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

The Arts and LOTE are Key Learning Areas in the Primary school curriculum. This unit is about the social, emotional and cultural importance of the arts, and explores issues of identities through the arts-as-language . This unit introduces foundation theories which inform practices in the five strands of the arts. The unit also integrates aspects of the Languages Other than English (LOTE) syllabus as you explore the roles that the arts play as a means of communication across cultures and to promote inter-cultural understanding and competence. 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 curriculum area - Languages Other Than English (LOTE).

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 LOTE. You will develop your capacities as educators, through your own inquiry-based investigation, and apply this learning to your growing repertoire of teaching strategies.

Objectives

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

1. Demonstrate knowledge of key concepts, modes of inquiry and structures of primary Arts and LOTE through the use of written, visual and multimodal texts. [QCT Standard 2 & 3]

2. Create and manage flexible and responsive learning environments and resources that are focussed on diverse learners, and underpinned by principles of inclusivity and cultural understanding . [QCT Standard 1, 3 & 4]

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 1, 3 & 6]

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 1 & 5]

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 2 & 9]

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 languages can be critically explored through the primary arts curriculum. The arts will be promoted as a means of meaning making, and providing key links with the fields of human knowledge and endeavour embedded in the LOTE syllabus. Studio work provides the environment and opportunities to develop personal dispositions, skills and knowledge about the arts as a vehicle for explorations of these key LOTE concepts. Current arts and LOTE curriculum documents are examined to assist the development of and advocacy for quality arts and LOTE programs for children in the primary years of school. The unit will explore the Early Years Active Learning Processes of thinking, investigating, imagining and responding and the ways in which these processes contribute to the Essential Learnings of the Arts and LOTE Key Learning Areas.

Approaches to Teaching and Learning

In order to effectively teach through an 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 supporting learning.

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: Reflective Journal
Description: Reflection on development of personal artistry, linked to key primary arts and LOTE literature
Length: 1500 - 2000 words
Relates to objectives: 1, 3 & 5
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Portfolio
Description: Linked to field experience where applicable
Design an integrated inquiry-based project on sustainability which links across Primary Arts/LOTE, primary Science and technology, and primary SOSE.
Length: 1500 - 2000 words
Relates to objectives: 1 - 5
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: End-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

References

Wright, S. (Ed.). (2003). Children, meaning-making and the arts. Frenchs Forest, NS W: Pearson Education.

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