Details for Curriculum Studies – Visual Arts: Part B

In this subject, builds on CRS435 Curriculum Studies – Visual Arts: Part A, pre-service Teachers will extend their own creative capacities, and their understanding and knowledge of senior visual arts. It provides an introduction to curriculum, pedagogy and assessment for teaching and provides pre-service teachers with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy.

 


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS535
  • Credit points: 10
  • Subject coordinator: Jim Twelves

Prerequisites

The following courses are prerequisites:

Awards offering Curriculum Studies – Visual Arts: Part B

This unit is offered as a part of the following awards:

Unit Content

Curriculum Objective

In this subject, builds on CRS435 Curriculum Studies – Visual Arts: Part A, pre-service Teachers will extend their own creative capacities, and their understanding and knowledge of senior visual arts. It provides an introduction to curriculum, pedagogy and assessment for teaching and provides pre-service teachers with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The pre-service teachers will gain a critical understanding of how art and design works operate in the world to make, reflect and interrogate social and cultural meanings. It equips Pre-service Teachers with teaching methodologies, assessment tools, and practical strategies to effectively teach visual arts, with a specific emphasis on the NESA Visual Arts Years 11-12 syllabus.

Outcomes

  1. Five sequential differentiated lesson plans for Stage 6 Year 11, showing: key competencies, GCs and CCPS using inquiry based approaches. Applying and assessing age appropriate and differentiated teaching activities for a range of abilities and diverse backgrounds that integrate historical concept development; skills development; knowledge acquisition and to effectively resource selection to accommodate diversity and enhance problem based learning;
  2. Demonstrate an analytical approach to sequential planning involving theories/ models and strategic activities to improve student learning and uses evidenced based research to support strategies within both Christian and state school contexts;
  3. Demonstrate knowledge of materials, design, technologies and processes in light of genre, historical and contemporary contexts, cultural influences, art theories, and established visual arts codes and conventions, also is presented live or digitally recorded include a PowerPoint (or similar) presentation with appropriate visual aids;
  4. Demonstration of clearly articulated and scaffolded analysis, including an informed aesthetic judgement about the work;
  5. Demonstrating an understanding the syllabus, derived teacher documents and differentiation;
  6. Demonstrates assessment tasks for learning, recording and reporting, which can be used as moderation for similar classes or record keeping and connects to the unit learning outcomes;
  7. Demonstrate an analytical approach to sequential planning involving theories/ models and strategic activities to improve student learning and includes explicit strategies to support students’ wellbeing and safety- legally and educationally and uses evidenced based research to support strategies within the Christian context of the school environment.

Subject Content

  1. Extended exploration of philosophical, pedagogical, historical, and theoretical frameworks for visual arts education;
  2. Meaning-making in Art.  Arts through a Christian worldview lens;
  3. Advanced principles for programming, teaching and assessment for stage 6;
  4. Critical engagement with social, cultural and environmental influences on art and craft; Australia and its region e.g. Australian Indigenous, Chinese, Indonesian, Islamic, Indian;
  5. Curating a body of work to public exhibition standard;
  6. Focused skill extension of  digital and technological means for art design, creation, promotion, and distribution; how to incorporate the use of ICT in the classroom;
  7. Fostering relationships between artist, artworks and audience;
  8. Advanced techniques in the use of, and teaching methodology and assessment for a range of mediums e.g. Drawing, sketching using brushes, lead and charcoal pencils, Painting, 3-D/clay, Collage, Sculpture, Weaving;  Subject matter e.g. people, objects, places and spaces; Inclusivity, art as therapy, Special Needs;
  9. Class projects in art, craft and design and technology e.g. Cross-curricula potential, literacy demands of visual arts lessons and the language of critique.  Classroom control e.g. application of behavioural management theories, managing students with challenging behaviours, conflict resolution, group dynamics and moderation, time management;
  10. Career Pathways e.g. craftspeople, architects, interior design, landscape gardening, public relations, media and marketing.  Arts and industry.  Arts and government.  Funding the Arts

This course may be offered in the following formats

  • Face-to-Face
  • Intensive
  • Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis College.

Assessment Methods

  1. Lesson Plan Sequence (35%)
  2. Critical Analysis Presentation (25%)
  3. Assessing a Unit of Work (40%)

Prescribed Text

  • References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references