Details for Curriculum Studies – Visual Arts: Part A

In this subject, teacher education students will explore their own creative capacities, and their understanding and knowledge of visual arts. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides Teacher Education Students 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 history of visual arts education will be examined, as well as effective strategies for learning and teaching. It equips Teacher Education Students with teaching methodologies, assessment tools, and practical strategies to effectively teach visual arts, with a specific emphasis on the NSW Visual Arts 7-10 Syllabus and ACARA The Arts Year 7–10 syllabi in Christian or alternate school context. 


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS235
  • Credit points: 10
  • Subject coordinator: Daniel Thornton

Prerequisites

The following courses are prerequisites:

A major in visual arts including all of the following: practical studies in 2 and 3 and/or 4 dimensional art forms; art theory/history (a minimum of one year FTE); studio art making practice (a minimum of one year FTE). The study of visual arts must be developed as a discrete discipline. Vocationally oriented courses are not recognised as equivalent.

Awards offering Curriculum Studies – Visual Arts: Part A

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

Unit Content

Curriculum Objective

In this subject, teacher education students will explore their own creative capacities, and their understanding and knowledge of visual arts. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides Teacher Education Students 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 history of visual arts education will be examined, as well as effective strategies for learning and teaching. It equips Teacher Education Students with teaching methodologies, assessment tools, and practical strategies to effectively teach visual arts, with a specific emphasis on the NSW Visual Arts 7-10 Syllabus and ACARA The Arts Year 7–10 syllabi in Christian or alternate school context.

Outcomes

  1. Five sequential differentiated lesson plans for Stage 6 showing: GCs and CCPS using inquiry based approaches including ICT modes. 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, including the relationship of culture and identity to the Visual Arts for Indigenous Australians. Effectively resource selection to accommodate diversity and enhance problem based learning in the Visual Arts.
  2. Justification that demonstrates an analytical approach to planning involving theories/ models and approaches to improve student learning. Uses evidenced based research to support appropriate strategies for culturally diverse Christian, independent and state school contexts.
  3. Multimedia production teaching activity of an earlier planned lesson utilising one of the lesson plans from Assessment 1, with all the required consent forms. Capture media evidence of your teaching, e.g. video, audio, photos, online material, which demonstrates your skills and knowledge in teaching from the NSW Visual Arts, Stage 5.
  4. Justification and demonstration of well researched and clearly articulated, scaffolded instructions to commence a comparable assessment in a specific context with differentiation strategies suitable for a Christian or alternate school context. Articulate assessment strategy, record keeping and feedback loop.  
  5. Unit Outline: understanding the syllabus, derived teacher documents, identifies differentiation and uses online comparative case study. Demonstrates Stage 5 classroom readiness in the One Pre lesson: The completed assessment task for learning, recording and reporting, which can be used as moderation for similar classes or record keeping. One Post lesson; and their connection to unit learning outcomes and the GC: critical and creative thinking.
  6. Justification that: Demonstrates an analytical approach to sequential planning involving theories/ models and approaches to improve student learning. Explicit strategies to support students’ wellbeing and safety - legally and educationally. Uses evidenced based research to support strategies within the Christian, or alternate context of the school environment

This course may be offered in the following formats

  • Face to Face (onsite)
  • E-learning (online)
  • Intensive
  • Extensive 

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

Assessment Methods

  • Lesson Plan Sequence (35%)
  • Multimedia Presentation (45%)
  • Assessing a Unit of Work (20%)