ES6130 Primary Arts
Unit Description
Pre-requisites
ED6030 Classroom Management
Co-requisites
None.
Learning Outcomes
On successful completion of this unit, the student will be able to:
Apply broad and coherent knowledge and understanding of the content, substance and structure of the curriculum for the Arts, including Dance, Drama, Media Arts, Music and Visual Arts appropriate to primary schooling, as well as related literacy and numeracy learning, to plan and organise content into effective learning and teaching sequences
Critically review the role, rationale and aims of visual and performing arts in society and curriculum, applying Christian, social, and cultural perspectives, including Aboriginal and Torres Strait Islander arts heritage, traditions and practices.
Critically review learning theory and pedagogical approaches, including discipline-based and integrated approaches to teaching Dance, Drama, Media Arts, Music and Visual Arts
Apply broad and coherent knowledge and understanding of children’s developmental stages, diversities and learning needs, including giftings, in planning developmentally appropriate, inclusive, and differentiated teaching and learning experiences in Arts education
Create learning experiences in Dance, Drama, Media Arts, Music and Visual Arts using knowledge of a range of teaching, assessment, verbal and non-verbal communication strategies and resources, including ICT, as well as organisation and managerial strategies and clear directions to support students’ engagement and participation
Develop a range of strategies for supporting parent/carer engagement, students’ safety and well-being, and teachers’ self-care in Arts learning
Unit Description
This unit focuses on developing the preservice teacher’s knowledge, competencies, application and confidence to plan for and engage students in rich, meaningful and well-organised arts learning experiences, including the performing arts of Dance, Drama, and Music, and visual representation and expression through Visual Arts and Media Arts. The unit covers the Victorian Curriculum F-10 and the Australian Curriculum relevant to these different art forms in primary schooling, as well as learning theory and pedagogical approaches appropriate to teaching the arts. Preservice teachers will make connections to relevant literacy and numeracy learning and develop strategies for including this in planning and teaching. The unit covers best practices for teaching and assessing the various art forms through discipline-based and integrated approaches, including equipping the preservice teachers, as generalist teachers, to maximise learning in and through the performing and visual arts to engage all learners and enrich the broader curriculum. Preservice teachers will develop an understanding and appreciation of the need to plan appropriate and differentiated learning experiences in the arts suited to the students’ developmental stages, diverse needs, abilities and giftings as relevant to the various art forms.
Through the unit, preservice teachers will also develop an understanding of different perspectives on the arts in society and in curriculum, and their role and significance culturally and traditionally. The unit will explore the influence of Aboriginal and Torres Strait Islander arts heritage, traditions, and practices and identify strategies that promote students’ appreciation and respect for them, including appropriate protocols for engaging students in Aboriginal artworks (visual and performing arts). Preservice teachers will engage with a Christian perspective on the different art forms and how this can shape curriculum and pedagogies.
Topics
- Examining perspectives on the Arts in society and in curriculum
- Understanding and using the Victorian Curriculum F-10 and Australian Curriculum for Dance, Drama, Media Arts, Music and Visual Arts
- Applying learning theory to planning integrated and discipline-based curriculum, appropriate pedagogies and teaching strategies (eg. strategies that limit cognitive overload by providing explicit instruction, chunking of ideas, well-defined learning goals and modelling.)
- Understanding and responding to children’s physical, cognitive and affective development, diverse needs, disabilities, and giftings in and through the performing and visual arts
- Planning for authentic assessment in performing and visual arts
- Incorporating literacy and numeracy learning in and through the various art forms
- Developing a range of communication strategies and resources, including digital technologies to support engagement and participation in the each of the art forms
- Knowing and respecting Aboriginal and Torres Strait Islander influences on performing and visual arts, their heritage, traditions, and practices
- Organising and managing lessons in the various art forms, strategies for supporting students’ safety and well-being and teachers’ self-care including verbal and non-verbal communication strategies.
- Strategies for engaging parents/carers through the Arts
Learning Experiences
Topic 3 (cc 2.2.3)
Designing a Chunked Task (30 minutes)
Objective: Create a set of instructions for a simple classroom task that reflects the principles of limiting cognitive overload.
Task:
1. Choose a simple classroom activity suitable for a Year 3 - 6 art class.
2. Write a set of task instructions that:
- includes all necessary information (eg. purpose, steps, resources, and expected outcomes) in one place.
- Uses clear language and chunked steps to avoid overwhelming students.
- Excludes irrelevant information that could be distracting.
3. Ensure that the instructions are structured in a logical sequence.
These will then be shared and discussed during the workshop time.
Assessment and Indicative Load
Assessment types include Minor Essay and Curriculum Preparation. Indicative study load is 140 hours.
Unit offerings
Please note
The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.
This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.