Course coordinator
Dr Stephanie Macmahon
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course will provide an introduction to issues of arts education in contemporary society. The role of creativity in community development and in a multicultural society will be analysed. The course will provide students with an appreciation of the range of the arts in the school curriculum, including music, dance, drama, visual and media arts. Students will engage with aspects of the arts in workshops to enhance their skills and confidence, and will develop an understanding of the resources available for arts education in various institutions such as art galleries, libraries, museums, theatres, choirs and exhibitions.
This course provides an introduction to creativity and the arts (dance, drama, music, media arts and visual arts) in education.ﾠCreativity is a uniquely human quality, recognised as an essential twenty-first century skill that enables teacher and student agency.ﾠIn this course we will consider the role of creativity in the classroom, and explore teaching the arts as individual disciplines as well as drawing onﾠcreative arts-based pedagogies across learning areas, alerting to the variousﾠmodesﾠof thinking, experiencing and communicating that the arts offers.ﾠWe take an inclusiveﾠarts-are-for-everybodyﾠapproach, and model arts practices and pedagogies designed to: a) expandﾠpersonal experienceﾠof being creatively and artistically engaged; and b) provideﾠpractical experienceﾠin classroom and community-based arts activities.ﾠStudents will engage with the arts in workshops to enhance their skills and confidence, and will develop an understanding of the resources available for arts education in various arts institutions.
Course requirements
Assumed background
EDUC2710 is a foundational arts education course that will be followed up in fourth year with EDUC4770 Teaching the Arts.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1704
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to introduce students to the role of creativity in education and in the Arts. Students will explore the role of creativity in the classroom and the role that creativity plays in learning and engagement.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate knowledge about, and practical experience of, creativity, creative practices and arts education in primary schools. (APST 1.2, 1.3, 4.1)
LO2.
Understand the relationship between creativity, creative practices and the Arts as a curriculum area. (APST 2.1, 2.2)
LO3.
Explain links between creativity, motivation, and learning within the Arts and across other curriculum areas. (APST 2.1, 2.2 )
LO4.
Confidently engage the Arts in a variety of learning environments and curriculum contexts. (APST 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2)
LO5.
Identify a range of community-based arts resources and consider ways that they could be incorporated into teaching and learning. (APST 1.2, 2.1, 3.4)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Portfolio, Reflection | Assessment 1 Part 1: Arts and Creativity Content Knowledge | 20% 1000 words |
28/03/2025 2:00 pm |
| Portfolio, Reflection | Assessment 1 Part 2: Arts and creativity content knowledge | 40% 2000 words |
9/05/2025 |
| Presentation, Reflection | Assessment 2 - Program proposal | 40% 3 Minute Presentation |
30/05/2025 |
Assessment details
Assessment 1 Part 1: Arts and Creativity Content Knowledge
- Mode
- Written
- Category
- Portfolio, Reflection
- Weight
- 20% 1000 words
- Due date
28/03/2025 2:00 pm
- Learning outcomes
- L01, L04, L05
Task description
Assessment Task 1 – Part 1
Word length: 1000 words total inclusive of the three entries, and a brief introduction and conclusion.
Write/compose three portfolio entries on weeks 1-3 course content
· A succinct exploration of the course concepts covered for each week’s topic with reference to course content, recommended readings and other sources. Reflect on how these concepts are shaping your professional identity as a future arts educator. Summaries of the course material are not required, but rather a synthesis of the various perspectives on the main conceptual ideas and a personal reflection. Higher order thinking skills of critique and creativity are the focus here.
- A reflection on the concepts relating to a personal teaching and learning experience. This could relate to something you experienced personally, or someone you know, or if you are struggling to find a connection relate how you might approach this concept in your own classroom.
SEE TASK SHEET FOR FULL DETAILS
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment 1 Part 2: Arts and creativity content knowledge
- Mode
- Written
- Category
- Portfolio, Reflection
- Weight
- 40% 2000 words
- Due date
9/05/2025
- Learning outcomes
- L01, L04, L05
Task description
Assessment Task 1 - Part 2
Portfolio – Arts and creativity content knowledge and resources
See Task Sheet for Full Task Details
To engage your students in an authentic and effective Arts education, it is important that you have a strong understanding of the content, processes, skills, and elements of each of the five Arts subjects. A comprehensive understanding of the essential role of creativity in child-centred education will also assist you to develop innovative Arts experiences which link to the wider Australian curriculum.
