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 - 2023
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 feedback
Weekly Moodle tile release
Opening all Moodle modules simultaneously for each assessment task
Feedback from Student feedback
Time consuming workload – Assessment Task 1
Review assessment task 1 expectations to more clearly align to time expectations. Provide further examples of the task.
Feedback from Student feedback
Moodle organisation – difficulty locating resources
Redesign the weekly materials to include fewer sections.
- 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.
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 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
Teaching the arts : early childhood and primary education
Edition: 3 (2019)
Authors: David Roy, William Baker, Amy Hamilton
Cambridge University Press
Cambridge Cambridge , United Kingdom
ISBN: ISBN 9781108552363
Binding: Paperback
Additional Textbook Information
This 394-page book is a print/online bundle and is a vital resource for all pre-service early childhood and primary teachers. The latest edition includes Australian curriculum information Version 8.4 and is a compulsory resource for The Arts unit. Earlier editions are not appropriate as they have very 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 (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- 'Stop Motion' App
- 'Beatmeaker' or other layered sound app
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.
g.hobdell@cqu.edu.au
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 – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 1 Moodle – readings and activities (expected)
Activity:
- Begin Chapbook Manifesto
- Blog Post 1 River Reflection and introduction
Module/Topic
THE VISUAL ARTS
- Visual Arts
Chapter
Chapter 8: Learning in Visual Arts
Australian Curriculum: The Arts v.8.4 – Visual Arts
* Additional readings indicated in Reading List
Events and Submissions/Topic
Online tutorial – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 2 Moodle – readings and activities (expected)
Activity:
- theme selection & focus year level
- self-portrait/pattern design
Module/Topic
THE VISUAL ARTS
- Media Arts
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 – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 3 Moodle – readings and activities (expected)
Activity:
- animation/photostory
Toward assessment:
- Begin working on Arts praxis from the selected task, recording outcomes
Module/Topic
THE PERFORMING ARTS
- Drama
Chapter
Chapter 5: Learning in Drama
Australian Curriculum: The Arts - Drama
* Additional readings indicated in Reading List
Events and Submissions/Topic
Online tutorial – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 4 Moodle – readings and activities (expected)
Activity: characterisation/storydrama
Toward assessment:
Continue working on Arts praxis from the selected task, recording and documenting outcomes and reflections in your blog
Module/Topic
THE PERFORMING ARTS
- Music & Dance
Chapter
Chapter 4: Learning in Dance
Chapter 7: Learning in Music
Australian Curriculum: The Arts - Dance / Music
* Additional readings indicated in Reading List
Events and Submissions/Topic
Online tutorial – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 5 Moodle – readings and activities (expected)
Activity: Soundscape/movement sequence
Toward assessment:
- Continue working on Arts praxis from the selected task, recording and documenting outcomes and reflections in your blog
Module/Topic
Chapter
Events and Submissions/Topic
Toward Assessment
- Finalise Arts praxis, documentation and reflections on your blog, ready for grading.
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 – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 6 Moodle – readings and activities (expected)
- Ideas for integrated learning
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 – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 7 Moodle – readings and activities (expected)
- planning of integrated learning experiences & resources for activity sequence
DEVELOPING A PERSONAL NARRATIVE: Be(com)ing a teacher of the Arts Due: Week 7 Monday (24 Apr 2023) 11:59 pm AEST
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 – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 8 Moodle – readings and activities (expected)
Toward assessment – AT2 LEARNING IN ACTION
- critical reflection on, evaluation, and revision of curriculum application
Module/Topic
CROSS-CURRICULUM PRIORITIES
Chapter
Chapter 3: The Arts and Cross-Curriculum Priorities
- ATSI histories and cultures
- Sustainability
UNESCO Sustainability Goals
Events and Submissions/Topic
Online tutorial – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 9 Moodle – readings and activities (expected)
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 – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 10 Moodle – readings and activities (expected)
Toward assessment – planning activity sequence; designing digital resource
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 – Monday 12:00 pm – 2:00 pm (unless otherwise advised)
Topic 11 Moodle – readings and activities (expected)
Toward assessment –
- justification of digital resource as authentic arts learning
Module/Topic
REFLECTION AND EVALUATION
- finalise submission
Chapter
Australian Professional Standards for Teachers
Australian Curriculum: The Arts
Events and Submissions/Topic
Online drop in – Monday 12:00 pm – 1:00 pm (unless otherwise advised)
LEARNING IN ACTION: Designing an integrated arts activity sequence Due: Week 12 Friday (2 June 2023) 11:59 pm AEST
1 Practical and Written Assessment
It is essential to develop and apply an understanding of foundational arts knowledge and skills in the Arts discipline areas from the Australian Curriculum to become a confident teacher of the Arts. To support your understanding of the processes that are involved in each of the Arts disciplines, you are required to personally experience making and responding in the Arts, and critically reflect on your learning about authentic arts education in the Australian Curriculum. Authentic experience with creative arts praxis will form an important foundation as you move toward the development of an integrated digital teaching resource as a teacher of the Arts in Assessment Task 2.
