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This subject requires Teacher Candidates to develop sophisticated concepts of curriculum by synthesising their broad (and developing) understanding of Visual Arts and Design curriculum and pedagogical strategies including the Victorian Curriculum F-10 and VCE. Visual arts Teacher Candidates will explore how the wide diversity of secondary school students develop individual academic and social knowledge, values and beliefs through visual art and design practice.
Through reflective practice, Teacher Candidates will examine in depth the role of the art and design teacher in designing curriculum, to assist students in developing artistic practice through creativity, building knowledge of core concepts to the the Australian Curriculum and reflective of Victorian standards and priorities relevant to contemporary society. This includes a particular emphasis on life-long learning, social development and the needs of a society representative of a broad panoply of cultures. This is done through a praxis model.
This subject explores professional literature through an analysis of practicum experiences as reflective practitioners that allow teacher candidates to re-examine their personal epistemologies, and re-articulate their concepts of pedagogy. A curriculum project will require teacher candidates to explore these findings in a school or community setting, through a self-designed strategy that ensures all pedagogies and strategies (Literacy, Visual, Numeracy and Digital Technologies) are included and embedded throughout as 21 st century educators.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Make informed judgements as a reflective practitioner on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice in visual arts and design education, including the creation of effective and creative learning environments. (Graduate Standards 1.2, 1.5, 2.1, 3.2, 3.6, 6.2, & 6.4).
- Demonstrate an understanding of the way in which research informs practice within the wider art, design and societal context to design lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources(Graduate Standards 1.2, 1.5, 2.2, 2.3, 2.5. 3.1, 3.2, 3.3 & 3.6)
- Critically analyse own practices to set learning goals that provide achievable challenges for students of varying abilities and characteristics in visual arts and design education. (Graduate Standards 3.1, 3.2, 3.3, 3.4).
- Collaborate with peers to identify and 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 . (Graduate Standards 1.1, 1.2, 1.5, 2.5, 3.3, 3.4, 3.5, 3.6, 4.1, 4.5)
- Articulate and justify a coherent set of beliefs about teaching and learning, through the lens of visual arts and design to evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.3, 3.4, 3.6 & 5.1)
- Review and critically evaluate assessment strategies, including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in visual arts and design (Graduate Standards 2.3, 3.3, 3.4, 3.6, 5.1)
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