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  3. Youth Arts: Expressing Cultural Identity

Youth Arts: Expressing Cultural Identity (EDUC20062)

Undergraduate level 2Points: 12.5On Campus (Parkville)

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Overview

Year of offer2017
Subject levelUndergraduate Level 2
Subject codeEDUC20062
Campus
Parkville
Availability
July
FeesSubject EFTSL, Level, Discipline & Census Date

This subject will explore how young people create their social and personal identities through the arts (including visual and performing arts), and use these processes to relate to peers and society. This subject is taught in intensive mode with a combination of tutorials and cultural site visits. Students will investigate trends in young people's use of the arts to develop and express individualities, and then create an 'artefact' using the arts to illustrate understandings of these trends. Student understanding of youth arts will be contextualised through investigations into the companies, organisations and individuals who provide or facilitate visual and performing arts works and experiences for young people.

Intended learning outcomes

At the completion of this subject, students will:

  • Develop greater understanding of contemporary social cultural theories;
  • Experience a range of arts practices as art-makers and/or audience members;
  • Develop skills in applying arts making and responding skills to workplace situations;
  • Explore and develop personal understanding of the ways young people use the arts and technology/digital media when developing and expressing personal values, beliefs and personal identity;
  • Practise skills of critical reflection and critique

Generic skills

This subject will assist students to acquire the following graduate attributes:

  • A strong sense of intellectual integrity and the ethics of scholarship;
  • In-depth knowledge of their specialist modes of expression;
  • Critical and creative thinkers, with an aptitude for continued self-directed learning;
  • Expand their analytical and cognitive skills through learning experiences in diverse settings;
  • The capacity to participate fully in collaborative learning and to confront unfamiliar problems;
  • The capacity to initiate and implement constructive change in their communities, including professions and workplaces;
  • Excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations;
  • An awareness of the strategies to initiate and implement constructive change in their communities, including professions and workplaces.

Last updated: 15 July 2017