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 integration of the arts and humanities is at the core of this unit, defining ways of knowing and teaching that encourage and support young people to understand themselves and to be proactive in shaping peaceful, healthy, just and sustainable futures. Early childhood educators must be able to work with children, families and communities in ways that build personal knowledge, skills and values and that help them to understand and shape this complex world, and to understand how the world shapes them. This unit builds on your understandings about curriculum and learners, and introduces you to foundation theories and practices in the arts, and strategies for integration with a second key curriculum area - Studies of Society and Environment (SOSE).

Aims

The aim of this unit is to enable you to learn about the arts as both learning and teaching tools, complementing and integrating learning in Indigenous studies and SOSE. You will develop your capacities as educators, through your own inquiry-based investigation.

Objectives

On completion of this unit, you should be able to:

1. Demonstrate knowledge of key concepts, modes of inquiry and structures of early childhood Arts and SOSE through the use of written, visual and multimodal texts [QCT Standard Two; QCT Standard Three].
2. Create and manage flexible and responsive learning environments and resources that are focussed on individual learners, and underpinned by principles of inclusivity and sustainability [QCT Standard One: QCT Standard Three; QCT Standard Four]
3. Design learning experiences that promote higher-order thinking, creativity and problem-solving, by drawing on pedagogical, curriculum and assessment knowledge and skills, to respond to the diverse abilities of all learners,. [QCT Standard One; QCT Standard Three: QCT Standard Six].
4. Employ a range of accountable and theoretically grounded processes to assess, interpret and report on student understanding and progress while meeting systemic requirements and being responsive to student experiences and needs. [QCT Standard One; QCT Standard Five]
5. Demonstrate acceptable standards of professional communication, professional responsibility, and personal competence in the use of a range of information and communication technologies. [QCT Standard Two; QCT Standard Nine]

Content

This unit will cover the following topics and contribute to your developing Professional Learning Profile.

This unit introduces the notion of identity and how race, culture and relationships with environments can be critically explored through the early childhood arts curriculum. Studio work provides the environment and opportunities to develop personal dispositions, skills and knowledge about the arts as a vehicle for explorations of key SOSE concepts. Current arts and SOSE curriculum documents are examined to assist the development of and advocacy for quality arts and SOSE programs for children from birth to eight years of age.

Approaches to Teaching and Learning

In order to effectively teach a democratic, inquiry-based approach to learning, you must experience this yourself, through active participation, as well as being exposed to models of this approach to teaching and learning. This unit emphasises integrated, critical inquiry approaches to teaching and learning. It is offered in a technologically enhanced mode. It will use a combination of keynote lectures, studio workshops, online teaching resources, tutorials, videos, field trips and e-mail discussion. Set readings and studio activities will draw on problem-based learning and critical reflection. Guided experiences and online materials are included for external students.

Assessment

Assessment in the unit is both formative and summative and will be viewed in terms of the principle of 'assessment as learning'. Formative assessment is provided through verbal and online feedback, and through written comments on assignment work.

Assessment name: 30 days of drawing
Description: Reflection of development of personal artistry, linked to key early childhood arts and SOSE literature
Length: 1500 - 2000 words
Relates to objectives: 1, 3, & 5
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Mid semester

Assessment name: Portfolio task
Description: Portfolio task: Linked to field experiences where applicable
Children's learning in the Arts and SOSE
Length: 1500 - 2000 words
Relates to objectives: 1, 2, 3, 4, & 5
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: End of 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

Texts

Wright, S. (Ed.). (2012). Children, meaning-making and the arts. 2^nd French's Forest: Pearson.

Davis, J. (Ed.). (2010). Young children and the environment: Early education for sustainability. Port Melbourne VIC: Cambridge University Press

References

Campus Kindy. (2003). Big art: Small viewer. Brisbane: Campus Kindy.

Davis, J., & Elliott, S. (2003). Early childhood environmental education: Making it mainstream. Canberra: Early Childhood Australia.

Kolbe, U. (2001). Rapunzel's supermarket: All about young children and their art. Sydney: Peppinot Press.


MacNaughton, G., & Williams, G., (2004). Techniques for teaching young children: Choices in theory and practice. (2nd ed.). Melbourne: Pearson.

Phillips, J., & Lampert, J. (Eds.). Introductory indigenous studies in education: The importance of knowing. French's Forest: Pearson.

Risk assessment statement

There are no out of the ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

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: 30-Oct-2012