Mrs Sue Fox
Course overview
- Study period
- Semester 2, 2024 (15/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course will develop preservice teachers' understanding of Arts education in the primary years of schooling and their knowledge and skills in relation to content and appropriate teaching strategies associated with relevant Queensland and Australian Arts Curriculum. Grounded in theoretical understandings of the Arts as creative, aesthetic and embodied practice, this course explores philosophies and pedagogies which support learning and teaching in the five Arts strands: Dance, Drama, Music, Media Arts, and Visual Arts. Throughout this course, preservice teachers will be encouraged to develop their capacities and competencies as teachers, artists and researchers in the field of Arts education. This will be done by providing space for preservice teachers to explore Arts education as praxis (theory and practice). They will be presented with Arts education as interdisciplinary practice in specialist, generalist and integrated learning contexts. Particular attention will be given to engagement in Arts as a way to develop respect for, and knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages. This course will place emphasis on ensuring that preservice teachers are able to competently design, implement, assess and evaluate primary Arts programs in relation to the processes of: creating and making, exploring, and responding to, in the primary Arts Curriculum. Preservice teachers will be provided with opportunities to enhance their literacy and numeracy teaching strategies and application in the Arts Learning Area.
Note: This course commences 1 week before standard Semester 2 classes.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7545
Restrictions
Restricted to students enrolled in the MTeach (Primary) program.
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
EDUC7585 is taught as a two-hour lecture and a two-hour tutorial.
Aims and outcomes
The big picture aim of this course is to research, reflect and respond to the provocation, "Why the Arts in my primary classroom?" In doing so, we provide a broad-based intellectual, critical and performative exploration, from an interdisciplinary perspective, of the key arts educational debates amongst theorists, policy makers, practitioners and researchers in Australia and beyond. Using the classroom as a "living lab", the aim of this course is to explore creativity creatively and open up a teaching and learning space which brings theory and practice together in arts-based praxis. The workshop approach will provide us with precious opportunities to engage in theoretical and philosophical conversations about the arts and each art form, moments to play and experience the arts as embodied and in action, and to deeply reflect on our individual and collective experiences of teaching and learning through and of the arts.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate knowledge and understanding of the key concepts of the five subjects (Dance, Drama, Music, Media Arts, and Visual Arts) of the Arts as a key Learning Area in primary schools. (APST: 2.1)
LO2.
Demonstrate knowledge and understanding of the creative Arts learning and teaching processes that respond to children as confident and creative cultural citizens and artists from diverse backgrounds, including Aboriginal and Torres Strait Islander, linguistic, cultural, religious and socioeconomic. (APST: 1.3, 1.4, 2.1)
LO3.
Demonstrate knowledge of appropriate and effective literacy and numeracy teaching strategies in Arts-based pedagogies. (APST: 2.5)
LO4.
Critically analyse the significance of the Arts as creative, embodied and aesthetic practice in primary school education, and how Arts education can be used to develop and enhance understandings of Aboriginal and Torres Strait Islander histories, cultures and languages. (APST: 2.1, 2.4)
LO5.
Demonstrate knowledge, understanding and skills for designing, implementing, resourcing and evaluating authentic Arts education programs for the primary curriculum, with a focus on the implementation of appropriate teaching strategies that support inclusive student participation in learning. (APST: 2.2, 3.1, 3.2, 3.3, 3.4, 4.1)
LO6.
Demonstrate an understanding of and ability to use curriculum content knowledge, and assessment and reporting knowledge and strategies to effectively plan and assess Arts learning sequences appropriate for current primary curriculum and assessment policies. (APST: 2.3, 5.1, 5.2)
LO7.
Demonstrate clear, fluent and coherent communication skills consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Readings Quiz
|
10% |
15/07/2024 - 26/07/2024
The quiz will be available on blackboard at the beginning of the course, and you can complete the quiz at any time before 2pm on the due date. |
| Product/ Design | Curriculum Project: Unit Plan and Reflection | 50% 2000 words Unit Plan; 1000 words Critical Reflection |
11/10/2024 2:00 pm |
| Essay/ Critique | Critical Research Essay | 40% 2000 words |
25/10/2024 2:00 pm |
Assessment details
Readings Quiz
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 10%
- Due date
15/07/2024 - 26/07/2024
The quiz will be available on blackboard at the beginning of the course, and you can complete the quiz at any time before 2pm on the due date.
