EDEC11026 - The Arts and Learning in the Early Years
Term 1 - 2017


All details in this unit profile for EDEC11026 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

The unit Arts and learning in the Early Years introduces the rationale, aims and content of the Australian Curriculum: The Arts through a focus on children’s ways of knowing and meaning making. Students reflect on their own engagement with the processes of Making and Responding which comprise the strands of the Arts curriculum to examine the role educators play in supporting young children as unique, confident and capable learners and effective communicators while meeting the stated aims of Arts learning in school contexts. Students investigate the importance of responsive interactions, connectedness and aesthetics for making meaning through and in the five distinct areas of the Arts curriculum and analyse the effect of pedagogical approaches that afford time to be present with children and support their creativity and expression of ideas. They problematise how these approaches to Arts learning may be supported in the transition to formal schooling and the implementation of the Arts curriculum in the Foundation to Year 2 Band Level. Students deepen their intellectual and emotional engagement with the challenges of planning and delivering authentic Arts learning experiences for children through a process of inquiry and documentation that makes young children's learning and meaning making processes visible. They respond to this process by writing a manifesto that identifies guiding values, principles and practices for themselves as contemporary early childhood educators in the Arts.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Presentation and Written Assessment 50%
2. Practical and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Continue to refine the amount of reading required in the course. Moodle feedback Engage in a more extensive audit of the material on the moodle site.
On successful completion of this unit, you will be able to:
  1. Document aesthetic, communicative and expressive processes used by self and others to interpret and represent the world.
  2. Use knowledge of the rationale and aims of the Arts curriculum to interpret meaning making processes and articulate experiences and strategies that support children’s learning in and through the Arts.
  3. Use authoritative sources and relevant literature to propose pedagogical approaches to teaching and learning in the Arts that are responsive to children.
  4. Observe children to identify and describe features that are significant in terms of their engagement with the Arts processes of making and responding and the implications for educators’ curriculum decision-making and enactment and responsive interactions with children in the early years.
  5. Communicate an explicit commitment to valuing and listening to children’s ways of knowing, describing how decisions about the learning environment, curriculum and pedagogy will optimise children’s learning in and through the Arts and build a responsive learning culture.

Successful completion of this unit " The arts and learning in the early years" provides opportunities for the students to demonstrate the Australian Professional Standards for Teachers focus areas:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
3.3 Use teaching strategies
3.5 Use effective classroom communication
4.1 Support student participation
5.1 Assess student learning
5.4 Interpret student data
6.2 Engage in professional learning and improve practice
Additionally, the unit contributes curriculum knowledge specified by ACECQA (Australian Children's Education and Care Quality Authority). This includes curriculum studies and understandings about early childhood pedagogies.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Presentation and Written Assessment  
2 - Practical and Written Assessment

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication
2. Problem Solving      
3. Critical Thinking
4. Information Literacy    
5. Team Work          
6. Information Technology Competence          
7. Cross Cultural Competence        
8. Ethical practice  

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Presentation and Written Assessment        
2 - Practical and Written Assessment      

Prescribed Textbooks

Young children, pedagogy, and the arts: ways of seeing
Author/s: McArdle, F & Boldt, G. (Eds.) Year: 2013
Edition: Publisher: Routledge
City: London
Country: UK
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKathryn Murray (k.murray2@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Ways of seeing and knowing in the Arts

Set text chapter 1

Set text chapter 11

Set readings

Week 2 13-03-2017

Introduction to the Australian Curriculum: The Arts.

Set readings

Week 3 20-03-2017

Making and responding in the Arts.

Set text chapter 8

Set readings

Week 4 27-03-2017

Meaning and identity development in and through the Arts.

Set text chapter 6

Set readings

Week 5 03-04-2017

Play, creativity and exploration as processes for engaging with the world.

Set text chapter 2

Set text chapter 10

Set readings

Vacation Week 10-04-2017

Vacation week.

Week 6 17-04-2017

Learning in and through the Arts

Set text chapter 3

Set readings

Week 7 24-04-2017

Documentation in the Arts as ways of seeing and knowing.

Chapter 4

Set readings

Presentation and reflections on making and responding Due Monday (24 Apr 17) 11:30 PM AEST
Week 8 01-05-2017

The art of awareness and appreciation.

Set text chapter 10

Set readings

Week 9 08-05-2017

Disciplines within the Arts.

Set readings

Week 10 15-05-2017

Pedagogy of teaching and learning through the Arts.

Set text chapter 7 and 9

Set readings

Week 11 22-05-2017

New approaches to Art making processes with ICT.

Set text chapter 5

Set readings

Week 12 29-05-2017

Review week

Inquiry and documentation of children's meaning making Due Friday (02 Jun 17) 11:30 PM AEST
Review/Exam Week 05-06-2017

Review/Exam week

Exam Week 12-06-2017

Exam week

1 Presentation and Written Assessment

Assessment Title Presentation and reflections on making and responding
Task Description

Task 1 requires you to be an active participant in developing an artefact or performance that aligns with The Arts curriculum. Foundation - Yr 2 band, Making and Responding strand and reflecting on the process of development.

This assessment task will require you to use your understandings of The Arts: Making and Responding strands from the Australian Curriculum. Identification of a personally significant artifact or dramatic performance will be supported by a written explanation and a reflection of the significance of the process and design of the artifact or performance.

This task is comprised of 2 parts.

