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Engaging Children in the Arts (EDUC90563)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1 (Early-Start)
June
Overview
Availability | Semester 1 (Early-Start) - Dual-Delivery June - Dual-Delivery |
---|---|
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
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: 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: Minimum of 75% attendance at all seminars and workshops in each art area (drama, music and visual arts). | 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: 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: Minimum of 75% attendance at all seminars and workshops in each art area (drama, music and visual arts). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 1 (Early-Start)
Coordinator Sarah Young Mode of delivery Dual-Delivery (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 21 February 2022 to 29 May 2022 Last self-enrol date 4 March 2022 Census date 31 March 2022 Last date to withdraw without fail 6 May 2022 Assessment period ends 24 June 2022 Semester 1 (Early-Start) contact information
- June
Coordinator Emily Wilson Mode of delivery Dual-Delivery (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 Pre teaching start date 20 June 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS Teaching period 27 June 2022 to 4 July 2022 Last self-enrol date 21 June 2022 Census date 1 July 2022 Last date to withdraw without fail 22 July 2022 Assessment period ends 1 August 2022 June contact information
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 Master of Teaching (Early Childhood and Primary) Course Master of Teaching (Early Childhood)
Last updated: 10 February 2024