CQUniversity Unit Profile
EDCU13018 The Arts
The Arts
All details in this unit profile for EDCU13018 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
Corrections

Unit Profile Correction added on 14-04-21

  • Assessment Task 1 published Due Date – Week 6 Friday 23 April 
  • Last campus tutorial for related content and workshop – Week 6 Friday 23 April 
  • Changed Due Date – Week 7 Tuesday 27 April
General Information

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

Career Level: Undergraduate
Unit Level: Level 3
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

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 - 2021

Bundaberg
Cairns
Mackay City
Online
Rockhampton

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Practical and Written Assessment
Weighting: 50%
2. Presentation and Written Assessment
Weighting: 50%

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.

Previous Student Feedback

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 Self reflection Student feedback

Feedback

Assessment clarity

Recommendation

Refine task sheets to streamline and clearly communicate task requirements

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Create plans and resources for Arts learning using the processes of making, presenting and responding to artworks
  2. Justify the selection of resources and strategies for making and responding to artworks through reference to the rationale and intent underpinning Arts education
  3. Critically reflect on the development of professional knowledge and personal learning in the arts
  4. Describe the positive contribution of the arts in education and to participation in contemporary society.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.2 Understand how students learn

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

5.1 Assess student learning

6.2 Engage in professional learning and improve practice

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Practical and Written Assessment - 50%
2 - Presentation and Written Assessment - 50%
Textbooks and Resources

Textbooks

Prescribed

Teaching the arts : early childhood and primary education 3rd revised edition (2019)

Authors: David Roy, William Baker, Amy Hamilton
Cambridge University Press
Cambridge Cambridge , United Kingdom
ISBN: 9781108552363
Binding: Paperback

Additional Textbook Information

This 394 page book is available as a print/online bundle and is a vital resource for all pre-service early childhood and primary teachers. The latest edition includes current curriculum information and is a compulsory resource for The Arts unit. Earlier editions are not appropriate as they have outdated curriculum information. Limited access is available through the library and unit Reading List. Copies can be purchased from the CQUni Bookshop here: http://bookshop.cqu.edu.au

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Online blog (eg. Wix, Weebly, Wordpress)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Glenda Hobdell Unit Coordinator
g.hobdell@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Mar 2021

Module/Topic

THE ARTS IN EDUCATION – An Introduction

  • values and contributions to learning
  • creativity & authentic arts learning
  • 4Cs (creativity, critical reflection, communication, collaboration)
  • your vision and role as an Arts teacher

Chapter

Chapter 1: A vision for the Arts in education – pp. 6–28

Chapter 2: Why the Arts are fundamental – learning 'in' and 'through' the Arts pp. 34-36; 54-57

Australian Curriculum: The Arts – Rationale, Aims, Introduction, Key Ideas, Structure, Creativity and Cross-curriculum Priorities

* Additional readings indicated in Reading List 

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 1 Moodle – readings and activities (expected)

Begin Chapbook Manifesto

Set up Blog

  • Blog Post 1 River Reflection and key ideas
Week 2 Begin Date: 15 Mar 2021

Module/Topic

THE VISUAL ARTS

Visual Arts

  • Identity

Chapter

Chapter 8: Learning in Visual Arts

Australian Curriculum: The Arts - Visual Arts

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 2 Moodle – readings and activities (expected)

Toward assessment – ARTS CHALLENGE 1

  • Blog Post 2 Self Portraits
Week 3 Begin Date: 22 Mar 2021

Module/Topic

THE VISUAL ARTS

Media Arts

  • Identity / Diversity

Chapter

Chapter 6: Learning in Media Arts

Australian Curriculum: The Arts - Media Arts

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 3 Moodle – readings and activities (expected)

Toward assessment – ARTS CHALLENGE 2

  • Blog Post 3 Animation (self and others)
Week 4 Begin Date: 29 Mar 2021

Module/Topic

THE PERFORMING ARTS

Drama

  • Loss 

Chapter

Chapter 5: Learning in Drama

Australian Curriculum: The Arts - Drama

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 4 Moodle – readings and activities (expected)

Toward assessment – ARTS CHALLENGE 3

  • Blog Post 4 Process drama with original pretext
  • 01/04 Formative Checkpoint: evidence of at least 2 supportive & critically reflective comments on peer blogs
Week 5 Begin Date: 05 Apr 2021

Module/Topic

THE PERFORMING ARTS

Music 

  • Recovery – hope / celebration

Chapter

Chapter 7: Learning in Music

Australian Curriculum: The Arts - Dance / Music

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 5 Moodle – readings and activities (expected)

Toward assessment – ARTS CHALLENGE 4

  • Blog Post 5 Graphic notation – composed music rhythms
Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Toward Assessment

  • 16/04 Formative Checkpoint: at least 2 additional supportive & critically reflective comments on peer blogs (with responses to others' comments)
Week 6 Begin Date: 19 Apr 2021

