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)Unit Code
AED4210Year
2016Enrolment Period
1Version
1Credit Points
10Full 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 integrated projects, units, and lessons within appropriate curriculum contexts. A range of literacies are introduced as goals for art teachers. Workshop activities investigate materials and processes used in school art programs. Peer teaching and analysis of the performance, are used to identify appropriate teaching styles and methodologies.
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.
Equivalent Rule
Unit was previously coded AED2201, AED2203, AED3211
Learning Outcomes
On completion of this unit students should be able to:
- Analyse a visual arts process or procedure for its potential strengths and weaknesses as a vehicle for visual arts learning.
- Analyse and evaluate a peer-teaching session in respect of performance and outcomes.
- Explain the structure of lessons, units, projects in school art practice within the scope of Western Australian curricula.
- Formulate a concept of visual arts education which synthesises the philosophic and psychological models of child development (with particular emphasis on the needs of adolescents).
- 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.
Unit Content
- Historical and theoretical material including the pioneers in the field - overview of the work of Cizek, Richardson, Lowenfeld, Gardner and Arnheim.
- Motivation and interaction skills which take account of adolescent students' needs.
- Peer teaching. Design, present and evaluate a brief lesson which aims to teach a visual art concept.
- Planning and teaching strategies for middle years visual arts education programs.
- Practical analysis of visual arts activities.
- Practice of processes, evaluation of materials and products, recording of information in a teaching resource file.
- 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
Lectures. Practical workshops. Student research.
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
- ^ Bates, J. K. (2000). Becoming an art teacher. Belmont: Thompson.
- ^ AED4210 Course Reader Note: Available from the ECU book shop
- ^ Krause, K., Bochner, S., & Duchesne, S. (2007). Education psychology for learning and teaching. (2nd ed.). Melbourne: Thompson.
- Harris, J. (Ed). (2003). Critical perspectives on contemporary painting: Hybridity, hegemony and historicism. Liverpool: Liverpool University Press.
- Hickman, R. (Ed.). (2004). Art education 11-18: Meaning, purpose and direction. (2nd ed.). London: Continuum.
- Effland, A. D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York: Teachers College Press.
- Macdonald, S., (2004). The history and philosophy of art education. Cambridge: Lutterworth Press.
- Eisner, E., & Day, M. D. (2004). Handbook of research and policy in art education. New Jersey: LEA Press.
- Jane, S. (1999). Art is (2).: Making, creating and appreciating. Milton QLD: Jacaranda.
- Curriculum Council of Western Australia. (1997). Curriculum framework for kindergarten to year 12 education in Western Australia. Curriculum Council Press.
- Arnheim, R. (2002). Art and visual perception: A psychology of the creative eye. London: University of California Press.
- Evans, P., & Thomas, M. A. (2004). Exploring the elements of design. New York: Thomson.
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.
AED4210|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)Unit Code
AED4210Year
2016Enrolment Period
2Version
1Credit Points
10Full 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 integrated projects, units, and lessons within appropriate curriculum contexts. A range of literacies are introduced as goals for art teachers. Workshop activities investigate materials and processes used in school art programs. Peer teaching and analysis of the performance, are used to identify appropriate teaching styles and methodologies.
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.
Equivalent Rule
Unit was previously coded AED2201, AED2203, AED3211
Learning Outcomes
On completion of this unit students should be able to:
- Analyse a visual arts process or procedure for its potential strengths and weaknesses as a vehicle for visual arts learning.
- Analyse and evaluate a peer-teaching session in respect of performance and outcomes.
- Explain the structure of lessons, units, projects in school art practice within the scope of Western Australian curricula.
- Formulate a concept of visual arts education which synthesises the philosophic and psychological models of child development (with particular emphasis on the needs of adolescents).
- 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.
Unit Content
- Historical and theoretical material including the pioneers in the field - overview of the work of Cizek, Richardson, Lowenfeld, Gardner and Arnheim.
- Motivation and interaction skills which take account of adolescent students' needs.
- Peer teaching. Design, present and evaluate a brief lesson which aims to teach a visual art concept.
- Planning and teaching strategies for middle years visual arts education programs.
- Practical analysis of visual arts activities.
- Practice of processes, evaluation of materials and products, recording of information in a teaching resource file.
- 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
Lectures. Practical workshops. Student research.
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
- ^ Bates, J. K. (2000). Becoming an art teacher. Belmont: Thompson.
- ^ AED4210 Course Reader Note: Available from the ECU book shop
- ^ Krause, K., Bochner, S., & Duchesne, S. (2007). Education psychology for learning and teaching. (2nd ed.). Melbourne: Thompson.
- Harris, J. (Ed). (2003). Critical perspectives on contemporary painting: Hybridity, hegemony and historicism. Liverpool: Liverpool University Press.
- Hickman, R. (Ed.). (2004). Art education 11-18: Meaning, purpose and direction. (2nd ed.). London: Continuum.
- Effland, A. D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York: Teachers College Press.
- Macdonald, S., (2004). The history and philosophy of art education. Cambridge: Lutterworth Press.
- Eisner, E., & Day, M. D. (2004). Handbook of research and policy in art education. New Jersey: LEA Press.
- Jane, S. (1999). Art is (2).: Making, creating and appreciating. Milton QLD: Jacaranda.
- Curriculum Council of Western Australia. (1997). Curriculum framework for kindergarten to year 12 education in Western Australia. Curriculum Council Press.
- Arnheim, R. (2002). Art and visual perception: A psychology of the creative eye. London: University of California Press.
- Evans, P., & Thomas, M. A. (2004). Exploring the elements of design. New York: Thomson.
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.
AED4210|1|2
