School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Art Education FoundationsUnit Code
AED2203Year
2016Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit introduces noted writers and thinkers in the field of visual arts education. It surveys the planning of art projects and lessons. A range of (multiple) literacies are introduced as goals for art teachers. Workshop activities culminate in the production of curriculum materials and teaching resources.
Prerequisite Rule
Students must pass 1 units from EDU1010
Equivalent Rule
Unit was previously coded AED3211, AED4210
Learning Outcomes
On completion of this unit students should be able to:
- Critically analyse an integrated visual arts learning program.
- Design, present and evaluate a brief lesson on a visual arts learning theory - microteaching.
- Explain the structure of Western Australian Curriculum Framework and relate this to the emerging Australian Curriculum.
- Formulate a concept of visual arts education which synthesises the philosophic and psychological models of child development.
- Identify the contribution of major theorists in the field of visual arts education.
- Make a clearly expressed contribution to any discussion of topics under review.
- Produce a range of resource materials to support the delivery of the program.
Unit Content
- Introduction to Western Australian and Australian Curriculum materials for the Arts.
- Peer (micro) teaching.
- Pioneers in the field - overview of the work of Cizek, Richardson, Lowenfeld, Gardner, Arnheim, Flood, Duncum and others.
- Practical analysis of visual arts activities.
- Psychological and developmental concerns as they relate to visual arts education.
- Theories of "child art" and their philosophic frames of reference.
Additional Learning Experience Information
The unit consists of formal lectures, practical workshops and student research. The unit is underpinned by a Reader, prescribed text, collaborative learning experiences, individual student support and on-line resources through Blackboard.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Curriculum assignment | 70% |
| Presentation | Microteaching | 30% |
Text References
- ^ Krause, K., Bochner, S., & Duchesne, S. (2013). Educational psychology for learning and teaching. Melbourne: Thomson.
- ^ READER: AED2203 Course Reader. Available from the ECU Library.
- ^ Dinham, J. (2011). Delivering authentic arts education. Cengage Learning.
- Curriculum Council of Western Australia (1997). Curriculum framework for kindergarten to year 12 education in Western Australia. Perth: Curriculum Council of W.A.
- Arnheim, R. (2002). Art and visual perception: A Psychology of the creative eye. London: University of California Press.
- Koster, J. (2001). Bringing art into the elementary classroom. Clifton Park: Thompson.
- Isabell, R. & Raines, S. (2007). Creativity and the arts with young children. Clifton Park: Thompson.
- Jane, S. (1999). Art is (2): Making creating and appreciating. Milton, QLD: Jacaranda.
- Macdonald, S. (2004). The history and philosophy of art education. Cambridge: Lutterworth Press.
- Efland, A.D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York: Teachers College Press.
- Evans, P., & Thomas, M. A. (2004) Exploring the elements of design. New York: Thomson.
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
AED2203|1|1
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Art Education FoundationsUnit Code
AED2203Year
2016Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit introduces noted writers and thinkers in the field of visual arts education. It surveys the planning of art projects and lessons. A range of (multiple) literacies are introduced as goals for art teachers. Workshop activities culminate in the production of curriculum materials and teaching resources.
Prerequisite Rule
Students must pass 1 units from EDU1010
Equivalent Rule
Unit was previously coded AED3211, AED4210
Learning Outcomes
On completion of this unit students should be able to:
- Critically analyse an integrated visual arts learning program.
- Design, present and evaluate a brief lesson on a visual arts learning theory - microteaching.
- Explain the structure of Western Australian Curriculum Framework and relate this to the emerging Australian Curriculum.
- Formulate a concept of visual arts education which synthesises the philosophic and psychological models of child development.
- Identify the contribution of major theorists in the field of visual arts education.
- Make a clearly expressed contribution to any discussion of topics under review.
- Produce a range of resource materials to support the delivery of the program.
Unit Content
- Introduction to Western Australian and Australian Curriculum materials for the Arts.
- Peer (micro) teaching.
- Pioneers in the field - overview of the work of Cizek, Richardson, Lowenfeld, Gardner, Arnheim, Flood, Duncum and others.
- Practical analysis of visual arts activities.
- Psychological and developmental concerns as they relate to visual arts education.
- Theories of "child art" and their philosophic frames of reference.
Additional Learning Experience Information
The unit consists of formal lectures, practical workshops and student research. The unit is underpinned by a Reader, prescribed text, collaborative learning experiences, individual student support and on-line resources through Blackboard.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Curriculum assignment | 70% |
| Presentation | Microteaching | 30% |
Text References
- ^ Dinham, J. (2011). Delivering authentic arts education. Cengage Learning.
- ^ Krause, K., Bochner, S., & Duchesne, S. (2013). Educational psychology for learning and teaching. Melbourne: Thomson.
- ^ READER: AED2203 Course Reader. Available from the ECU Library.
- Curriculum Council of Western Australia (1997). Curriculum framework for kindergarten to year 12 education in Western Australia. Perth: Curriculum Council of W.A.
- Arnheim, R. (2002). Art and visual perception: A Psychology of the creative eye. London: University of California Press.
- Koster, J. (2001). Bringing art into the elementary classroom. Clifton Park: Thompson.
- Isabell, R. & Raines, S. (2007). Creativity and the arts with young children. Clifton Park: Thompson.
- Jane, S. (1999). Art is (2): Making creating and appreciating. Milton, QLD: Jacaranda.
- Macdonald, S. (2004). The history and philosophy of art education. Cambridge: Lutterworth Press.
- Evans, P., & Thomas, M. A. (2004) Exploring the elements of design. New York: Thomson.
- Efland, A.D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York: Teachers College Press.
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
AED2203|1|2