- Learning outcomes
- L01, L04
Task description
Assessment Task 1
Readings Quiz
Weighting: 10%
Assessment Task 1 is a quiz of 30 multiple choice questions based on readings relevant to the O-Week topic of “Thinking philosophically with the Arts: What are the Arts and what do they do?”. The questions are designed to develop your understanding of concepts introduced in the suggested readings for the course which are available on the course site and through the UQ library https://web.library.uq.edu.au/library-services/students/course-reading-lists
The quiz will be available at the beginning of the course, and you can complete the quiz at any time before the due date.
Once you submit your quiz, it will be automatically graded.
The grading scheme for the quiz is below.
Grade of 7: 84.5% - 100%
Grade of 6: 74.5% - 84.4%
Grade of 5: 64.5% - 74.4%
Grade of 4: 49.5% - 64.4%
Grade of 3: 44.5% - 49.4%
Grade of 2: 20% - 44.4%
Grade of 1: 0% - 19.9%
Your quiz grade will be included as 10% of your final grade for the course.
The readings included in the quiz are below. Please access these readings prior to beginning the quiz.
- Chapter 4 Craft, A. (2015) Possibility thinking: From what is to what might be. In K. Chappell, T. Cremin, & R. Jeffery, (Eds.), Creativity, education and society: Writings of Anna Craft (pp.59-79). Open University Press.
- Chapter 2 Dewey, J. (1958). The live creature and ‘ethereal things”. In Art as experience (pp. 20-34). Capricorn Books.
- Chapter 1 Eisner, E. W. (2002). The role of the arts in transforming consciousness. In The arts and the creation of mind (pp. 1-24). Yale University Press.
- Chapter 2 Greene, M. (2000). Imagination, breakthroughs and the unexpected. In Releasing the imagination: Essays on education, the arts, and social change (pp. 17-31). Jossey Bass.
- Chapter 3 Dewey, J. Having an experience. In Art as experience (pp. 35-57). Capricorn Books.
- Chapter 2 Eisner, E. W. (2002). Visions and version of arts education. In The arts and the creation of mind (pp. 25-45). Yale University Press.
- Graham, M. (2008). Some thoughts on the philosophical underpinnings of Aboriginal worldviews. Australian Humanities Review, 45, 181-194.
- Nanay, B. (2013). An experiential account of creativity. In E. S. Paul and S. B. Kaufman Eds.), The philosophy of creativity: New essays (pp. 1-23). Oxford Scholarship Online.
(APST 2.1, 2.4)
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.
Curriculum Project: Unit Plan and Reflection
- Mode
- Written
- Category
- Product/ Design
- Weight
- 50% 2000 words Unit Plan; 1000 words Critical Reflection
- Due date
11/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Assessment Task 2
Curriculum Project – Unit plan and critical reflection
Length: 3000 words
Unit Plan & Rationale: 30% (2000 words)
Critical Reflection: 20% (1000 words)
Weighting: 50%
Part A 30%
The unit plan must include the following elements:
A rationale to briefly describe and explain the selection of a particular Arts inquiry that integrates specified Arts subjects, and concepts, and the year level for which the unit has been developed. The rationale must also identify a range of appropriate learning goals for students of varying abilities. The rationale will describe (and reference) the theoretical thinking behind conceptual and pedagogical decisions in developing the Arts unit for students of diverse backgrounds.
Learning and teaching sequence which details:
o The inquiry focus (include the title of the unit of inquiry)
o Key Arts concepts and subjects to be integrated in the unit
o Unit goals
o Phases of the learning sequence, with a range of learning goals and organisation of content identified
o Learning and teaching episodes, including learning activities, full details of required Arts resources and appropriate ICT resources
o Relevant and effective selection of teaching strategies, with particular attention given to ways you will respond to students with diverse backgrounds (Aboriginal and Torres Strait Islander, linguistic, cultural, religious and socioeconomic).
o Ways in which teaching of literacy and numeracy will be embedded in the learning experiences.
o Ways in which curriculum content, assessment and reporting knowledge is used to inform the sequencing of learning.