Your task involves developing your personal arts learning further across three (3) of the five (5) Arts subjects (Visual Arts/Media Arts/Drama/Music/Dance) through a connected combination of Arts challenges. To knowledgeably inform and support your work you are required to complete all weekly learning activities across all 5 arts areas (weekly Moodle learning materials).
All elements of the task will be recorded in your Moodle blog.
PART A – ARTS PRAXIS
1. Select a theme to address in your practical responses from the below list.
Shadows Patterns Dreams Fire Animals Lost Fantasy Fragile Graffiti Insects Mirrors Reflections Change People Places Self Difference Joy Machines Flight Celebration Growth Wind Flowers Daydreams
2. Select ONLY ONE (1) task from the following options to inspire artworks that thematically connect your creative responses across the three Arts areas.
- Media Arts / Drama / Music – Write a 6-word story in response to your selected theme. Create 2D sets/props/characters to symbolically tell the story in an animated sequence. Compose and add an atmospheric soundscape and a dramatic voice-over to heighten an audience's experience of the story.
- Visual Arts / Drama / Dance – Identify a problem suggested by your theme and use this to create a pretext – an image, artwork, illustrated poem/letter, etc. Develop a character and film yourself introducing the problem as ‘teacher in role’. Support your character portrayal by devising and performing an expressive movement sequence to heighten an audience's response to the character.
- Media Arts / Drama / Music – Create a photo story of 10 images in response to your selected theme. Script and rehearse a monologue and a multi-layered music composition to add tension/emotion to the images. Record these and create a video (slideshow or animation), to bring the images and sound together in a dramatic telling of the story.
- Visual Arts / Music / Dance – Create a multi-layered graphic notation sequence inspired by your selected theme. Use this to compose a layered rhythmic composition. Respond to the recorded sound by creating a dance map. Record the dance to expressively communicate your theme.
- Visual Arts / Media Arts / Dance – use recycled objects to create an imaginary 3D character inspired by your selected theme. Create a character profile and develop a short story and storyboard using a series of digital stills of the character’s journey through a changing environment. Bring the story to life in a dance/movement sequence that suggests a connection between the character and the changing environment.
PART B REFLECTION
Use your blog to document your processes and learning. You must include:
- evidence of your engagement with the practical learning experiences associated with the selected challenge (images, videos, screenshots, etc) and each of the Arts areas.
- critical reflection on your engagement with the challenge, identifying the skills and knowledge that you have learned and/or applied. Identify the ongoing professional learning that you would need to engage with to confidently implement a similar task with children in the classroom. (Use an acclaimed model/framework to reflect on your work, e.g. Schön/Kolb/Gibbs, acknowledging this in references).
PART C THE CLASSROOM
Select a focus year level, preferably one that you have experienced on a professional placement. Provide a brief outline (maximum 300 words) of how you could adapt the challenge for implementation in this classroom. Include relevant curriculum information (band level, strands – making and/or responding, content descriptors, elaborations, knowledge and skills, opportunities for formative assessment).
PEER FEEDBACK & SUPPORT: Team up with 2 – 3 peers from this unit to develop a shared community of practice. Submit evidence of at least 2 blog interactions where you provide critical feedback to your peers. Use an acclaimed model/framework to guide the nature of your critical feedback (e.g. Hattie & Timperley; RISE), acknowledging this in references.
SUBMISSION
In-text referencing and a reference list should be used on each blog post.
Length: Blog posts – a total of 1500 – 1800 words + visual outcomes of praxis and curriculum information.
Week 7 Monday (24 Apr 2023) 11:59 pm AEST
Week 9 Monday (8 May 2023)
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 the Arts Challenge (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
- Reflections on learning and teaching with specific reference to the curriculum (ACARA and EYLF where applicable)
- Creation, selection, and reflection on artworks including your own and others, with appropriate analysis
- Demonstrated application of appropriate arts elements in the creation and presentation of the blog
- Concise and coherent communication and presentation of ideas and outcomes of challenges
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- 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.
2 Presentation and Written Assessment
This task involves applying, reflecting on, and evaluating your 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 TEACHING RESOURCE (2000 words + images/resources/curriculum information)
Apply your learning from AT1 by selecting a relevant context/theme as a starting point for integrated Arts learning. The context should be drawn from prior professional practice in a school (where possible) 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 in professional practice), and include:
- a brief overview of the selected unit (approx. 200 words);
- three (3) Arts activities that enhance learning in another learning area/s (approx. 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 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; Kolb; Gibbs), acknowledging this in references.
MOODLE SUBMISSION
Submit PART A and PART B as separate PORTFOLIO items (Moodle)
The activity resource can be a single uploaded PDF.
Week 12 Friday (2 June 2023) 11:59 pm AEST
Length: Approx. 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
Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
- Application of learning to the 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 Arts knowledge to engage learners and communicate meaningfully
- Creation and presentation of supporting documentation that clearly links to appropriate arts and other curriculum areas with relevant learning
- Demonstrated evaluation and reflection skills through written communications
- Acknowledged reference to appropriate readings
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- 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
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.