Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

The content and processes of this unit are based on your previous required studies and experiences in Visual Arts theory and practice.

Effective art teaching in secondary schools is dependent on bringing together a wide range of knowledge and skills in arts teaching and learning practices. As pre-service teacher you require an introduction to the theoretical and practical knowledge, understandings and skills you will need to be an effective Visual Arts practitioner in the complex social, cultural and educational environment of the secondary classroom. These understandings and skills will be gained over time and through experience and practice. They will be developed through the three Visual Arts curriculum units with each one providing you with opportunities to increase your breadth and depth of understanding of learning and teaching in Visual Arts learning and teaching.

Aims

This unit aims to prepare you with core understandings and practices of teaching and learning in secondary Visual Arts education and to guide you into the special demands of the secondary Visual Arts classroom. This unit focuses on the design and sequencing of activities and classroom management strategies that facilitate teaching and learning and classroom this is essential preparation and support for your first professional field experience.

Objectives

On the completion of this unit, you should be able to:
1. articulate your own emerging philosophy of visual arts education;
2. understand the central concepts within relevant syllabus documents especially in relation to outcomes based Visual Arts education in years 8 to 10 in The Arts Years 1 to 10 Syllabus;
3. identify and lead classroom based activities in the three visual arts dimensions of forming, presenting and responding;
4. structure defensible sequenced learning and assessment experiences in the visual arts;
5. participate in structured classroom activities as reflective practitioners and generate a range of classroom materials/resources, both Australian and international.

Content

This unit addresses content such as:
- an overview of current Visual Arts curriculum documents - The Arts Years 1 to 10 Syllabus and The Senior Visual Arts Syllabus
- the central issues pertaining to The Arts Years 1-10 Syllabus including how to manifest the spirit of this syllabus in planning and teaching for years 8 to 10
- the structuring, sequencing and assessment of art experiences for classroom applications across a range of Art history and theory as well as traditional and contemporary media
- management of the art classroom, workplace health and safety
- the management and supervision of materials and safe use of apparatus in the dynamic context of the art classroom
- teaching skills inherent in the studio/classroom context
- the skills of explaining, demonstrating, questioning, single/group teaching in the dynamic context(s) of the studio/classroom
- the structuring and planning of lessons for Visual Arts.

Approaches to Teaching and Learning

Lectures, demonstrations, lecture/studio art gallery visits and seminars will be used in this unit to facilitate the complexities of the classroom applications of Visual Art practice. In most cases these teaching and learning strategies will be utilised simultaneously e.g. lectures at an art gallery or demonstrations as components of lectures.

Assessment

LATE ASSIGNMENTS
An assignment submitted after the due date without an approved extension will not be marked. If you are unable to complete your assignment on time, you should submit on time whatever work you have done.

Faculty Assessment Information
To access the Creative Industries Faculty Assessment Information see the Blackboard site for this unit. FORMATIVE ASSESSMENT
Formative assessment is provided through feedback in tutorial sessions and / or e-mail discussions and through written comments on written assignment work. Weight: 0%

Assessment name: Professional Plans
Description: (Formative and Summative) Teaching Episode. You will plan a lesson and present a teaching sequence from the lesson. Following the presentation you will reflect on the 'lesson' and respond to critiques on the lesson provided by the tutor and other students. This assessment item will be presented as a paper and hypothetical lesson plan(s) that will also be presented as a concise seminar presentation and as a valuable shared resource. The self-selected areas of investigation will be negotiated in class. 20 minute presentation.
Relates to objectives: 1, 2, 3, 4
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Early/Mid Semester

Assessment name: Critique
Description: (Summative)This involves a critique of an artwork, or works, from a gallery visit specified during lectures. This critique should be succinct and address the structural aspects of the critical model you have employed. 1000 words.
Relates to objectives: 1, 2
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Assessment name: Portfolio
Description: (Summative)
Resource Folio. During the semester you will build an annotated folio of Visual Arts teaching resources that could include: completed samples, process tests, photographs, lesson plans with strategies for gathering evidence for assessment of key learning outcomes; reworked lesson plans; critical reflections on field work; key resources for a Year Eight, Nine or Ten unit; critical responses to key readings and lectures; other materials that reflect your self-directed learning in this unit. The professional file may be submitted as a traditional folio format or on CD that includes digital images of processes, completed works and supporting notes.
Relates to objectives: 2, 3, 4, 5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Late Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Required Texts

Queensland Studies Authority (2001) Visual Arts Senior Syllabus 2001. Brisbane: Queensland Studies Authority

Queensland Studies Authority (2004) Years 1 -10 the Arts Syllabus. Brisbane: Queensland Studies Authority

Recommended References

Buckner, R. (1995) Art and design. Sydney: MacGraw-Hill

Darby, M. (1993) Art starts. Milton, Qld: The Jacaranda Press

Efland, A., Stuhr, P., & Freedman, K. (1996) Post modern art education: An approach to curriculum. Reston: National Art Education Association

Krummins, I. (1999) Art starts, art and design for the upper secondary. Singapore: Oxford University Press

Sullivan, G. (1994) Seeing Australia: Views of artists and artwriters. Annandale, NSW: Piper Press

Victorian Ministry of Education (1988) Art works. Victoria: Victorian Government Publisher

Risk assessment statement

There are no out of the ordinary risks associated with the general conduct of this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 26-Sep-2012