Details for Curriculum Studies – Visual Arts: Part A
In this subject, pre-service teachers will explore their own creative capacities, and their understanding and knowledge of visual arts. Pre-service Teachers will be equpped with teaching methodologies, assessment tools, and practical strategies to effectively teach visual arts, with a specific emphasis on the NESA Visual Arts 7-10 and ACARA The Arts Year 7 – 10 syllabi.
- Currently offered by Alphacrucis: Yes
- Course code: CRS435
- Credit points: 10
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.
- EDU401 - Foundations in Christian Learning and Teaching or 40 credit points.
Awards offering Curriculum Studies – Visual Arts: Part A
This unit is offered as a part of the following awards:
In this subject, Pre-service Teachers 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 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 history of visual arts education will be examined, as well as effective strategies for learning and teaching. 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 7-10 and ACARA The Arts Year 7 – 10 syllabi.
- Five sequential differentiated lesson plans for Stage 6 showing: 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. Effectively resource selection to accommodate diversity and enhance problem based learning;
- Justification that: Demonstrates an analytical approach to sequential planning involving theories/ models and strategic activities to improve student learning. Uses evidenced based research to support strategies within both Christian and state school contexts;
- Multimedia production teaching activity of an earlier planned lesson utilising one of the, 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;
- Demonstration of clearly articulated and scaffolded instructions to commence a comparable assessment in a specific context with differentiation strategies articulated for a Christian or state school environment. Articulate assessment strategy, record keeping and feedback loop;
- 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;
- Justification that: Demonstrate an analytical approach to sequential planning involving theories/ models and strategic activities 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 context of the school environment.
- Philosophical and pedagogical foundations for visual arts education;
- Classroom control e.g. application of behavioural management theories, managing students with challenging behaviours, conflict resolution, group dynamics and moderation, time management; curriculum differentiation.
- Principles for programming, teaching and assessment for 7-10;
- Social, cultural and environmental influences on art and craft; Australia and its region e.g. Australian Indigenous, Chinese, Indonesian, Islamic, Indian;
- “Reading” art conventions and codes of the language of art as communication;
- Impact of digital and technological advances e.g. printing, photography; digital portfolios; how to incorporate the use of ICT in the classroom;
- Relationships between artist, artworks and audience; 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.
- 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;
- Career Pathways e.g. craftspeople, architects, interior design, landscape gardening, public relations, media and marketing.
This course may be offered in the following formats
- Distance/ Global Online
- Lesson Plan Sequence (35%)
- Multimedia Presentation (25%)
- Assessing a Unit of Work (40%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references