards, L. C., Ramsey, M. E., & Bayless, K. M. (2005). Music, a way of life for the young child (5th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
Ewing, R. & Saunders, J.N. (2016). The School Drama Book, Sydney: Currency Press.
Eisner, E. (2002). The arts and the creation of mind. Newhaven: Yale University Press.
Gandini, L., Hill, L., Cadwell, L. & Schwall, C. (2015). In the spirit of the studio: Learning from the atelier of Reggio Emilia (2nd Edition). New York: Teachers College Press.
Gardner, H. (1993). Multiple intelligences: the theory in practice. New York. Basic Books.
Gelineau, R. P. (2004). Integrating the arts across the elementary school curriculum. Belmont, CA: Thomson/Wadsworth.
Grierson, E., & Mansfield, J. E. (2003). The arts in education : critical perspectives from Aotearoa New Zealand. Palmerston North, N.Z.: Dunmore Press.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28 (3), 269 - 289. DOI: 10.1177 /0255761410370658
Hanna, W. (2016). The children’s music studio: A Reggio inspired approach. New York: Oxford University Press.
Honigman, J. J., & Bhavnagri, N. P. (1998). Painting with scissors: Art education beyond production. Childhood Education, 74 (4), 205 - 213.
Isenberg, J. & Jalongo, M. (2001). Creative expression and play in early childhood. (3rd ed.). Upper Saddle River, NJ: Merrill.
Jalongo, M. & Stamp, L., (1997). The Arts In Children’s Lives: Aesthetic education in early childhood. Boston: Allyn & Bacon.
Kolbe, U. (2005) It’s not a bird yet: the drama of drawing Sydney: Pademelon Press.
Kolbe, U. (2007) (2nd ed). Rapunzel’s supermarket: All about young children and their art. Sydney: Peppinot Press.
Kolbe, U. (2014). Children’s imagination: creativity under our noses. Byron Bay, NSW: Peppinot Press
Koster, J. B. (2001). Bringing art into the elementary classroom. Belmont, CA: Wadsworth/Thomson Learning.
Martello, J. (2001). The Australian journal of language and literacy 24 (3), 195-207
Mathews, J. (2003). Drawing and painting: Children and visual representation (2nd ed.). London: Paul Chapman.
McPherson, G. (2006). The child as musician : a handbook of musical development. Oxford ; New York: Oxford University Press.
Mooney, M. & Nicholls, J. (Eds.). (2004). Drama journeys: Inside drama learning.
NSW Department of Education and Training (1999). Navigating Drama K-6. Ryde. Curriculum K-12 Directorate.
NSW Department of Education and Training (1999). Vocal-Ease-Modules 1 and 2. Ryde. Curriculum K-12 Directorate.
NSW Department of Education and Training (2000). Visual Arts Resource Kit: Beyond the Frame. Ryde. Curriculum K-12 Directorate.
NSW Department of Education and Training (2002). Arts Action (CD-ROM). Ryde. Curriculum K-12 Directorate.
NSW Department of Education and Training (2002). Quantum leaps kit. Ryde. Curriculum K-12 Directorate.
NSW Department of Education and Training (2002). Vocal Ease-Modules 3 and 4. Ryde. Curriculum K-12 Directorate.
Nyland, B, Acker, A , Ferris, J & Deans, J. (2011) Pre- school children's encounters with The Magic Flute , International Journal of Early Years Education, 19:3-4,207-217, DOI: 10.1080/09669760.2011.637676
Pelo, A. (2007). The language of art: Reggio-inspired studio practices in early childhood settings. St Paul: Redleaf Press.
Pound, L. & Harrison, C. (2002). Supporting musical development in the early years. Buckingham: Open University Press
Robertson, J. (2000). Drawing: Making thinking visible. In
Thinking through the arts. Schiller, W. (Ed.) Sydney: Harwood Educational Publishers.
Schiller, W. (Ed.) (1996). Issues in expressive arts. Curriculum for early childhood. Amsterdam: Gordon & Breach. Schiller, W. (2000). Thinking through the arts. Australia: Harwood Academic.
Smith, N. (1993). Experience and art: Teaching children to paint. (2nd ed.). New York: Teachers College Press.
Smith-Autard, J.M. (2002). The art of dance in education. London: A&C Black.
Spurgeon, D. (1992). Dance Moves: From Improvisation to Dance. Sydney: Currency Press.
