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  2. Teaching Art (Secondary) 2 [AED4109]

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

    Teaching Art (Secondary) 2

  • Unit Code

    AED4109

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit investigates both the nature of post compulsory visual arts education and the changing face of visual arts education in Australia. The kinds of learning experienced in years 11 and 12 informs the planning of lessons and projects. The contribution of language to learning in visual arts is considered and strategies for enhancing general and visual literacy inform the content of this unit.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate proficiency in planning lessons and devising learning programs which encapsulate sound practice in art making and art interpretation.
  2. Design, present and evaluate a peer teaching session in respect of performance and outcomes.
  3. Explain assessment regimes for norm-referenced and criterion-referenced courses within the visual arts at post compulsory levels.
  4. Identify significant sociological issues underpinning contemporary post compulsory visual arts education.
  5. Make a clearly expressed contribution to any discussion about visual literacy acquisition by senior secondary school students (including encoding and decoding of visual text).

Unit Content

  1. Art criticial and art historical study of images and objects.
  2. Current post compulsory courses: TEE Art Syllabus; Art & Design Syllabus.
  3. Historical context for post compulsory visual arts education.
  4. New directions in post compulsory visual arts education.
  5. Teaching and learning processes for enhancing visual and verbal literacy acquisition.

Additional Learning Experience Information

The unit consists of formal lectures, practical workshops and student research. The lectures will present the social and theoretical material which will be developed by further student reading. The workshops involve practice of processes and evaluation of materials and products. Seminars involve the collaborative planning and presentation of a visual literacy learning experience (microteaching).

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
AssignmentCurriculum Assignment70%
PresentationMicroteaching30%

Text References

  • ^ Israel, G. (2002). Artwise 2: Visual arts 7-10. (2nd ed.). Milton, QLD: Jacaranda.
  • ^ Kuntyj, L., & Harcourt, B. (2008). Visual arts: A resource for units 1A - 1B. Cottesloe, WA: Impact Publishing.
  • ^ Course reader: AED4109. Note: Available from ECU Bookshop.
  • Hirsh, E.P. (1996). Writing about art. Sydney: Longman.
  • Freedman, K. (2003). Teaching visual culture: Curriculum aesthetics and the social life of art. New York: Teachers College Press.
  • Bates, J.K. (2000). Becoming an art teacher. Belmont: Thomson Learning.
  • Bolt, B. (2004). Art beyond representation: The performative power of the image. London: Tauris.
  • Gombrich, E. H. (1996). The essential Gombrich. London: Phaidon.
  • Bersson, R. (2004). Responding to art: Form, content and context. New York: McGraw Hill.
  • Renfrew, C. (2003). Figuring it out. London: Thames & Hudson.
  • Curriculum Council. (1998). Curriculum framework for kindergarten to year 12 in Western Australia. Perth:Curriculum Council.
  • Barrett, T. (1994). Criticising art: Understanding the contemporary. Mountain View, California: Mayfield Publishing Co.
  • Austin, J. (2001). Taking the train: How graffiti art became an urban crisis in New York City. New York: Columbia University Press.

Journal References

  • Art Education
  • Australian Art Education
  • Journal of Art and Design
  • Studies in Art Education
  • Journal of Aesthetic Education

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.

AED4109|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

    Teaching Art (Secondary) 2

  • Unit Code

    AED4109

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit investigates both the nature of post compulsory visual arts education and the changing face of visual arts education in Australia. The kinds of learning experienced in years 11 and 12 informs the planning of lessons and projects. The contribution of language to learning in visual arts is considered and strategies for enhancing general and visual literacy inform the content of this unit.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate proficiency in planning lessons and devising learning programs which encapsulate sound practice in art making and art interpretation.
  2. Design, present and evaluate a peer teaching session in respect of performance and outcomes.
  3. Explain assessment regimes for norm-referenced and criterion-referenced courses within the visual arts at post compulsory levels.
  4. Identify significant sociological issues underpinning contemporary post compulsory visual arts education.
  5. Make a clearly expressed contribution to any discussion about visual literacy acquisition by senior secondary school students (including encoding and decoding of visual text).

Unit Content

  1. Art criticial and art historical study of images and objects.
  2. Current post compulsory courses: TEE Art Syllabus; Art & Design Syllabus.
  3. Historical context for post compulsory visual arts education.
  4. New directions in post compulsory visual arts education.
  5. Teaching and learning processes for enhancing visual and verbal literacy acquisition.

Additional Learning Experience Information

The unit consists of formal lectures, practical workshops and student research. The lectures will present the social and theoretical material which will be developed by further student reading. The workshops involve practice of processes and evaluation of materials and products. Seminars involve the collaborative planning and presentation of a visual literacy learning experience (microteaching).

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
AssignmentCurriculum Assignment70%
PresentationMicroteaching30%

Text References

  • ^ Kuntyj, L., & Harcourt, B. (2008). Visual arts: A resource for units 1A - 1B. Cottesloe, WA: Impact Publishing.
  • ^ Israel, G. (2002). Artwise 2: Visual arts 7-10. (2nd ed.). Milton, QLD: Jacaranda.
  • ^ Course reader: AED4109. Note: Available from ECU Bookshop.
  • Hirsh, E.P. (1996). Writing about art. Sydney: Longman.
  • Bates, J.K. (2000). Becoming an art teacher. Belmont: Thomson Learning.
  • Bolt, B. (2004). Art beyond representation: The performative power of the image. London: Tauris.
  • Renfrew, C. (2003). Figuring it out. London: Thames & Hudson.
  • Gombrich, E. H. (1996). The essential Gombrich. London: Phaidon.
  • Bersson, R. (2004). Responding to art: Form, content and context. New York: McGraw Hill.
  • Austin, J. (2001). Taking the train: How graffiti art became an urban crisis in New York City. New York: Columbia University Press.
  • Curriculum Council. (1998). Curriculum framework for kindergarten to year 12 in Western Australia. Perth:Curriculum Council.
  • Barrett, T. (1994). Criticising art: Understanding the contemporary. Mountain View, California: Mayfield Publishing Co.
  • Freedman, K. (2003). Teaching visual culture: Curriculum aesthetics and the social life of art. New York: Teachers College Press.

Journal References

  • Art Education
  • Australian Art Education
  • Journal of Art and Design
  • Journal of Aesthetic Education
  • Studies in Art Education

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.

AED4109|1|2