Preparing to teach the Arts also requires ability to select and utilise high quality resources. Deciding on which resources you will include requires critical analysis of the quality of the Arts content, links to the curriculum, cultural appropriateness, and authentic Arts pedagogy. This task is designed to assist you in developing a portfolio of quality Arts resources for your teaching.
In this task, you are required to:
A) demonstrate understanding and appreciation of the core knowledge, skills and elements of each arts subject (drama, music, dance, media arts, visual arts), and how these contribute to authentic arts experiences; and,
B) select and review two quality arts education resources from two different arts subjects (one resource from each of the two selected subjects). One of these resources should be one we have used in a tutorial or workshop, but not one we have analysed. The second resource you must source yourself and discuss with your tutor and peers in class.
For Section A) (approx. 1000 words) you must cover the following in relation to all five arts subjects - drama, music, dance, media arts, and visual arts:
- A succinct explanation of the core knowledge, skills and elements for each arts subject with reference to course content, recommended readings and other sources. A reflection on how each subject provides a unique opportunity for aesthetic and creative development should also be included.
For Section B) (approx. 1000 words) you are to select and review two quality, culturally appropriate arts education resources (one each from two different arts subjects of your choosing). Critically analyse the quality of the resources according to these three criteria and guiding questions:
- Criteria 1: Quality of learning in the resource. (See Task Sheet for Guiding Questions)
- Criteria 2: Quality of connections to the Australian curriculum – Arts. (See Task Sheet for Guiding Questions)
- Criteria 3: Quality of use for you as a beginning teacher. (See Task Sheet for Guiding Questions)
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment 2 - Program proposal
- Mode
- Product/ Artefact/ Multimedia
- Category
- Presentation, Reflection
- Weight
- 40% 3 Minute Presentation
- Due date
30/05/2025
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Length: Max. 3-minute presentation/ approx. 10-15 slides
THIS TASK IS TO BE COMPLETED IN PAIRS
In this task you will work in pairs to devise an outline of a sequence of 6-8 lessons focused on one of the five Arts areas to engage a group of primary students in a creative and reflective Authentic Arts learning inquiry. Through this outline you will demonstrate your understanding of authentic arts education and how to effectively engage with Indigenous perspectives in a culturally appropriate teaching and learning sequence.
Steps to complete the task:
1. In pairs, decide upon one of the five Arts disciplines – Dance, Drama, Music, Media or Visual Arts – as the focus of your program proposal.
2. Select a year level and term in which this program would be delivered.
3. You may wish to identify a children’s storybook, theme or contemporary issue to frame the program and connect it to other areas of the curriculum.
4. Devise and document an outline for a 6-8 lesson Arts program (Dance, Drama, Media, Music or Visual Arts) (see Task Sheet for full details)
5. Present a draft of your Program Outline to your tutorial in Weeks 11 or 12, and engage in a process of dialogic feedback with peers and tutor. Provide feedback to your peers on their presentations to support a professional environment of strength-based rigorous feedback and reflection.
6. Enhance your program based on feedback received in your tutorial and submit the final task as an audio-visual presentation by 2pm on May 30th.
7. Submit an individual 1-page reflection on how feedback from peers has been actioned or considered in your final Program Proposal. Explain or justify the final revisions based on this peer feedback by linking ideas back to the Arts curriculum, and to the course content and readings on authentic arts practice and embedding Indigenous perspectives. Reflect also on how your Professional Identity as an Arts Educator has evolved through the experience of developing, revising and presenting the Program Proposal.
SEE TASK SHEET FOR FULL DETAILS
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Assignment Submission:ﾠAll assignments must be submitted electronically. Assignments must be submitted by the due date.
Determining Final Grades:ﾠThe final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.ﾠ
Exemplar to show calculation of final grade:
The three assignments in this course will be provided a grade out of 7.ﾠ The final grade will be calculated using the weighting and the individual assignment grade as follows.ﾠ For example if a student receives the following twoﾠgrades:
Assignment 1:ﾠGrade of 5 at 20% weighting
Assignment 2: ﾠGrade of 4 at 40% weighting
Assignment 3: Grade of 5 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠ ﾠ ﾠ ﾠ ﾠ +ﾠ ﾠ ﾠ ﾠ ﾠ (A3)
(0.20 x 5) + (0.40 x 4) + (0.40 x 5)ﾠ= 1ﾠ+ 1.6 + 2 =ﾠ4.6
The final grade would be rounded to the nearest whole number; in this case the grade would beﾠ5.
