Unit rationale, description and aim
Teachers must be equipped with knowledge and skills in The Arts disciplines and pedagogy in order to provide learning experiences for children that assist them in making sense of their world.
This unit is designed to provide pre-service teachers with a critical pedagogical and theoretical knowledge and understanding of curriculum practice in Arts education in diverse early childhood and primary classrooms. Consideration is given to how Arts curriculum is shaped by broader educational policies and how the Arts make a unique inclusive contribution to the education of diverse students. Unit content includes the study of Australian Curriculum and Early Years Learning Framework: The Arts, and other state/jurisdictional documents and resources, in Dance, Drama, Media Arts, Music, Visual Arts. Pre-service teachers will consider their own role in Arts making as artists and as pedagogues by participating in Arts based experiences in the university classroom. Through understanding how Arts knowledge is represented in curricula and Arts practices in broader society, pre-service teachers will create authentic activities and resources of contemporary relevance to support inclusive, ethical Arts learning in the 21st century early childhood and primary classroom.
This unit will challenge students to investigate and reflect on how to plan and implement culturally responsive Arts experiences in the early years and primary classroom for diverse student needs, including those of Aboriginal and Torres Strait Islander students
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Outline a broad knowledge and understanding of the...
Learning Outcome 01
Combine knowledge of distinct Arts pedagogies, the...
Learning Outcome 02
Evaluate a range of resources, including digital r...
Learning Outcome 03
Apply current theories and pedagogy to design and ...
Learning Outcome 04
Content
Following an introduction to The Arts as an area of study in the curriculum, The Arts disciplines will be investigated as distinct subject areas. Subject-specific investigations may consider ways to integrate The Arts into the early years and primary classroom.
Introduction to Arts Education
- Theoretical and pedagogical perspectives of Arts Education
- An overview of the various disciplines comprising the key learning area ‘The Arts’
- The role of the Arts in society and the relationships between artist, audience, artistic output and society
- The Arts’ contribution to learning
- Curriculum / Learning Framework Policy Implementation in The Arts
The Arts disciplines
- An introduction to the concepts, elements, and practices of each distinct Arts discipline
- Curriculum structure and practices of making and responding in each Arts discipline
- Educational Arts research in the 21st century
- Strategies for facilitating learning in and through the Arts, including play-based pedagogies, creative and collaborative exploration, and acknowledging Aboriginal and Torres Strait Islander Peoples’ ways of knowing
- Planning, implementing and evaluating learning experiences in each art form
- Strategies for differentiating teaching to meet the strengths and needs of diverse learners
- Appropriate resources, including art outputs from diverse cultures, ICTs, which engage learners in The Arts
- The integration of ethically resourced information and communication technologies in The Arts
- Literacy and Numeracy strategies and their application in The Arts
- An overview of assessment strategies
- Relevant sources of professional learning for teachers in The Arts
Assessment strategy and rationale
A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and to develop graduate capabilities consistent with University assessment requirements. Assessment tasks will address the full range of Arts subjects offered in the various jurisdictions and comprise three assessments.
Formative assessments in this unit engage pre-service teachers in practical and/or written tasks that investigate ‘real-world’ arts education in Australian schools. The ability to design learning and teaching sequences, and the capacity to think analytically and work autonomously, will be developed through undertaking individual and shared tasks. Arts skills will be developed through preparing special interest tasks and sharing with peers. Reflective practice is encouraged through critical reflection on these learning activities.
Minimum Achievement Standards
The assessment tasks and their weighting for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.
Overview of assessments
Assessment Task 1 Write a reflection on the role...
Assessment Task 1
Write a reflection on the role of Arts in the education of young children. Describe the ways in which young children engage in and respond to The Arts, including an exploration of its role in developing imagination and creativity and the role of play. Include a rationale for The Arts in young children’s education.
Must demonstrate:
- Knowledge and understanding of the constructs of the Arts learning framework
- Critical reflection on the importance of The Arts in young children’s education, incorporating current literature.
20%
Assessment Task 2 One of the following will be ...
Assessment Task 2
One of the following will be selected, focussing on 2-3 Arts disciplines:
- Design an educational resource kit that develops areas of the Arts for implementation for a specific stage level of early years or F-6 classroom.
- Develop an Arts practice journal, based on university workshop experiences.
- Collaboratively develop and present an arts-making product relevant to the early years of F-6.
- Collaboratively present/teach an Arts learning activity to your peers.
40%
Assessment Task 3: Sequence of Learning Activiti...
Assessment Task 3:
Sequence of Learning Activities
(NB: must select different Arts disciplines to Task 2, to ensure all disciplines are assessed).
