|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject is designed to allow Teacher Candidates to develop skills necessary to teach a range of ‘advanced’ Visual Arts and Design disciplines in secondary classrooms. Working as a member of a team, Teacher Candidates will develop learning schemata for selected art disciplines through the design, implementation and evaluation of workshops in those disciplines, and produce teaching resources in the form of a digital portfolio, relevant to these activities.
Through active participation in these activities, Teacher Candidates will develop a repertoire of skills and acquire a wide range of potential classroom strategies, relevant to these disciplines, including how to personalise the learning experience of students in a studio classroom.Teacher Candidates will develop knowledge of and strategies to teach Visual Arts and Design VCE Study Designs.
Students will contribute to the development of a collaborative Victorian Curriculum F-10 and VCE digital resource. Practical issues concerning teaching art and design in the studio classroom will be covered through seminars, workshops and experiential learning including how visual and digital literacies, literacy and numeracy learning can be embedded in learning programs, and also how the arts develop particular understandings in these areas.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Apply critical reflection to research and practice into how students learn in visual arts and design and evaluate the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments. (Graduate Standards 1.2, 1.5, 2.1, 3.2, 3.6, 6.2, & 6.4)
- Synthesise in-depth relevant curriculum and pedagogy design lesson plans and learning sequences, to respond flexibly and actively to the different learning needs of individual students, including those with additional needs. (Graduate Standards 1.2, 1.5, 2.2, 2.3, 2.5. 3.1, 3.2, 3.3 & 3.6)
- Synthesise theoretical understanding and practical skills to select appropriate strategies to set learning goals that provide achievable challenges for students of varying abilities and characteristics for students in visual arts and design. (Graduate Standards 3.1, 3.2, 3.3, 3.4)
- Examine and analyse appropriate strategies to differentiate teaching in visual arts and design 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)
- Evaluate and analyse teaching programs to improve learning and to determine the effectiveness of strategies and resources in visual arts and design. (Graduate Standards 3.3, 3.4, 3.6 & 5.1)
- Evaluate and analyse through identification of 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)
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