|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject engages teacher candidates in extended practical and theoretical studies based on learning about and through visual arts, drama, dance and music in Early Childhood and Primary. Topics focus on how to design, implement and evaluate arts experiences suitable for young children, informed by theoretical knowledge of arts-centred pedagogies and how the arts support integrated curriculum. Teacher candidates engage in their own arts processes and reflect critically and creatively on these through a range of practices that will extend their knowledge of planning and implementing arts experiences with young children. Teacher Candidates will explore Design and Technologies through the lens of design thinking and the arts, involving strategies for planning, analysing and generating design solutions. Practice-led workshops provide opportunities for individual and collaborative projects to illustrate how teacher candidates engage, guide, scaffold and assess children’s creative expression in an arts-centred curriculum.
Intended learning outcomes
On completion of this subject, Teacher Candidates will have the knowledge, skills and understanding to enable them to:
- Convey knowledge and understanding of the concepts, substance and structure of the arts teaching strategies, including practical skills in drama, movement, visual arts and music suitable for use with young children (Graduate Standards 2.1, 3.1)
- Demonstrate a range of verbal and non-verbal communication strategies to support student engagement in the arts and identify, analyse and evaluate pedagogical issues significant to arts-based teaching and learning (Graduate Standards 3.3, 3.5)
- Demonstrate knowledge of arts practices, techniques and processes that support young children’s learning and development (Graduate Standards 2.1, 2.2, 3.2)
- Understand how 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, 3.2, 3.3 & 3.6)
- Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1, 3.2, 3.4 & 3.6)
- Select appropriate strategies to differentiate teaching to meet specific needs of students, including digital technologies, and strategies for using digital technologies to expand arts curriculum literacy, numeracy and 21st Century skills in order to engage and empower students in their learning (Graduate Standards 1.2, 1.5, 2.5, 2.6 & 3.3, 3.4)
- 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)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning (Graduate Standards 2.3, 3.4, 3.6 & 5.1)
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
- Creating and innovating
- Working in teams communicating and collaborating with other professionals
- Learning to learn and metacognition
- Being responsive to a changing knowledge base
- Reflecting and continually making improvements
- Linking theory and practice
- Inquiring and researching
- Becoming a citizen and taking personal and social responsibility.
Eligibility and requirements
Core participation requirements
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
- Visual Arts Portfolio (equivalent to 1650 words) due mid-semester for Semester 1 delivery; due late July for July intensive (33%)
- Drama Arts Portfolio (equivalent to 1650 words) due end of semester for Semester 1 delivery; due mid-September for July intensive (33%)
- Music Arts Portfolio (equivalent to 1650 words) due end of semester for Semester 1 delivery; due mid-September for July intensive (34%)
- All graded assessment tasks must receive a minimum mark of 50% in order to pass the subject
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Dates & times
Coordinators Robert Brown and Emily Wilson Mode of delivery On Campus — Parkville Contact hours 36 hours. Teacher Candidates in the Master of Teaching (Early Childhood) take the February availability. Teacher Candidates in the Master of Teaching (Early Childhood & Primary) take the Winter availability. Total time commitment 170 hours Teaching period 18 February 2019 to 17 May 2019 Last self-enrol date 7 March 2019 Census date 22 March 2019 Last date to withdraw without fail 17 May 2019 Assessment period ends 28 June 2019
Coordinators Emily Wilson and Robert Brown Mode of delivery On Campus — Parkville Contact hours 36 hours. Teacher Candidates in the Master of Teaching (Early Childhood) take the February availability. Teacher Candidates in the Master of Teaching (Early Childhood & Primary) take the July availability. Total time commitment 170 hours Pre teaching requirements During the pre-teaching period, students will be required to complete reading that will be provided via LMS. Teaching period 1 July 2019 to 12 July 2019 Last self-enrol date 3 July 2019 Census date 19 July 2019 Last date to withdraw without fail 19 July 2019 Assessment period ends 28 August 2019
Time commitment details
Additional delivery details
Teacher Candidates in the Master of Teaching (Early Childhood) take the February availability.
Teacher Candidates in the Master of Teaching (Early Childhood & Primary) take the Winter availability.
- Related Handbook entries
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.