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  2. Visual Arts, Technology & Enterprise and the Young Learner [VTE4100]

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, Technology & Enterprise and the Young Learner

  • Unit Code

    VTE4100

  • Year

    2016

  • Enrolment Period

    1

  • Version

    3

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides pre-service teachers with an introduction to the nature and purpose of Visual Arts and Technology learning areas. The philosophical basis of the learning areas will be explored together with an examination of pedagogical practices for implementing effective learning experiences. Content and methodology will be examined with an emphasis on practical approaches to implementing Visual Arts and Technology experiences in early childhood settings. Knowledge and understandings will be developed through engagement with materials and resources relevant to teaching and learning in these learning areas.

Non Standard Timetable Requirements

Offered for both on-campus and residency modes of study.

Equivalent Rule

Unit was previously coded VEA6120

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate the nature of Visual Arts and Technology and their significance in education.
  2. Demonstrate competency in a selection of creative and expressive learning experiences suitable for early childhood children.
  3. Design experiences that promote the integration of Visual Arts and Technology processes across the curriculum.
  4. Explain the aesthetic dimensions of education in Visual Arts, such as the role of reflection, cultural contexts, using art language and multimodal approaches to learning.
  5. Use a range of ICTs in integrated Visual Arts and Technology learning experiences.
  6. Use current curriculum documents to plan for learning in Visual Arts and Technology.

Unit Content

  1. Creative behaviours and how they are supported through aesthetic response, inquiry and studio experiences.
  2. Models and principles of effective teaching and learning in Visual Arts and Technology learning areas
  3. Planning, teaching and assessing processes in the Visual Arts and Technology learning areas.
  4. The development of visual language for the purpose of supporting self-expression.
  5. The nature of Visual Arts and their value and significance in education.
  6. The selection and use of materials and equipment in the technology process.
  7. The technology process and open-ended approaches to solving technology problems.

Additional Learning Experience Information

Lectures, workshops, studio projects and guest speakers for both on-campus and residency modes of study.

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
Creative WorkVisual Arts portfolio50%
AssignmentTechnology & Enterprise portfolio50%

Text References

  • ^ To be advised.
  • Simon, F., & Nemeth, K. (2012). Digital decisions: Choosing the right technology tools for early childhood. Lewisville, NC: Gryphon House.
  • Pelo, A. (2007). The language of art: Reggio-inspired studio practices in early childhood settings. St Paul, US: Redleaf Press.
  • Moomaw, S. (2013). Teaching STEM in the early years : Activities for integrating science, technology, engineering, and mathematics. St Paul, MN: Redleaf Press.
  • Kolbe, U. (2006). Rapunzel's supermarket: All about young children and their art. (2nd ed.). Byron Bay: Pademelon Press.
  • Fox, J.E., & Schirrmacher, R. (2012). Art and creative development for young children. (7th ed.). Belmont, CA: Wadsworth Group.
  • Fleer, M., & Jane, B. (2011). Design and technology for children. (3rd ed.). Frenchs Forest, N.S.W.: Pearson Education.
  • Barnes, R. (2002). Teaching art to young children 4-9. (2nd ed.). London: Routledge/Falmer.
  • Althouse, R., Johnson, M.T., & Mitchell, S.T. (2003). The colours of learning: Integrating the visual arts into the early childhood curriculum. Washington: NAEYC.
  • Wright, S. (2010). Understanding creativity in early childhood. Los Angeles: SAGE.
  • Hurwitz, A., & Day, D. (2006). Children and their art: Methods for the elementary school. (8th ed.). Belmont, CA: Wadsworth Group.

^ 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.

VTE4100|3|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, Technology & Enterprise and the Young Learner

  • Unit Code

    VTE4100

  • Year

    2016

  • Enrolment Period

    2

  • Version

    3

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides pre-service teachers with an introduction to the nature and purpose of Visual Arts and Technology learning areas. The philosophical basis of the learning areas will be explored together with an examination of pedagogical practices for implementing effective learning experiences. Content and methodology will be examined with an emphasis on practical approaches to implementing Visual Arts and Technology experiences in early childhood settings. Knowledge and understandings will be developed through engagement with materials and resources relevant to teaching and learning in these learning areas.

Non Standard Timetable Requirements

Offered for both on-campus and residency modes of study.

Equivalent Rule

Unit was previously coded VEA6120

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate the nature of Visual Arts and Technology and their significance in education.
  2. Demonstrate competency in a selection of creative and expressive learning experiences suitable for early childhood children.
  3. Design experiences that promote the integration of Visual Arts and Technology processes across the curriculum.
  4. Explain the aesthetic dimensions of education in Visual Arts, such as the role of reflection, cultural contexts, using art language and multimodal approaches to learning.
  5. Use a range of ICTs in integrated Visual Arts and Technology learning experiences.
  6. Use current curriculum documents to plan for learning in Visual Arts and Technology.

Unit Content

  1. Creative behaviours and how they are supported through aesthetic response, inquiry and studio experiences.
  2. Models and principles of effective teaching and learning in Visual Arts and Technology learning areas
  3. Planning, teaching and assessing processes in the Visual Arts and Technology learning areas.
  4. The development of visual language for the purpose of supporting self-expression.
  5. The nature of Visual Arts and their value and significance in education.
  6. The selection and use of materials and equipment in the technology process.
  7. The technology process and open-ended approaches to solving technology problems.

Additional Learning Experience Information

Lectures, workshops, studio projects and guest speakers for both on-campus and residency modes of study.

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
Creative WorkVisual Arts portfolio50%
AssignmentTechnology & Enterprise portfolio50%

Text References

  • ^ To be advised.
  • Simon, F., & Nemeth, K. (2012). Digital decisions: Choosing the right technology tools for early childhood. Lewisville, NC: Gryphon House.
  • Pelo, A. (2007). The language of art: Reggio-inspired studio practices in early childhood settings. St Paul, US: Redleaf Press.
  • Moomaw, S. (2013). Teaching STEM in the early years : Activities for integrating science, technology, engineering, and mathematics. St Paul, MN: Redleaf Press.
  • Kolbe, U. (2006). Rapunzel's supermarket: All about young children and their art. (2nd ed.). Byron Bay: Pademelon Press.
  • Fox, J.E., & Schirrmacher, R. (2012). Art and creative development for young children. (7th ed.). Belmont, CA: Wadsworth Group.
  • Fleer, M., & Jane, B. (2011). Design and technology for children. (3rd ed.). Frenchs Forest, N.S.W.: Pearson Education.
  • Barnes, R. (2002). Teaching art to young children 4-9. (2nd ed.). London: Routledge/Falmer.
  • Althouse, R., Johnson, M.T., & Mitchell, S.T. (2003). The colours of learning: Integrating the visual arts into the early childhood curriculum. Washington: NAEYC.
  • Wright, S. (2010). Understanding creativity in early childhood. Los Angeles: SAGE.
  • Hurwitz, A., & Day, D. (2006). Children and their art: Methods for the elementary school. (8th ed.). Belmont, CA: Wadsworth Group.

^ 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.

VTE4100|3|2