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Engaging Children in the Arts (EDUC90563)
Graduate courseworkPoints: 12.5On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | February June |
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Fees | Look up fees |
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:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- 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)
Generic skills
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.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent 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
Last updated: 10 February 2024
Assessment
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
February
Description | Timing | Percentage |
---|---|---|
Visual Arts Portfolio
| Mid semester | 33% |
Drama Arts Portfolio
| End of semester | 33% |
Music Arts Portfolio
| End of semester | 34% |
Hurdle requirement: (Applicable to both teaching availabilities) All graded assessment tasks must receive a minimum mark of 50% in order to pass the subject | Throughout the teaching period | N/A |
Hurdle requirement: (Applicable to both teaching availabilities) Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
June
Description | Timing | Percentage |
---|---|---|
Visual Arts Portfolio
| Late July | 33% |
Drama Arts Portfolio
| Mid-September | 33% |
Music Arts Portfolio
| Mid-September | 34% |
Hurdle requirement: (Applicable to both teaching availabilities) All graded assessment tasks must receive a minimum mark of 50% in order to pass the subject | Throughout the teaching period | N/A |
Hurdle requirement: (Applicable to both teaching availabilities) Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- February
Coordinators Robert Brown and Emily Wilson Mode of delivery On Campus (Parkville) Contact hours 36 hours. The February study period is for Teacher Candidates in the Master of Teaching (Early Childhood) only. Total time commitment 170 hours Teaching period 6 February 2020 to 3 April 2020 Last self-enrol date 17 February 2020 Census date 6 March 2020 Last date to withdraw without fail 1 May 2020 Assessment period ends 12 June 2020 - June
Coordinators Emily Wilson and Robert Brown Mode of delivery On Campus (Parkville) Contact hours 36 hours. The June study period is for Teacher Candidates in the Master of Teaching (Early Childhood & Primary), and the Graduate Diploma in Teaching (Early Childhood) only. Total time commitment 170 hours Teaching period 29 June 2020 to 17 July 2020 Last self-enrol date 2 July 2020 Census date 17 July 2020 Last date to withdraw without fail 14 August 2020 Assessment period ends 6 September 2020
Time commitment details
170 hours
Additional delivery details
Teacher Candidates in the Master of Teaching (Early Childhood) must take the February study period.
Teacher Candidates in the Master of Teaching (Early Childhood & Primary), and Graduate Diploma in Teaching (Early Childhood), must take the Winter study period.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Online Readings
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Diploma in Teaching (Early Childhood) Course Master of Teaching (Early Childhood and Primary) Course Master of Teaching (Early Childhood)
Last updated: 10 February 2024