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This subject develops Teacher Candidates’ understanding of the place of Visual Arts and Design in contemporary schools in Australia. By considering the principles of learning and teaching that underpin effective classrooms and the research that supports these principles, this subject will widen teacher candidates’ appreciation of exemplary teaching in this area.
This subject introduces Teacher Candidates to the core curriculum knowledge required to teach Visual Arts and Design in secondary schools. Principal curriculum models are explored through the Victorian Curriculum F-10 and VCE Study Designs that reflect Victorian priorities and standards. The knowledge and skills required to design and develop lesson and unit plans for the visual arts classroom embedding literacy, numeracy, visual literacy and digital technologies are featured.
Techniques and strategies for including, making and responding using visual arts and design knowledge, understanding and skills to express meanings associated with personal views, intrinsic and extrinsic worlds are covered. Key theorists are studied as a means of rationalising individual epistemologies and pedagogies for teaching art and design, and to meet the socio- cultural learning requirements of students from diverse backgrounds. Teacher Candidates are introduced to cognitive theories relevant to Visual Arts education, methods for assessing art and design process and products in the classroom, and practical teaching techniques for the studio classroom.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on research and practice into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments in visual arts and design in the secondary years. (Graduate Standards 1.2, 1.5, 2.1, 3.2, 3.6, 6.2, & 6.4)
- Interpret, design and implement, current knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources to design lesson plans and learning sequence in visual arts and design (Graduate Standards 1.2, 1.5, 2.2, 2.3, 2.5. 3.1, 3.2, 3.3 & 3.6)
- Understand how to set learning goals that provide appropriate strategies to meet the specific needs of students of varying abilities and characteristics (Graduate Standards 3.1, 3.2, 3.3, 3.4)
- Select appropriate strategies to differentiate teaching to meet specific needs of students, drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning in visual arts and design. (Graduate Standards 1.1, 1.2, 1.5, 2.5, 3.3, 3.4, 3.5, 3.6, 4.1, 4.5)
- Evaluate teaching programs to improve learning in visual arts and design in the secondary years, and to determine the effectiveness of strategies and resources. (Graduate Standards 3.3, 3.4, 3.6 & 5.1)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in visual arts and design in the secondary years. (Graduate Standards 2.3, 3.3, 3.4, 3.6, 5.1, & 5.4)
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 29 October 2019