Units

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Sample subject outline - Semester 2 2013

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

Rationale

NB: Information in this Unit Outline is subject to change prior to commencement of semester

In this second curriculum unit you will build and expand on the knowledge and understandings gained from Visual Arts Curriculum Studies One and will explore in more depth theoretical approaches to Visual Arts education. You will be encouraged to integrate theory and practice particularly in relation to your own development as teacher artist and to developing a workable aesthetic for the classroom. The unit aims to develop you as a critically reflective practitioner, giving you the skills to reflect on your own classroom practice and that of others.
Whilst you will deepen your knowledge and understanding of both Queensland syllabus documents, a special emphasis in this unit will be placed on the Visual Arts Senior Syllabus 2001and on unit writing for both syllabus documents.
You will explore a variety of ways of planning on a variety of levels from planning a lesson, to planning a term or semester unit, to incorporating assessment. You will expand your repertoire of teaching strategies and gain in confidence in leading and facilitating visual arts learning experiences in forming, presenting and responding to visual arts. You will develop an understanding of the role of assessment in both syllabus documents. Emphasis will be placed on the incorporation of new technologies into the visual arts classroom.

Aims

The aim of this unit is to provide you with opportunities to become learner-centred in your planning and teaching skills. to plan for aesthetic learning and assessment, to develop as a critically reflective practitioner and teacher artist, and to confidently incorporate new technologies into planning and implementing curricular experiences.

Objectives

On completion of this unit you should be able to:
1. articulate a clear understanding of the Art Syllabi (with the focus being Queensland documents) and develop viable art units informed by theoretical understandings and classroom practice.
2.display your awareness of historical and contemporary educational trends that influence the teaching of art in schools
3.acknowledge and address different learning abilities, backgrounds and characteristics of secondary students in teaching and learning activities in art settings
4.organise the art classroom for effective classroom management and safely supervise equipment and materials
5.utilise a variety of media and instructional resources for classroom art applications.
6.incorporate appropriate assessment strategies in art unit program planning, including the use of critical discursive language for referencing art works.
7.understand and use appropriate software and the worldwide web to support curricula planning.

Content

This unit addresses content such as:
Art in the school curriculum: An introduction to the history of trends in art education in Australia and internationally that has shaped current art education practice.
Queensland Art Syllabus documents: A detailed examination of both documents. Developing units and lesson sequences that are attendant to these Syllabi, including assessment policies.
Planning Art programmes: Approaches to developing ideas and achievable activities for art classrooms.
Reflective teaching practices: Toward a personal and articulate rationale for art education. Establishing professional attitudes, knowledge and skills for practicum experiences.
New technologies for the visual arts classroom.

Approaches to Teaching and Learning

You will experience a range of teaching strategies - lectures, master classes, workshops, tutorials, group work, and self-directed learning. These are supported by the on-line teaching site, on-line key readings and email.

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 complete Creative Industries Faculty Assessment Information please refer to 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 initial assignment work. Weight 0%

Assessment name: Portfolio
Description: Develop a portfolio of five sequential art learning activities for a specified grade that are based on making, critiquing and/or the development of discursive concepts. The portfolio should contain a sequenced progression of art making/critiquing/ process for a specified grade level, be comprehensive, include resource requirements and be appropriate for classroom settings.
These activity descriptions are intended as referents for assessment item No 2. You will present one "making" and one "appraisal/critiquing" task. The presentation to be also submitted in hard copy and digital format.
Relates to objectives: 1, 2, 3, 5, 6 and 7.
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Assessment name: Assignment
Description: Working in pairs identify a visual mode of which they are unfamiliar. Research and develop all the key variables of this domain and construct a presentation using media technologies.
This presentation will include a unit outline supported by sample lesson plans. Embedded in this series of studies is the opportunity to build competence and confidence in an unfamiliar language and new media.
Relates to objectives: 1, 3 4, 5, 6 and 7
Weight: 40%
Internal or external: Internal
Group or individual: Group
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

Australian Institute of Art Education (n.d.). Australian art education journal. Australia: Author.

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

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

Hickman, R. (Ed.). (2000). Art education 11-18 meaning purpose and direction. London: Continuum.

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

National Art Education Association (n.d.). Art education journal. Reston: Author.

National Art Education Association (n.d.). Studies in art education. Reston: Author.

Queensland Art Teachers Association (n.d.). Isabout. Brisbane: Author.

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.

Current papers, documents and web sites will be used as they become available.

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: 27-Mar-2013