Overview
In The Arts, students will be introduced to curriculum frameworks and a range of pedagogical approaches for teaching and using the five different discipline areas of the arts in educational contexts. They gain personal practical experience in using the different symbol systems and ways of understanding and representing the world that the Arts provide and build their understanding of how arts practice relates to the formation and expression of social values, beliefs and identity. They evaluate their own experiences and practice throughout the unit to develop understanding of the skills, techniques and classroom strategies appropriate for teaching The Arts in discipline specific, interrelated and integrated ways and to build appreciation for ways in which The Arts provide engaging learning experiences which promote creativity, communication, social and cultural knowledge and innovation.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluation feedback and moodle engagement
The importance of building arts learning and capacity
It's important for students to regularly engage in practical activities to develop their own capacity across the five arts areas. The arts challenge help scaffold that learning and those students who completed weekly tasks were well positioned to complete the assessment tasks
Arts challenges to support learning were included as mandatory elements. These cover all five art forms. Students however felt that completing them was too time consuming.
Feedback from Student evaluation feedback
Clarity around assessment task requirements
Further detail will be added to assessment tasks to clarify specific parameters, however it is also important to acknowledge that in the arts there is often more than one way to achieve a quality outcome
More examples of assessment and support materials were created
- Create plans and resources for Arts learning using the processes of making, presenting and responding to artworks.
- Justify the selection of resources and strategies for making and responding to artworks through reference to the rationale and intent underpinning Arts education.
- Critically reflect on the development of professional knowledge and personal learning in the arts.
- Describe the positive contribution of the arts in education and to participation in contemporary society.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical and Written Assessment - 50% | ||||
| 2 - Presentation and Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical and Written Assessment - 50% | ||||||||||
| 2 - Presentation and Written Assessment - 50% | ||||||||||
Textbooks
Delivering authentic arts education
Edition: 3rd ed (2016)
Authors: Dinham, J.
Cengage Learning
South Melbourne South Melbourne , Australia
Binding: Paperback
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
s.davis@cqu.edu.au
Module/Topic
The arts in education - values and contributions to learning
Chapter
Chapter 1: Putting you in the picture - the rationale and context for arts education
Australian Curriculum: The Arts - Rationale, Aims, Introduction, Key Ideas, Structure
Events and Submissions/Topic
Module/Topic
The Arts Curriculum, creativity and cross-curriculum priorities
Chapter
Chapter 2: The features of authentic arts education
Australian Curriculum: General Capabilities & Cross-curriculum priorities
Events and Submissions/Topic
Module/Topic
Visual Arts
Chapter
Chapter 10: Visual Arts
Australian Curriculum: The Arts - Visual Arts
Events and Submissions/Topic
Module/Topic
Media Arts
Chapter
Chapter 8: Media Arts
Australian Curriculum: The Arts - Media Arts
Events and Submissions/Topic
Module/Topic
Design and selection of art works and resources
Chapter
Chapter 4: Children at the centre
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Drama
Chapter
Chapter 7: Drama
Australian Curriculum: The Arts - Drama
Events and Submissions/Topic
Module/Topic
Music
Chapter
Chapter 9: Music
Australian Curriculum: The Arts - Visual Arts
Events and Submissions/Topic
Module/Topic
Dance
Chapter
Chapter 6: Dance
Australian Curriculum: The Arts - Music
Events and Submissions/Topic
Module/Topic
Planning for arts learning
Chapter
Part 3: Units of inquiry
Australian Curriculum: The Arts -
Events and Submissions/Topic
Module/Topic
The Arts and links to other curriculum areas
Chapter
Chapter 3: Being an effective teacher in The Arts
Australian Curriculum: The Arts -
Events and Submissions/Topic
Module/Topic
Presentation skills and reflective practice
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Attendance at 80% of on campus sessions or engagement in 80% of online activities is required.
1 Practical and Written Assessment
This task involves developing your own arts learning in the Visual Arts and Media Arts and then creating a digital resource package that could be used with a targeted group of students.
1. Complete the first three arts challenges using your own blog to document your process and outcomes. Post the links on the forum for sharing this work including a short reflection about what you have learnt (approx 300 words each).
2. Create an e-book or digital resource package to support visual arts and media arts learning for children in a specific band of schooling (as related to the Australian Curriculum: The Arts). The package should take one artform or focus from the challenges and develop it further as the basis for a resource package that is specifically designed to be used by and with students. Attention must be paid to the design of the package and use of visual elements including layout, use of fonts, colours, imagery etc.