Module/Topic

THE PERFORMING ARTS

Dance

  • Recovery – hope / celebration

Chapter

Chapter 4: Learning in Dance

Australian Curriculum: The Arts

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 6 Moodle – readings and activities (expected)

Toward assessment – ARTS CHALLENGE 5

  • Blog Post 6 Dance sequence to music composition (from Challenge 4)

DEVELOPING A PERSONAL NARRATIVE: Be(com)ing a teacher of the Arts Due: Week 6 Friday (23 Apr 2021) 11:59 pm AEST
Week 7 Begin Date: 26 Apr 2021

Module/Topic

PLANNING FOR AUTHENTIC ARTS LEARNING

Children at the Centre

Approaches to embedding authentic Arts learning

  • Integrating Learning Experiences
  • Complementary Learning
  • Cross Curriculum Priorities
  • General Capabilities

Chapter

Chapter 3: The Arts and Cross Curriculum Priorities pp. 62-64

Part 3: How: Embedding the Arts in Education

  • Chapter 9: Integration and General Capabilities

Australian Curriculum: The Arts

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 7 Moodle – readings and activities (expected)

  • Ideas for integated learning
Week 8 Begin Date: 03 May 2021

Module/Topic

SELECTING LEARNING EXPERIENCES & RESOURCES

Effective Planning and Learning Design 

  • Organisation for early childhood and primary settings
  • Designing learning experiences and resources

Chapter

Chapter 10: Organisation

Australian Curriculum: The Arts

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 8 Moodle – readings and activities (expected)

  • planning of integrated learning experiences & resources for activity sequence
Week 9 Begin Date: 10 May 2021

Module/Topic

PLANNING FOR INCLUSION AND REFLECTIVE TEACHING

Arts rich learning contexts

  • Diversity and inclusion
  • Arts pedagogy

Chapter

Chapter 11: Diverse learners, pedagogy and the Arts – Reflective Teaching pp. 306–318

Australian Curriculum: The Arts

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 9 Moodle – readings and activities (expected)

Toward assessment – planning activity sequence; designing digital resource

Week 10 Begin Date: 17 May 2021

Module/Topic

QUALITY ARTS EDUCATION

Drilling down into the curriculum

  • Backward Mapping

Chapter

Chapter 12 Quality Arts education and rich learning

Australian Curriculum: The Arts

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 11 Moodle – readings and activities (expected)

Toward assessment – AT2 LEARNING IN ACTION

  • critical reflection on, evaluation, and revision of curriculum application
Week 11 Begin Date: 24 May 2021

Module/Topic

QUALITY ARTS PEDAGOGY

Quality Arts programs

  • Inclusion
  • Integration
  • Reflective processes

Chapter

Chapter 11: Diverse learners, pedagogy and the Arts

  • How to T.E.A.C.H pp. 318–333

Australian Curriculum: The Arts

* Additional readings indicated in Reading List

Events and Submissions/Topic

Online tutorial – Tuesday 10:00am – 11:00am (unless otherwise advised)

Topic 10 Moodle – readings and activities (expected)

Toward assessment – 

  • justification of digital resource as authentic arts learning
Week 12 Begin Date: 31 May 2021

Module/Topic

REFLECTION AND EVALUATION 

  • finalise submission

Chapter

Australian Professional Standards for Teachers

Australian Curriculum: The Arts


Events and Submissions/Topic

Online drop in – Tuesday 10:00am – 11:00am (unless otherwise advised)


LEARNING IN ACTION: Designing an integrated arts activity sequence Due: Week 12 Friday (4 June 2021) 11:59 pm AEST
Assessment Tasks

1 Practical and Written Assessment

Assessment Title
DEVELOPING A PERSONAL NARRATIVE: Be(com)ing a teacher of the Arts

Task Description

As a future teacher of the Arts, it is essential for you to develop and apply an understanding of foundational arts knowledge and skills in the Arts discipline areas from the Australian Curriculum. This task involves developing your own arts learning across all 5 Arts subjects (Visual Art, Media Arts, Drama, Music and Dance) through a series of Arts Challenges. You are required to personally experience making and responding in the Arts, and critically reflect on your learning about authentic arts education and the Australian Curriculum. This will form an imperative foundation as you move toward the development of a personal narrative as a teacher of the Arts in Assessment Task 2.

ARTS CHALLENGES (Blog posts 2-5) 50%


Complete all five (5) arts challenges as outlined in Assessment section.

For each challenge you are to document your process, outcomes of praxis and learning in your own blog. Ensure that you have made your blog public to enable sharing.

Each blog post must include:

PART AARTS PRAXIS (300 words / challenge)

  • evidence of your engagement with the practical learning experience (images, videos, screen shots, etc);
  • critical reflection on your engagement with the challenge, identifying what skills and knowledge you have learned;
  • support your reflection with reference to literature drawn from unit readings and the Australian Curriculum.

* CRITICAL REFLECTION – Use an acclaimed model / framework for critical reflection on your work (e.g. Schön, Gibbs, Aitkins & Murphy, Dewey...), acknowledging this in references.

