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  2. Teaching Art (Secondary) [AED4210]

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

    AED4210

  • Year

    2017

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

  • Unit Coordinator

    Dr Julia MORRIS

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:

  1. Analyse a visual arts process or procedure for its potential strengths and weaknesses as a vehicle for visual arts learning.
  2. Analyse and evaluate a peer-teaching session in respect of performance and outcomes.
  3. Explain the structure of lessons, units, projects in school art practice within the scope of Western Australian curricula.
  4. 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).
  5. Identify the contribution of major theorists in the field of visual arts education.
  6. Make a clearly expressed contribution to any discussion of topics under review.

Unit Content

  1. Historical and theoretical material including the pioneers in the field - overview of the work of Cizek, Richardson, Lowenfeld, Gardner and Arnheim.
  2. Motivation and interaction skills which take account of adolescent students' needs.
  3. Peer teaching. Design, present and evaluate a brief lesson which aims to teach a visual art concept.
  4. Planning and teaching strategies for middle years visual arts education programs.
  5. Practical analysis of visual arts activities.
  6. Practice of processes, evaluation of materials and products, recording of information in a teaching resource file.
  7. Psychological and developmental concerns as they relate to visual arts education.
  8. 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
TypeDescriptionValue
AssignmentCurriculum Assignment70%
PresentationMicroteaching30%

Core Reading(s)

  • Edith Cowan University School of Education. (2013). AED2203 foundations of art education : book of readings. Perth, Australia: Expo Document Copy Centre.
  • Bates, J. K. (2000). Becoming an art teacher. Belmont: Thompson.
  • Duchesne, S., & McMaugh, A. (2007). Education psychology for learning and teaching. (2nd ed.). Melbourne: Thompson.

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

    AED4210

  • Year

    2017

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

  • Unit Coordinator

    Dr Julia MORRIS

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:

  1. Analyse a visual arts process or procedure for its potential strengths and weaknesses as a vehicle for visual arts learning.
  2. Analyse and evaluate a peer-teaching session in respect of performance and outcomes.
  3. Explain the structure of lessons, units, projects in school art practice within the scope of Western Australian curricula.
  4. 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).
  5. Identify the contribution of major theorists in the field of visual arts education.
  6. Make a clearly expressed contribution to any discussion of topics under review.

Unit Content

  1. Historical and theoretical material including the pioneers in the field - overview of the work of Cizek, Richardson, Lowenfeld, Gardner and Arnheim.
  2. Motivation and interaction skills which take account of adolescent students' needs.
  3. Peer teaching. Design, present and evaluate a brief lesson which aims to teach a visual art concept.
  4. Planning and teaching strategies for middle years visual arts education programs.
  5. Practical analysis of visual arts activities.
  6. Practice of processes, evaluation of materials and products, recording of information in a teaching resource file.
  7. Psychological and developmental concerns as they relate to visual arts education.
  8. 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
TypeDescriptionValue
AssignmentCurriculum Assignment70%
PresentationMicroteaching30%

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