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  2. Visual Arts in Early Childhood Education [AED3245]

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

    Visual Arts in Early Childhood Education

  • Unit Code

    AED3245

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines the theory, research and practice of visual art education for young children. Students will have the opportunity to develop their own confidence and understandings by undertaking practical art activities that include discussion, reflection and art appreciation. In particular, students will learn how to implement and integrate effective art experiences into their teaching in order to foster exploration, self-expression, problem solving and aesthetic awareness in young children, 0-8 years.

Equivalent Rule

Unit was previously coded AED3010

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse how visual art can be used as learning process to create, convey and contextualise meaning.
  2. Analyse the nature of young childrens artistic development and recognise the implications for educators.
  3. Apply own aesthetic understandings to artworks.
  4. Critically reflect on own work and that of others.
  5. Demonstrate a range of arts skills, processes and techniques which through modifications can be made suitable for children from 0-8 years old.
  6. Discuss the ways in which visual arts offers unique ways of thinking, exploring and communicating.
  7. Plan a visual arts classroom environment that is comfortable, resourced with a range of materials that are safe and sourced from a variety of places and used to inspire young children to be creative.
  8. Plan assessment strategies that are authentic and suitable for young children.
  9. Plan learning activities that supports children participating, creating, expressing and reflecting in a personal, social and cultural context.

Unit Content

  1. A range of skills, processes and techniques used by visual artists.
  2. Aesthetic philosophy.
  3. Arts in education through the processes of expressing, creating, exploring and developing ideas.
  4. Creating a safe, functional and stimulating learning environment for young children.
  5. Creativity and imagination of children 0-8.
  6. ICT Skills development.
  7. Linking the role of arts to society through engagement with the art community.
  8. The Australian Curriculum, The National Quality Standard, the Early Years Learning Framework and other associated documents for visual arts planning, assessing and reporting.
  9. Using art criticism frameworks to reflect and respond to art.
  10. Young childrens graphic and artistic development.

Additional Learning Experience Information

May include lectures, tutorials and learning activities, demonstration, use of technologies, on and off campus engagement

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
TypeDescriptionValue
EssayVisual arts in early childhood40%
AssignmentVisual diary and exhibition60%
ONLINE
TypeDescriptionValue
EssayVisual Arts in Early Childhood40%
EssayVisual arts in early childhood40%
ProjectVisual Diary and Exhibition60%
AssignmentVisual diary and exhibition60%

Text References

  • ^ Wright, S. (2010). Understanding creativity in early childhood: Meaning-making and children's drawings. Los Angeles, CA: SAGE Publications.
  • Rogoff, B. (Ed.). Human development. (Vol. 40). CA: Karger. Note: Seminal Reference.
  • ACARA. (2012). Draft Australian curriculum: The arts curriculum foundation to year 10. Sydney, Australia: Department of Education, Employment Workplace Relations.
  • Connery, M. C., John-Steiner, V. P., & Marjanovic-Shane, A. (Eds.). Vygotsky and creativity: A cultural-historic approach to play, meaning making, and the arts (Vol. 5). New York, NY: Peter Lang.
  • Eisner, E. W. (1972). Educating artistic vision. New York, NY: Macmillan Publishing. Note: Seminal Reference.
  • Langer, S. K. (1953). Feeling and form: A theory of art. London, United Kingdom: Routledge and Kegan Paul. Note: Seminal Reference.
  • Wright, S. (2010). Understanding creativity in ealry childhood: Meaning-making and children's drawings. Los Angeles, CA: SAGE Publications.

Journal References

  • Studies in Art Education
  • Australian Art Education
  • Australian Journal of Early Childhood
  • Mind, Culture and Activity
  • Journal of Art and Design

^ 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.

AED3245|2|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

    Visual Arts in Early Childhood Education

  • Unit Code

    AED3245

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines the theory, research and practice of visual art education for young children. Students will have the opportunity to develop their own confidence and understandings by undertaking practical art activities that include discussion, reflection and art appreciation. In particular, students will learn how to implement and integrate effective art experiences into their teaching in order to foster exploration, self-expression, problem solving and aesthetic awareness in young children, 0-8 years.

Equivalent Rule

Unit was previously coded AED3010

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse how visual art can be used as learning process to create, convey and contextualise meaning.
  2. Analyse the nature of young childrens artistic development and recognise the implications for educators.
  3. Apply own aesthetic understandings to artworks.
  4. Critically reflect on own work and that of others.
  5. Demonstrate a range of arts skills, processes and techniques which through modifications can be made suitable for children from 0-8 years old.
  6. Discuss the ways in which visual arts offers unique ways of thinking, exploring and communicating.
  7. Plan a visual arts classroom environment that is comfortable, resourced with a range of materials that are safe and sourced from a variety of places and used to inspire young children to be creative.
  8. Plan assessment strategies that are authentic and suitable for young children.
  9. Plan learning activities that supports children participating, creating, expressing and reflecting in a personal, social and cultural context.

Unit Content

  1. A range of skills, processes and techniques used by visual artists.
  2. Aesthetic philosophy.
  3. Arts in education through the processes of expressing, creating, exploring and developing ideas.
  4. Creating a safe, functional and stimulating learning environment for young children.
  5. Creativity and imagination of children 0-8.
  6. ICT Skills development.
  7. Linking the role of arts to society through engagement with the art community.
  8. The Australian Curriculum, The National Quality Standard, the Early Years Learning Framework and other associated documents for visual arts planning, assessing and reporting.
  9. Using art criticism frameworks to reflect and respond to art.
  10. Young childrens graphic and artistic development.

Additional Learning Experience Information

May include lectures, tutorials and learning activities, demonstration, use of technologies, on and off campus engagement

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
TypeDescriptionValue
EssayVisual arts in early childhood40%
AssignmentVisual diary and exhibition60%
ONLINE
TypeDescriptionValue
EssayVisual Arts in Early Childhood40%
EssayVisual arts in early childhood40%
ProjectVisual Diary and Exhibition60%
AssignmentVisual diary and exhibition60%

Text References

  • ^ Wright, S. (2010). Understanding creativity in early childhood: Meaning-making and children's drawings. Los Angeles, CA: SAGE Publications.
  • Langer, S. K. (1953). Feeling and form: A theory of art. London, United Kingdom: Routledge and Kegan Paul. Note: Seminal Reference.
  • Rogoff, B. (Ed.). Human development. (Vol. 40). CA: Karger. Note: Seminal Reference.
  • Wright, S. (2010). Understanding creativity in ealry childhood: Meaning-making and children's drawings. Los Angeles, CA: SAGE Publications.
  • Connery, M. C., John-Steiner, V. P., & Marjanovic-Shane, A. (Eds.). Vygotsky and creativity: A cultural-historic approach to play, meaning making, and the arts (Vol. 5). New York, NY: Peter Lang.
  • Eisner, E. W. (1972). Educating artistic vision. New York, NY: Macmillan Publishing. Note: Seminal Reference.
  • ACARA. (2012). Draft Australian curriculum: The arts curriculum foundation to year 10. Sydney, Australia: Department of Education, Employment Workplace Relations.

Journal References

  • Australian Art Education
  • Australian Journal of Early Childhood
  • Mind, Culture and Activity
  • Studies in Art Education
  • Journal of Art and Design

^ 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.

AED3245|2|2