In the case where the final grade is a half gradeﾠthe grade will be rounded up to the nearest whole number (e.g.: 5.5 would become 6). In the case where the final grade is .49 or below, the grade will be rounded down to the nearest whole number (e.g.: 6.49 would become 6).ﾠ
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Weekly reading and links to relevant resources will be included on Blackboard.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
An introduction to Creativity and the Arts Creativity is increasingly recognised as an essential skill, within and beyond the Arts. The arts and the creative processes they encourage can provide a platform for learning across the curriculum, but they are also, and provide a unique way of knowing in and of themselves - an understanding that has long been evidenced in Aboriginal and Torres Strait Islander communities. This introductory lecture will provoke you to reflect on your understanding of creativity and the arts, the role the Arts play in your connection to people, place, and culture, how this influences your developing identity as an arts educator and your rationale for arts education. APST 1.2, 1.3, 2.1, 2.2, 4.1 Learning outcomes: L01, L02, L04 |
Tutorial |
Arts Identity This workshop will explore your identity as a creative individual and educator, and explore your assumptions about the role of creativity and the arts in education. We will unpack our baggage around the arts and begin to reflect on who we are as arts educators and learners. APST 1.2, 1.3, 2.1, 2.2, 4.1 Learning outcomes: L01, L02, L04 |
|
Week 2 (03 Mar - 09 Mar) |
Workshop |
Processes and Practices of Creativity WEEK 2: Creativity is a uniquely human quality, recognised as an essential twenty-first century skill that enables teacher and student agency, and is central to authentic arts practice. In this workshop we will begin to explore some theories and definitions of creativity, and consider how these align with both authentic arts education and learning more broadly. You will be challenged to reflect upon your assumptions about creativity, and its role in your life, and the life of children and young people. APST 1.2, 1.3, 2.1, 2.2, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Creativity WEEK 2: What does it mean to be creative or a creative thinker? This workshop will provide some models of creativity and engage you in exploring what creativity could look like in your practice across the curriculum. APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 4 (17 Mar - 23 Mar) |
Workshop |
Authentic Arts in the Curriculum WEEK 4: Being an effective arts educator requires a knowledge of the arts curriculum, but also a capacity to discern what is an authentic, culturally appropriate, student-centred arts experience. This workshop will introduce you to the Australian Curriculum: The Arts, and will start to explore what it means to be an effective arts educator. APST 1.2, 1.3, 2.1, 2.2, 3.4, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Authentic arts in the classroom WEEK 3:: In this workshop we will explore some arts units of work and consider how they provide authentic arts experiences that promote creative thinking and provide opportunities for creativity for diverse learners. APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2 Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 5 (24 Mar - 30 Mar) |
Workshop |
Visual Arts WEEK 5: The visual arts provide a medium through which people can explore and express their worlds in 2, 3 and 4 dimensional forms. This workshop will introduce you to the Visual Arts curriculum, and some fundamental knowledge and skills that can assist you in designing authentic, culturally responsive visual arts experiences. It will consider the role of creativity in making and responding to visual arts works from a range of contexts, cultures and times. APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Visual Arts in the Classroom WEEK 5: This tutorial will engage you in a range of practical Visual Arts tasks that explore knowledge, skills, and materials. We will consider ways that authentic visual arts activities can be altered for different phases of learning, and can foster creativity and learning in other areas of the curriculum. APST 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2 Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 6 (31 Mar - 06 Apr) |
Workshop |
Music WEEK 6: Music is considered the universal language, an integral part of diverse world cultures. Music education is built on a strong philosophical and theoretical foundation. This lecture will introduce you to important music education methodologies including Kodaly, Orff, and Dalcroze, and explore how this is integrated into authentic music learning experiences in the classroom. APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2 Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Music in the Classroom WEEK 6: This tutorial will build your understanding of classroom music, and look at ways in which meaningful, authentic music experiences can be incorporated across the curriculum .APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 7 (07 Apr - 13 Apr) |
Workshop |
