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

This unit is the final visual arts curriculum unit for you as a graduating visual arts teacher. In this third curriculum unit you will expand on the knowledge and understandings gained from Visual Arts Curriculum Studies I and 2. It provides you with the opportunity to articulate a wide range of teaching skills that are essential for interpreting and managing in a variety of arts contexts in school and industry.

The focus for the unit will be on assessment and building a school visual arts work-program based on syllabus documents. Building on your knowledge of assessment from earlier units, this unit will deepen your understanding of the principles of assessment and of two different assessment processes - outcomes-based assessment and criterion-based assessment. Emphasis will be placed on planning an integrated assessment program, on assessment implementation and on a variety of reporting procedures. Planning a full visual arts program is an appropriate culmination of your previous work in planning visual arts units.

Within this unit, you will also have the opportunity to develop deeper understanding of current state, national and global educational issues and priorities and their impact in visual arts education.

Aims

This unit aims to prepare you for the complexity of secondary visual arts teaching. With a particular emphasis on professional preparedness, this unit aims to support your development as a competent, confident, skilled curriculum developer and reflective practitioner.

Objectives

On completion of this unit you should be able to:
1. rationalise and apply the principles of current curriculum design, content implementation and evaluation to a school-based context;
2. implement defensible processes of assessment in the development of instruments and programs in the visual arts;
3. be well informed in current and historical curriculum issues and directions in the visual arts;
4. reflect critically on your own professional practice in the art classroom and (increasingly) on your broader role(s) as a teacher.

Content

This unit addresses content such as:

Program Development; developing educationally worthwhile curricula and associated art activities relative to Queensland Syllabus documents, through:
- curriculum development process
- school-based curriculum development
- implications for the art teacher as a curriculum decision-maker.

Assessment in art education:
- the processes and applications of measurement, assessment and evaluation of art curriculum and teaching outcomes with detailed reference to current state-wide assessment and policy requirements
- resource and curriculum evaluation.

Teaching and learning strategies:
- advanced teaching and learning strategies pertinent to the teaching of art in the secondary classroom.

Issues and directions in curriculum development - the relevance and practical application for a range of the following issues and trends to the teaching of visual arts:
- diagnosis of student interests and abilities and planning for individualised learning applied to Art Education
- equity issues in Art Education contexts e.g. anti-racist teaching, feminist teaching, multicultural education
- current curriculum reform movement applied to the visual arts teaching area e.g. Aboriginal studies, Australian studies, Asian studies, environmental education, peace education, global education
- personal and life skills studies applied to art education
- past, current and prospective trends in Queensland syllabi
- evaluation of curriculum projects
- the integrated curriculum and participation in whole school planning.

Approaches to Teaching and Learning

You will experience a range of teaching and learning strategies in this flexi-delivered unit tutorials, on-line activities, workshops, master classes, excursions, field work, self-directed learning. These strategies will be augmented by the use of email and library.

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 initial assignment work. Weight: 0%

Assessment name: Report
Description: Make a compilation of written statements that address the following teaching issues and emphasise your unique knowledge, skills, experience and talents. Each of the issues should be resolved in approximately 400 words, which demands succinct and clear articulation of ideas:
- the stance of dominant curriculum and current educational trends in visual arts education;
- the identification and application of principles of effective learning and teaching in art education;
- The implementation of principles and practices of art classroom management;
- the application of a range of student assessment and evaluation strategies appropriate to art education;
- the identification of interpersonal skills that establish and maintain positive working relationships and professional interaction with students, parents, colleagues and administrators;
- the knowledge of and identification of opportunities to apply social justice principles and practices in art education.
Relates to objectives: 1, 3, 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Assessment name: Project (research)
Description: Develop an overview of an art program suitable for a grade 8, 9 or 10-year level for a period of two school terms (approximately 2x 10 weeks = 20 weeks). The program should be informed by current school art syllabus documents and present appropriate art objectives, activities and progression(s).
The submission should include: overall objectives; a rationale; a summary overview that includes indication of progression by weeks and syllabus content strands; a summary of formative and summative assessment procedures that recounts the statement of overall objectives.
Lesson plans and worksheets are not to be submitted.
Relates to objectives: 1, 2, 3, 4
Weight: 50%
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

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

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

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

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

Madeja, S. S. (1983) Gifted and talented in art education. Reston National Art Education Association

National Art Education Association (n.d.) Art education. 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: 26-Sep-2012