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This subject will provide focused learning in contemporary Australian visual arts and deisgn curriculum, specifically the skills required to design, develop and implement motivational and student-relevant art and design learning experinces in the secondary school setting. Through exploration of practical studio techniques in specific art and design making disciplines, Teacher Candidates will develop a digital learning schemata for a suite of art making disciplines, through the design, implementation and evaluation of workshops in those disciplinary areas to produce teaching resources relevant to these activities that include the digital literacies.
Teacher Candidates will explore the nature of school-wide Visual Arts and Design curriculum, Visual Arts assessment methods, the role of ICT in the planning and teaching of art in the digital classroom, and engagement strategies for learning and teaching in the art studio.
This subject will explore ways of using language to describe, reflect on and analyse the world with Teacher Candidates through literacy and numeracy learning embedded in arts programs, with a focus on how the visual arts can develop particular understandings of visual literacy and creativity. Relevant and important health, safety and administrative responsibilities of the classroom art teacher will be investigated through seminars and experiential learning in structured activities.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Using acquired knowledge, critically reflect on research 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. (Graduate Standards 1.2, 1.5, 2.1, 3.2, 3.6, 6.2, & 6.4)
- Analyse the elements and principles to design lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources 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)
- Develop skills and capabilities to set learning goals that provide achievable challenges for students of varying abilities and characteristics in creative learning environments. (Graduate Standards 3.1, 3.2, 3.3, 3.4)
- Identify appropriate strategies to differentiate teaching to meet specific needs of students, drawing on embedded digital technologies and literacy and numeracy skills and 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 through critical thinking and reflective practice to improve learning in visual arts and design, and to determine the effectiveness of strategies and resources. (Graduate Standards 3.3, 3.4, 3.6 & 5.1)
- Identify, interpret and analyse assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning. . (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.
MTeach graduates 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: 2 August 2022