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February - Dual-Delivery
June - Dual-Delivery
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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)
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: 9 September 2021