Part A:

You will develop and share a piece of personally significant artwork and identify the components that specifically link to The Arts curriculum, Making and Responding strand. In response to this task, on campus students will prepare a presentation to their tutorial group; distance students will prepare a digital presentation for submission.

The presentation will include an image/s or real artifacts (on campus students) along with a short written reflection on the processes and skills related to the two strands with which you engaged. Consider how your preparation for and presentation of your work reflected the aims of the Arts curriculum.

Approximately 500 words.

Part B:

Identify common factors for yourself and children that support meaningful Arts learning by enhancing meaning-making, offering sources of wonder and inspiration whilst contributing to a sense of connectedness. Consider the learning, sensory and emotional experiences that you engaged in when completing your personally significant artifact. Relate this process to that of a child experiencing making and responding strands in The Arts.

Draw on your experiences as a participant in the Arts learning process and your reflections in Part A, engagement with course readings and the rationale, aims and content of the curriculum for the Foundation to Year 2 Band Level of The Arts curriculum to form links to future classroom teaching practices.

Approximately 1000 words.

Weighting: 50%

Further detailed information will be found on the moodle site in the Assessment Block.

NOTE: This assessment task builds knowledge of the content, aims and structure of the Australian curriculum: The Arts. Critical reflection on the processes for creating Arts experiences that include and value learners imagination, creativity and ways of being and belonging is an important feature of the task which can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.2, 2.1, 4.1 and 6.2.

Assessment Due Date Week 7 Monday (24-Apr-2017) 11:30 PM AEST
Return Date to Students Feedback on this assessment will be provided in sufficient time to allow for academic support and advice necessary to inform student's responses to the next assessment task
Weighting 50%
Assessment Criteria
  • Understanding of the connection between Arts learning and creativity, imagination, meaning making and identity.
  • Knowledge and understanding of the Arts process of making and responding for meaning making.
  • Evaluation of factors that support learning in and through the Arts as sources of inspiration, meaning and enjoyment.
  • Reflections on course readings show demonstrate understanding of strategies to support young children's meaning making.
  • Critical reflection on experiential learning to identify implications for teaching practice.
Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Document aesthetic, communicative and expressive processes used by self and others to interpret and represent the world.

2. Use knowledge of the rationale and aims of the Arts curriculum to interpret meaning making processes and articulate experiences and strategies that support children’s learning in and through the Arts.

3. Use authoritative sources and relevant literature to propose pedagogical approaches to teaching and learning in the Arts that are responsive to children.

5. Communicate an explicit commitment to valuing and listening to children’s ways of knowing, describing how decisions about the learning environment, curriculum and pedagogy will optimise children’s learning in and through the Arts and build a responsive learning culture.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy



2 Practical and Written Assessment

Assessment Title Inquiry and documentation of children's meaning making
Task Description

Task 2 requires you to be a facilitator and observer of the learning and engagement of young children whilst participating in The Arts strands.

Part A:

You are required to observe and then document children’s engagement in the Arts processes of Making and Responding and create and present a visual learning story that will be shared with your tutorial group (on campus students) or online (distance students).

Your documentation should include observations from a range of age groups including young children prior to school age and those in the focus year levels of Foundation to Year 2. Your documentation should record a story that identifies:

  • who the children are,
  • their interactions with significant adults and each other,
  • the theories they are testing and
  • the processes of Making and Responding to artworks available.

Visual representation with supportive text.

Part B:

Supported by scholarly sources, you are required to identify principles and approaches to pedagogy that support children’s engagement in authentic Arts learning experiences and that will guide your teaching practice and implementation of the Australian Curriculum: The Arts. You should record your emerging insights about how children are making meaning in and through Arts processes. Consider the conditions and relationships that enhance or hinder these experiences to construct a philosophy that clearly articulates your beliefs about the provision and importance of arts-rich experiences for young children prior to formal schooling and during the early school years.

2000 words.

Weighting 50%

NOTE: This assessment task provides opportunities for demonstrating knowledge of pedagogical approaches to arts learning that create connectedness and support meaning, enjoyment and aesthetic ways of knowing and being for learners from diverse backgrounds. The task focuses on critical reflection for ongoing professional learning and research-informed approaches to supporting young children’s art making processes and can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 1.2, 2.1, 3.3, 3.5, 4.1, 5.1, 5.4 and 6.2.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:30 PM AEST
Return Date to Students Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term
Weighting 50%
Assessment Criteria
  • Knowledge and understanding of the content and substance of the Arts curriculum.
  • Focused observation that identifies the process of making and responding to meaning.
  • Knowledge of pedagogical approaches that support the identity, curiosity and creativity of young children.
  • Identification of barriers to and support mechanisms for connectedness in Arts learning.
  • Critical reflection and justification of viewpoints on environments, processes and strategies that support meaning making in the early years.
Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Document aesthetic, communicative and expressive processes used by self and others to interpret and represent the world.

2. Use knowledge of the rationale and aims of the Arts curriculum to interpret meaning making processes and articulate experiences and strategies that support children’s learning in and through the Arts.

3. Use authoritative sources and relevant literature to propose pedagogical approaches to teaching and learning in the Arts that are responsive to children.

4. Observe children to identify and describe features that are significant in terms of their engagement with the Arts processes of making and responding and the implications for educators’ curriculum decision-making and enactment and responsive interactions with children in the early years.

5. Communicate an explicit commitment to valuing and listening to children’s ways of knowing, describing how decisions about the learning environment, curriculum and pedagogy will optimise children’s learning in and through the Arts and build a responsive learning culture.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

8. Ethical practice




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