- Develop a sequence of learning activities in two or three of the Arts disciplines studied, for an F-6 class. The sequence must demonstrate knowledge, understanding, analysis and synthesis of:
- The concepts and structure of the chosen discipline(s) and their Primary school curricula;
- Learning in the Arts;
- A range of pedagogies and teaching strategies appropriate to the Arts;
- Effective sequencing for developing skills and conceptual understanding in the Arts;
- Appropriate resources, including ICT, to engage learners in the Arts;
- Differentiation strategies to meet the needs of diverse learners;
- a range of assessment strategies for supporting diverse learning in the Arts and guide further teaching and learning.
40%
Learning and teaching strategy and rationale
In this unit, pre-service teachers will have the opportunity to explore and reflect on Arts education in action. Through engagement in and reflection on authentic Arts making and responding activities, they will build knowledge and skills in The Arts. Through the application of the above, pre-service teachers will build their knowledge of the Arts curriculum and Arts-specific pedagogy, developing the ability to work autonomously, and locate, organise and synthesise information through undertaking planning tasks. The ability to work collaboratively will be developed through designing teaching and learning activities, culminating in presentations to the class and/or an audience. Reflective practice will be promoted through critical reflection on these learning experiences.
The learning and teaching and assessment strategies include a range of approaches to support learning such as reading, reflection, discussion, webinars, podcasts, videos etc. Participants will be involved in a variety of learning and teaching strategies including:
- Face-to-face lectures and/or online lectures (synchronous and asynchronous)
- Professional readings for both independent and collaborative tutorial work
- Face-to-face and/or online tutorials (Arts making and responding activities)
- Individual and collaborative learning opportunities
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy.
Technology Enhanced Learning
The online teaching and learning in this unit will be offered via a Learning Management site. This will include resources and materials to support on-campus learning in a mixed-mode. Additionally, online communication tools, such as forums and webinars, will be used to support pre-service teachers’ completion of the learning and assessment requirements of the professional placement.
Lectures or lecture summaries will be recorded to support student learning. Workshop activities may be recorded as appropriate. Students will be notified when an activity is being recorded before the commencement of the activity.
Face-to-face/Online Learning support
Students enrolled in both face-to-face and online learning modes are required to regularly log into the Learning Management System to access recorded lectures and important announcements, to communicate with other students and lecturers, and submit assessments and access feedback and grades. Students who are enrolled in either face-to-face or online learning will have equal access to support from the lecturer in charge and tutors.
Additional equipment requirements for online learning:
- Reliable broadband access is recommended.
- Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
The Australian curriculum
Relevant Learning OutcomeLO1
Relating to
Numeracy, science and technology
Relevant Learning OutcomeLO1
Relating to
Creative arts and music
Relevant Learning OutcomeLO1
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO1
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Play based pedagogies
Relevant Learning OutcomeLO2
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO2
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO3, LO4
Relating to
Working with children who speak languages other than, or in addition to, English
Relevant Learning OutcomeLO4
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO4
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO4
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO4
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO4
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO3, LO4
Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
Relevant Learning OutcomeLO4
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO3, LO4
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO3, LO4
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO4
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO4
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO4
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO3
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO4
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO4
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO3
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO4
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO4
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO3
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO2, LO4
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO1
Representative texts and references
Required Texts
Arts Curriculum Documents - various state/territory and national authorities
Russell-Bowie, D. (2014). MMADD about the arts! An introduction to primary arts education (4th ed.). Pearson Australia.
Other Arts references
Australia Council for the Arts. (2012). Protocols for producing Indigenous Australian music (2012). (2nd ed.). The Australia Council for the Arts.
Dinham, J., & Chalk, B. (2018). It's arts play: Young children belonging, being and becoming through the arts. Oxford University Press.
Dinham, J. (2019). Delivering authentic arts education: Visual arts, drama, music, dance, media (4th ed.). Cengage Learning.
Roy, D., Baker, W., & Hamilton, A. (2019). Teaching and the arts: Early childhood and primary education (3rd ed.). Cambridge University Press.
Sinclair, C., Jeanneret, N., & O'Toole, J. (2017). Education in the arts (3rd ed.). Oxford University Press Australia.
Further references
Daubney, A. (2017). Teaching primary music. Sage Publications.
Poston-Anderson, B. (2012). Drama: Learning connections in primary schools (2nd ed.). Oxford University Press.
Rank, K. (2014). Teaching primary dance : A primer for generalist primary teachers. Education Services Australia.
Scarratt, E., & Davidson, J. (2012). The media teacher's handbook. Routledge.