Media Arts Media Arts provides a creative and authentic forum through which students can communicate narrative, cultural identity and perspective. Media Arts involves a range of technologies and roles, and encourages students to explore and interpret symbolic representations. This lecture will introduce you to the Media Arts curriculum, and engage you in some analysis of Media Arts products across different cultures and contexts .APST 1.2, 2.1, 2.2, 3.4, Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Media Arts in the Classroom In this workshop you will collaboratively draft a media arts task. The task will relate to a social issue being explored across the curriculum. APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 8 (14 Apr - 20 Apr) |
Workshop |
Dance Dance provides children with a means to communicate their ideas, emotions, and relationships through movement and expression. The Dance curriculum outlines a program of the progressive development of children's understanding and skill in making and responding to dance. IN this workshop you will design and present a short dance sequence that demonstrates your understanding of the elements of dance relevant to a particular year level. APST 1.2, 1.3, 2.1, 2.2, 3.4, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Dance in the Classroom WEEK 8: This tutorial will look at ways to develop authentic, culturally responsive Dance experiences for diverse students. APST 1.2, 1.3,2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2 Learning outcomes: L01, L02, L03, L04, L05 |
|
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
MID-SEMESTER BREAK |
Week 9 (28 Apr - 04 May) |
Workshop |
Drama WEEK 9: Drama plays an important role in building a range of cognitive, physical, social, and emotional skills in young people of all ages. It can be used a powerful medium for young people to explore complex social issues, relationships, and problems. Drama as a unique arts discipline as well as a forum for cross-curricular experiences will be explored in detail in this workshop, along with the role of the creative process in devising drama that has meaning. APST 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2 Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Drama in the classroom WEEK 9: Drama games are not just fun - they provide important knowledge and skill to support students to confidently engage with dramatic play, different perspectives, and to build social and emotional skill. In this tutorial we will explore some Drama games and their importance in authentic arts experiences. APST 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2 Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 10 (05 May - 11 May) |
Workshop |
Assessment in the Arts WEEK 10: Many teachers are nervous about assessing the Arts, with an over-emphasis often placed on the final product. Furthermore, in cross-curricular learning or projects (e.g.: STEAM) the Arts are often superficially considered and utilised purely for presentation purposes. This workshop will introduce you to some important principles around arts and creativity assessment, emphasising the role of formative assessment as well as tasks that allow students to demonstrate the process of learning in and through the Arts. APST 1.2, 1.3, 2.1, 2.2, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Selecting Authentic Arts resources WEEK 10: This tutorial will reflect on the five Arts disciplines, working in your teaching team to frame up your Authentic Arts program outline (Assessment 2). Learning outcomes: L01, L03, L04, L05 |
|
Week 11 (12 May - 18 May) |
Workshop |
Designing authentic arts experiences and Engaging with Artists and Arts Organisations WEEK 11: With your developing knowledge of authentic arts, this workshop will address important considerations for planning authentic, culturally responsive arts units of work, including how to critically discern quality teaching and learning resources and reflect on how to embed Indigenous perspectives. You will be encouraged to make links across the curriculum and consider how the arts and creativity support learning in other areas. This weekﾒs lecture and tutorials will be supporting you to develop your Assessment 2 response. APST 1.2, 1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4, This workshop will also provide you with insight into where ideas, support, resources, expertise can be sought from. It will be an invaluable session for helping you to build a toolkit of resources, many of which may be useful for Assessment 2. APST 1.2, 1.3, 2.1, 2.2, 3.4, Learning outcomes: L01, L04, L05 |
Tutorial |
Drafts of program Outline WEEK 11: In this tutorial you will be presenting and receiving/ giving formative feedback on your Assessment 2 draft as part of a professional learning community. APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 12 (19 May - 25 May) |
Tutorial |
Drafts of Program Outline WEEK 12: This will be the final tutorial for student groups to present and receive formative feedback on their Assessment 2 drafts. APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1 Learning outcomes: L01, L02, L03, L04, L05 |
Workshop |
Bringing it all together WEEK 12: This workshop will reflect on what we have learnt about Creativity and its role in the Arts, and also, more broadly its role in education, and about ways to embed Indigenous perspectives into Authentic Arts practice. You will be working on finalising your Assessment 2 task, whilst also exploring ways to reflect your understanding of authentic, culturally responsive arts education. APST 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2 Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.