PART BTHE CLASSROOM (200 words + curriculum information / challenge)

  • a brief outline of how you could adapt the challenge for implementation in a classroom. You should target a specific year level, including relevant curriculum information (band level, strands... making and/or responding, content descriptors, elaborations, opportunities for formative assessment).

FORMATIVE CHECKPOINTS: Share your blog address on the Contacts Wiki. Team up with 2 – 3 peers from this unit to develop a shared community of practice. Submit evidence of these blog interactions.

      • 01/04 post at least 2 critically supportive comments on peer blogs (keep evidence of this and include in Moodle submission)
      • 16/04 post at least 2 additional critically supportive comments on peer blogs (keep evidence of this and include in Moodle submission)

* CRITICAL FEEDBACK – Use an acclaimed model / framework for critical feedback (e.g. Hattie & Timperley... how am I going? where am I going? where to next?) to respond to your own work and that of others, acknowledging this in references.



Assessment Due Date

Week 6 Friday (23 Apr 2021) 11:59 pm AEST

Length: Blog posts approx 500 words each + visual outcomes of praxis and curriculum information. This assessment task draws on the following Australian Professional Standards for Teachers: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.6, 3.4, 4.5, 6.2


Return Date to Students

Week 9 Friday (14 May 2021)

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.


Weighting
50%

Assessment Criteria

  • Completion of Arts Challenges 1–5 (including reflections on learning and teaching)
  • Demonstrated knowledge and understanding of the value of the arts in education, drawing on relevant readings which are appropriately referenced
  • Creation, selection and reflection on arts works, own and others, with appropriate analysis
  • Demonstrated application of appropriate arts elements in creation and presentation of the blog
  • Concise and coherent communication and presentation of ideas and outcomes of challenges


Referencing Style

Submission
Online

Submission Instructions
Online. References for all sourced material required. Please make sure you include a URL for your blog

Learning Outcomes Assessed
  • 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.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Cross Cultural Competence

2 Presentation and Written Assessment

Assessment Title
LEARNING IN ACTION: Designing an integrated arts activity sequence

Task Description


This task involves application of, reflection on, and evaluation of your own arts learning across both the Visual (Visual Arts, Media Arts) and Performing Arts (Dance, Drama, Music) through planning a sequence of authentic, integrated arts experiences. A culminating consideration of your learning and development as a teacher of the arts will be presented.


INTEGRATED ARTS ACTIVITY SEQUENCE 50%


PART A – DIGITAL RESOURCE (2000 words + images/resources/curriculum information)

Apply your learning from AT1 by selecting a context/theme as a starting point for integrated Arts learning. The context should be drawn from prior professional practice in a school and related to learning in a curriculum learning area other than The Arts. Refer to previous placements to select a context for teaching and learning. If no placement has yet been undertaken, refer to the FAQs for advice.

You are to:

  • Create an integrated activity sequence, presenting this as a digital resource for teachers. The sequence must communicate how it will be integrated into an actual unit of study (preferably encountered on professional practice), and include:
    • a brief overview of the selected unit (200 words);
    • three (3) Arts activities that enhance learning in another learning area/s (600 words each + curriculum);
    • a mix of both visual and performing arts;
    • links to a specific band of the Arts Curriculum;
    • links to other curriculum learning areas
    • relevant resources for teaching and learning.

PART B – REFLECTIVE ANALYSIS AND EVALUATION (1000 words)

Complete a written reflection and evaluation of your and planning and learning, as well as a justification of the resource as authentic arts learning.


Ensure that you:

  • justify the activities as authentic arts learning;
  • evaluate the effectiveness of the selected arts teaching strategies used in the activity sequence;
  • reflect on your personal arts learning as a result of the planning and implementation aspects of this task;
  • identify the professional understandings you have developed throughout this Arts unit, with reference to appropriate literature – how does this resource demonstrate your knowledge and future aspirations for be(com)ing a successful teacher of authentic arts learning?

        * CRITICAL REFLECTION – Use an acclaimed model / framework for critical reflection on your work (e.g. Schön, Gibbs, Aitkins & Murphy...)acknowledging this in references.




Assessment Due Date

Week 12 Friday (4 June 2021) 11:59 pm AEST

Length: 3000 words. 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


Return Date to Students

Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.


Weighting
50%

Assessment Criteria

  • Application of learning to planning of arts teaching and learning
  • Structure and development of integrated arts learning experiences with appropriate selection of content and strategies for targeted audience
  • Demonstrated knowledge of presentation and performance skills to engage learners and communicate meaningfully
  • Creation and presentation of supporting documentation which clearly links to appropriate arts and other curriculum areas with relevant learning
  • Demonstrated evaluation and reflection skills through written communications


Referencing Style

Submission
Online

Submission Instructions
Online. References for all sourced material required. Please upload a version of Part B that can be scanned by Turnitin. Please make sure you include a URL for your digital resource.

Learning Outcomes Assessed
  • 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


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence

Academic Integrity Statement

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?