Sutherland, K. (2004). Making sense of the world with art. In Rattler 72 Summer
Vecchi, V. (2010). Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education (Contesting Early Childhood). Oxon: Routlege
Vecchi, V. & Giudici, C. (Eds.) (2005). Children, art, artists. Reggio Emilia: Reggio Children
Wright, S. (Ed.). (2003). Children, meaning-making and the arts. Frenchs Forest: Pearson
Warren, K. (1999). Hooked on drama. The theory and practice of drama in early childhood (2nd ed.). Katoomba: Social Science Press.
Zachest, K. (2015). Drama for Early Childhood. Sydney: Currency Press
Websites of relevance to the unit include:
NSW Board of Studies (2000). NSW Creative Arts K-6 Syllabus, Sydney: Author http://k6.boardofstudies.nsw.edu.au/files/arts/k6_creative_arts_syl.pdf)
Department of Education, Employment and Workplace Relations (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Author
http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframework.aspx
NSW Department of Community Services NSW Curriculum Framework for Children’s Services: The practice of relationships. Sydney: Author.http://www.community.nsw.gov.au/DOCSWR/_assets/main/documents/childcare_framework.pdf
NSW Department of Education and Training K-12 Creative Arts
http://www.curriculumsupport.education.nsw.gov.au/primary/creativearts/index.htm
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
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
ECH319 Unit Schedule
The Unit is divided into four modules:
Overview 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 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; Lectures online
Visual Arts tutorials take place in X5B 284; Lectures online
Drama tutorials take place in X5B 145; Lectures online
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.
Readings
Please see iLearn for the ECH319 List of prescribed and recommended readings for this unit. In preparation for undertaking work in each module, you should thoroughly read appropriate sections of the textbooks as follows:
Dinham (2017): Overview: Chapters 3, 4 & 5, Visual Art: Chapter 10, Drama: Chapter 7, Music and Dance: Chapters 6 and 9 (for Birth-12 students using this text)
Dinham & Chalk (2018): Overview: All Chapters in Part 1 and Part 3, Visual Art: Chapter 11, Chapter 11 and Chapters 12 & 13 , Drama: Chapter 8 and Chapters 12 & 13, Music and Dance: Chapters 7 and 10 and Chapters 12 & 13 (for Birth-5 students using this text)
For assessments, please also read widely from the Recommended Reading List for ECH319.
ECH 319 Internal Class Schedules
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)
For internal students, classes are arranged as follows. (L1=Lecture 1, T1=Tutorial 1 and so on)
Week Beginning |
Tutorial Groups 1 & 2 |
Tutorial Groups 3 & 4 |
Tutorial Groups 5 & 6 |
Feb 26 |
Overview readings & lectures Art - T1, L1, L2 |
Overview readings & lectures Drama – T1, L1, L2 |
Overview readings & lectures Music - T1, L1, L2 |
Mar 5 |
Overview readings & lectures Music - T1, L1, L2 |
Overview readings & lectures Art - T1, L1, L2 |
Overview readings & lectures Drama – T1, L1, L2 |
Mar 12 |
Drama – T1, L1, L2 |
Music - T1, L1, L2 |
Art - T1, L1, L2 |
Mar 19 |
Art – T2, L3, L4 |
Drama - T2, L3, L4 |
Music - T2, L3, L4 |
Mar 26 |
Music - T2, L3, L4 |
Art - T2, L3, L4 |
Drama - T2, L3, L4 |
April 2 |
Drama - T2, L3, L4 |
Music - T2, L3, L4 |
Art - T2, L3, L4 |
Apr 10 |
Art - T3, L5, L6 |
Drama - T3, L5, L6 |
Music & Dance - T3, L5, L6 |
April 30 |
Music & Dance - T3, L5, L6 |
Art - T3, L5, L6 |
Drama - T3, L5, L6 |
May 7 |
Drama - T3, L5 |
Music & Dance - T3 |
Art - T3, L5, L6 |
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Tuesday May 15th - |
Performance Assessments for all internal students |
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ECH319 On-Campus Schedules
Please note:
External students should follow the same pattern of lectures and readings as internal Groups 1&2 (see table above)
First On-campus day: March 31st
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 |
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 |
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 |
3.00-5.00 |
Performance Preparation |
Second On-campus day: May 5th
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|
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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 |
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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 |
1.00-3.30 |
Lunch & Performance Preparation |
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3.30-5.00 |
Group Performance Assessments (All Groups) Drama Room X5B145 |
Attendance for undergraduate units
All tutorials begin in the first week of classes.
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 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.
Unit Expectations
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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.
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
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 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:
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:
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:
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:
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: