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*Cloud (online) mode for Music and Visual Arts only
|Enrolment modes:||Trimester 2: Burwood (Melbourne), Cloud (online)|
|Unit chair:||J Grenfell|
J Dreessens (Burwood (Melbourne))
J Grenfell (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. They 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. DANCE Sub-major study in Dance or Performance Studies (Dance) DRAMA (including THEATRE STUDIES) Sub-major study in Drama, Performance Studies (Drama) or Theatre Studies (including practical Drama) MEDIA Sub-major study in Media Studies 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 note below for definition of Major and Sub-major sequences.
|Contact hours:||3-4 contact hours per week for campus based students|
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 select the relevant arts curriculum from the following specialisms: Dance, Drama, Music, Media Studies and Visual Arts in order to complete secondary methodology requirements in that arts discipline area. For advice contact unit chairs or course advisers.
ECA432 - students should note that discipline specialisms are available for campus and Cloud (online) study strictly as follows:
One arts discipline is to be selected from the following:
Dance Education (post compulsory)
This arts methodology specialism will focus on the teaching of dance in the post-compulsory years with particular emphasis on VCE, Dance Study Design, VET, VCAL and the Dance program in the International Baccalaureate Diploma. This module builds on foundations laid in Dance Education Curriculum Study 1. Particular emphasis will be placed on developing a philosophy and value of dance in education in relation to designing and processes for implementation of a range of these post compulsory curricula. Students will consider curriculum planning and evaluation procedures as well as models of assessment and reporting. They will examine ways to engage diverse learning styles within a diversity of context where dance teaching and learning occur. Through an investigation of dance presentation strategies, use of stimuli for dance-making and the development of methods for facilitating aesthetic response. Influences such as the use of various technologies in dance will inform critical and analytical investigations of issues affecting the dance curriculum, past and present.
Drama Education (post compulsory)
This arts methodology specialism will focus on the teaching of drama in the post-compulsory years with particular emphasis on VCE Drama and Theatre Studies courses VET, VCAL and International Baccalaureate Diploma. This module builds on foundations laid in Drama Education Curriculum Study 1. Further consideration will be given to rationale and aims for drama in education; achieving learning outcomes; designing drama curriculum; evaluating, assessing and reporting in drama; resources and the application of learning and other technologies in drama education. Current drama curriculum trends and future directions in drama education will also be considered both nationally and internationally. Practicum observations and experiences will be supported by class -based activities to encourage students to develop skills as lifelong reflective practitioners. Students will also engage in critical and analytical discourse about a range of drama education specific topics.
Media Education (post compulsory)
This arts methodology specialism will focus on the teaching of media in the post-compulsory years with particular emphasis on the VCE Media Study design, VCAL, VET, Media Industry Skills and International Baccalaureate Diploma. This module builds on foundations laid in Media Education Curriculum Study 1. Students will expand their understanding of the nature of media curriculum and its delivery in a range of context. Students consider assessment processes and practices in media and the implications for teaching and learning inclusive of diverse learners. Understanding of media literacy and the theoretical constructs underpinning media education and learning technologies will inform critical and analytical discourse in the classroom. Students engage in practical activities students which focus on exploring, developing and implementing media curricula and design. This will be considered in relation to relevant assessment processes and practices that support current curriculum initiatives and reflect best practice in schools. The use of information communication technologies as essential learning for the changing nature of schooling for the twenty-first century is another focus for student participation in media education.
Music Education (post compulsory)
This arts methodology specialism will focus on the teaching of music in the post-compulsory years with particular emphasis on VCE Music Study Design, VCAL, VET, Music Industry Skills and International Baccalaureate. This module builds on foundations laid in Music Education Curriculum Study 1. . In particular students will gain specific instrumental teaching and learning strategies that consider the diverse learner on a broad range of instruments. Through technology and composition they engage with a number of software programs used in post compulsory education. Engagement with critical and analytical discourse about theories and practices in the teaching, learning and assessment of music will be part of the student experience. Students can consider a range of presentation stratagem for teaching group and solo performance including using web-based technologies and digital recording of musical information.
Visual Arts Education (post compulsory)
This arts methodology specialism is designed to allow students to develop skills necessary to teach a range of Visual Art disciplines in the post-compulsory years with particular emphasis on teaching Art, Studio Art and Visual Design and Communication Study Designs accredited by the Victorian Curriculum and Assessment Authority (VCAA), VET, VCAL and International Baccalaureate Diploma. Topics include the interpretation of study designs and supplementary materials, understanding assessment processes, and the development of task sheets, essay questions, topics for debate or oral presentation, and sets of assessment and marking criteria for implementation in schools. Participation in activities using information and communication technology (ICT) develop students' abilities to engage in and reflect on innovative teaching and learning practices, and on the acquisition of skills for arts production and visual communication and design. Students will develop skills in the use of authoring tools for web design , PowerPoint presentations., video and pod-casting . Students will have the opportunity to actively participate within a virtual teaching and learning environment and with digital technologies, to devise and experience simulations that make connections between pedagogy, curriculum and technology.. Students will engage in critical and analytical discourse about Visual arts, Visual Culture and Visual arts education with a view to encouraging inclusion of a diversity of learners.
Journal Report 40%
Reflective, analytical journal entries, linked to contemporary theories of teaching and learning, focusing on aspects of selected arts discipline teaching and learning observed during engagement with field experience settings in various educational settings: VCE, Vet/VCAL and I, VCAL, VET, Music Industry Skills and International Baccalaureate.
Curriculum and Assessment Project 60%
Appropriate to the selected specialism, elaborate a set of principles to structure a unit based on, for example, on a selected VCE study design, incorporating school based assessment procedures. Students are required to implement a sequence of learning activities (during school experience), the outcomes of which are submitted in a report. Students may use forms of ICT to support documentation.
Unit Fee Information
Unit fee information available soon