3. Model and support student learning through including at least 3 examples of significant visual or media art works with appreciation statements, questions and possible activities. The questions, guidance and activities for students must be included in age appropriate language. Consideration must also be given to encouraging learning about social, cultural and historical contexts (including Aboriginal and Torres Strait Islander perspectives and art). Remember you need to support student learning in making art products and responding to artworks.
4. Develop assessment strategies and tools that accompany the resource. The materials should show consideration of assessment processes including ways to support 'assessment as learning' in the Arts.Also include an example of what a final project/assessment product might look like (i.e. one that you have personally created) based on work that would be stimulated by the package.
5. Include a written justification for teachers that introduces your resource package and demonstrates your understanding of the purposes of the arts (reflecting key ideas in the arts rationale), the learning intent as related to the curriculum and the learning areas of Visual Arts and Media Arts. The justification must identify contributions that the Arts make to learning across including the formation and expression of social values, beliefs and personal identity. This section should include references to relevant academic literature as well as curriculum documents. You may need to include a section for teachers that includesother advice required for a teacher to facilitate the processes
Length: Blog posts + 1500 words for package (or equivalent)
This assessment task draws on the following Australian Professional Standards for Teachers:
1.2, 1.4, 1.6, 2.1, 2.2, 2.3, 2.4, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.5, 5.1
Week 6 Tuesday (18 Apr 2017) 11:45 pm AEST
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next assessment task.
· Completion of arts challenges
. Demonstrated knowledge and understanding of the value of the arts in education drawing on relevant readings which are appropriately referenced
· Demonstrated knowledge and understanding of The Arts curriculum with specific reference to Visual Arts and Media
· Selection and presentation of visual art and media works with appropriate analysis
· Development of appropriate teaching and learning resources and activities including assessment
· Demonstrated application of appropriate visual arts and media elements in creation and presentation of the package
· Concise and coherent communication of ideas, and creative presentation of work
- Create plans and resources for Arts learning using the processes of making, presenting and responding to artworks.
- Justify the selection of resources and strategies for making and responding to artworks through reference to the rationale and intent underpinning Arts education.
- Describe the positive contribution of the arts in education and to participation in contemporary society.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
2 Presentation and Written Assessment
This task involves developing your own arts learning in the Performing Arts (Dance, Drama and Music), then finding and creating a pre-text, planning a learning experience or workshop, conducting it with a class or group of children and evaluating and reflecting upon your learning.
1. Complete the second set of arts challenges using your own blog to document your process and outcomes. Post the links on the forum for sharing this work and a short reflection (approx 300 words) identifying what you learnt each week.
2. In small groups, create a performing arts workshop or learning experience that links to a specific band of the curriculum and could be used within a formal or informal arts learning context. This should use an effective pre-text which will be a key stimulus for the presentation - we suggest using a piece of literature or story and creating your own digital pre-text product.
3. Deliver your learning experience, presentation or workshop (on campus students will present in groups in a school or context to be negotiated with your lecturer/tutor, distance students may need to present individually). The facilitated session should go for approximately 20+ minutes duration (this is a guide for time, but will need to be negotiated with the teacher/organiser), and utilise personal presentation and performing arts skills.
4. You will design and submit appropriate lesson plans to support the experience (at least one per group member) with an Arts focus. If you work in groups, lessons may be linked, but each one needs to have its own specific focus. E.g. they could focus on different art forms, or they could focus on a different part of a process that might run over several lessons.
5. Complete an Individual written reflection and evaluation. Evaluate the effectiveness of the selected arts strategies used in the presentation/workshop; reflect on your personal arts learning as a result of the planning and performing aspects of this task; and identify the professional understandings you have developed throughout the course with reference to appropriate literature.
Length: Blog posts + Approx 2000 words including lesson plan/documentation and 1000 words for reflection/evaluation
(Distance students must have a mentor teacher or responsible adult verify that the session was delivered and be willing to provide brief written feedback).
This assessment task draws on the following Australian Professional Standards for Teachers:
1.5, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 6.2
Week 11 Friday (26 May 2017) 11:45 pm AEST
Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
· Completion of arts challenges
. Structure and development of arts learning experience with appropriate selection of content and strategies for targeted audience
· Demonstrated presentation and performance skills to engage learners and communicate meaningfully
· Creation and presentation of supporting documentation which clearly links to appropriate arts curriculum and relevant learning
· Demonstrated evaluation and reflective skills through written communications
- Create plans and resources for Arts learning using the processes of making, presenting and responding to artworks.
- Critically reflect on the development of professional knowledge and personal learning in the arts.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
