- Study at Deakin
- Life at Deakin
- Industry and community
- About Deakin
*Cloud (online) mode for Music and Visual Arts only.
|Enrolment modes:||Trimester 1: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), Cloud (online)|
|Unit chair:||E Hirsh|
D Joseph (Burwood (Melbourne))
J Grenfell (Waurn Ponds (Geelong), Warrnambool, Cloud (online))
To complete a sequence of units in the selected arts specialism, students must meet the prerequisites outlined in the guidelines published by the Victorian Institute of Education for each Arts methodology area. The prerequisites are: ART (Including the areas of Art, Craft, Computer-generated Art, Sculpture, Photography, and recognising expertise in materials such as pottery, ceramics, textiles, wood and metal) Major study in relevant area(s) of Art which includes at least one quarter of a year of practical Art content. MUSIC (a) Major study in Music which includes Practical Music or (b) Major study in Music together with AMEB Grade VI or Year 12 Practical music or (c) Major study in Music which includes Practical Music specialising in one or more musical instruments. See notes below for definition of Major and Sub-major sequences.
There are no prerequisites for the Drama and Dance specialisms in this unit when taken as an education elective.
3 hours per week for campus enrolled students only
To be read in conjunction with the prerequisite requirements above.
1. Major: A total of three-quarters of a year of successful full-time higher education studies, usually comprising sequential discipline study taken over three years, e.g. a part in each of the first, second and third years of study, or equivalent study. In most programs this equates to six units, with no more than two at first year level and no less than two units at third year level.
2. Sub-major: A total of half a year of successful full-time higher education study, usually comprising sequential discipline studies taken over two years, e.g. a part in each of the first and second years of study, or equivalent study. In most programs this equates to four units, with no more than two at first year level. Students undertaking a Visual Art double methodology must choose this unit. For advice contact unit chairs or course advisors.
ECA433 students should note that arts discipline methodology specialisms are available for campus and Cloud (online) study strictly as follows:
This arts specialism will focus on the compulsory years of schooling. As double music education students, participants in this module will undertake both research and classroom application of the European teaching methodologies of Dalcroze, Orff-Schulwerk, and Kodaly and of the African musical repertoire. Students will consider how inclusive approaches encourage cross cultural engagement. They will apply processes associated with the principles of these music education methods to practical activities which incorporate a range of classroom instruments (melodic and non-melodic). The activities and tasks students develop are designed with accompanying assessment strategies ready to be implemented in their music programs.
Visual Arts Education
This arts specialism will address the challenge of designing a visual arts program that is inclusive of a range of social and cultural perspectives in our global context. All students will explore a range of art forms in order to develop skills, knowledge and understanding of the visual arts/art elements, principles and concepts in preparation for developing tasks and activities for the visual arts program. Students consider the contingencies required for studio-based as well as general art classroom contexts. Students develop strategies for implementing the curriculum and assessment of student responses using a broad range of media, equipment, techniques and processes. Research is used as a means of understanding how art works by men and women can reflect and lend insight to a broad range of visual arts/art and cultural contexts, traditions, perspectives and styles. Students view and discuss, critically analyse and in keeping with Postmodern thinking in the visual arts, appropriate from and parody art styles and cultural communications. Through exploration of practical studio techniques in specific art making disciplines, students learn the reciprocal influence of the arts and their cultural, social, and historical contexts. Students will develop teaching and learning strategies for implementing art curricula and to design and produce teaching resources relevant to these learning experiences. This includes ways to incorporate selected forms of ICT in order to broaden knowledge of artistic possibilities and to design and guide experiences in which learners with different skill levels, backgrounds, and learning styles can achieve.
This arts specialism will focus on how the choreographic process impacts on the kind of teaching techniques possible in the inter-cultural dance-making setting. They will concentrate upon the research and gathering of material (Pan African or Ethnic Dance and its Diaspora) tracing the roots of traditional and indigenous dance and how it has impacted on Western popular culture. Seminars and fieldwork will be concerned with developing and rehearsing the materials selected for appropriate use in schools, specified sites and community settings. In the seminar sessions, students with staff guidance will employ choreographic methods of improvisation, learnt work and group work to facilitate the development of new movement vocabulary and an appreciation of how dance communicates in both a past and present context. Fieldwork and performances may also take place at Folkloric associations, cultural nights and multicultural festivals
This arts specialism is designed to be relevant to a broad range of educational contexts and is
particularly useful for both primary and secondary educators interested in using drama as a means of extending and enhancing learning across the curriculum (including learning across the arts, in literacy, social education, environmental education etc.) and will involve seminars and student presentations. The content considers the potential of drama to encourage active engagement with ideas, concepts and facts. Practical classes enable students to be involved in activities and gain an understanding of the ways participants in drama may be engaged in learning about, within and through drama. It considers how, through its experiential nature, drama involves learners on physical, intellectual and emotional levels. Students will consider drama education in light of their own experiences and in relation to particular educational settings and the current educational climate.
Two assessment tasks - Each 50%
Appropriate to the specific Arts education area, assessment tasks include written assignments: the development and sequencing of middle years curriculum and assessment processes focusing on a selected arts specialism, performance and arts practice demonstrations, portfolio submissions, and ICT based teaching and learning presentations
Unit Fee Information
Unit fee information available soon