Part B 20%
Undertake a critical analysis of unit rationale using research literature and relevant curriculum documents to justify:
o Selection of particular strands (i.e., making/responding), topics to be covered and key concepts addressed through the unit;
o Appropriateness of topics and concepts for the year level for which the unit has been developed;
o The range of goals set for students of varying abilities; and
o Teaching strategies applied to support inclusive participation and to respond to varying learning strengths and needs of students from diverse backgrounds.
FAQs regarding Assessment 2: 1) for Part A - please use the unit plan template provided in the course assessment resources 2) you can include links to relevant Arts resources 3) for Part B - you decide the format 4) you may use first person 5) quotes contribute to the word count so keep them to a minimum 6) 10% +/- wiggle room on word count 7) for Part B - no screenshots or dot points, just academic prose 8) APA 7th for referencing
Suggested curriculum documents: 1) QCAA - https://www.qcaa.qld.edu.au/p-10/aciq/learning- areas/the-arts 2) ACARA - https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/ 3) Sites for ACARA general capabilities, student diversity and cross curriculum priorities.
Referencing:
APA - https://guides.library.uq.edu.au/referencing/apa7
(APST 1.3, 1.4, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 5.1)
Submission guidelines
The assessment task should be submitted electronically via the link in the Assessment folder on blackboard.
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.
Critical Research Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L02, L04, L05, L07
Task description
Assessment Task 3
Critical research essay
Weighting: 40%
Assessment Task 3 is a written assignment which critically explores the creative, embodied and/or aesthetic dimensions to Arts education from a philosophical viewpoint.
In this essay students will be expected to choose one or a group of Arts education philosophers and consider what, how and why their theoretical understandings of Arts education have meaning for themselves as becoming Arts educators.
The following elements/issues must be addressed:
- How Arts education philosophy contributes to awareness of self as a creative and cultural citizen;
- How Arts education philosophy contributes to the development of learning and teaching strategies that are responsive to students from a broad range of backgrounds and enhance inclusive participation in Arts learning;
- How Aboriginal and Torres Strait Islander ontologies develop and enhance understandings of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages through the Arts, and how these can impact on the education of students.
FAQs regarding Assessment 2: 1) you decide the format 2) you may use subheadings 3) you may use first person 4) your essay should draw on course readings as well as other peer-reviewed publications 5) quotes contribute to the word count so keep them to a minimum 6) 10% +/- wiggle room on word count 7) no screenshots or dot points, just academic prose 8) all citations must be from peer reviewed publications 9) APA 7th for referencing.
Referencing:
APA - https://guides.library.uq.edu.au/referencing/apa7
(APST 1.3, 1.4, 2.1, 2.4, 4.1)
Submission guidelines
The assessment task should be submitted electronically via the link in the Assessment folder on blackboard.
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
Determining final grades: The 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. The Readings Quiz is graded according to the 1-7 scale.
All assessment tasks in the course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows:
Example: A student receives the following three grades:
Assessment 1 (A1): grade of 5 at 10% weighting
Assessment 2 (A2): grade of 6 at 50% weighting
Assessment 3 (A3): grade of 6 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1) + (A2) + (A3)
(.1ﾠx 5) + (.5ﾠx 6) + (.4 x 6) = 6
The final grade would be rounded up to the nearest whole number, in this case the grade would be a 6.
In the case where the final grade is 0.5 or above the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6).ﾠ In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:ﾠﾠ
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Use of generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI 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 AI 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 tools.
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 Procedure, 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.
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.
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 (15 Jul - 21 Jul) |
Lecture |
Thinking philosophically with the Arts In the first week of this course, we will explore creativity as both theory and practice with a focus on interconnected philosophical, political, pedagogical and personal understandings. The Arts as a way of "knowing" and as "knowledge" are central here. The key questions guiding our discussion this week are: What does it and what might it mean to "know" in, through and with the Arts? What are the Arts and what do they "do"? Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 2 (22 Jul - 28 Jul) |
Lecture |
Arts in the Curriculum: Music, Dance & Drama In this week's lecture, we think about music as theory and practice which enables children to become composers, performers and audiences in their daily lives. We will discuss ways of thinking about music in education, the elements and principles of music education, and what making and responding musically looks like in the context of primary classrooms. We will also think through, move and groove our whole bodies as a way to understand and experience the world, and introduce you to dance in the primary classroom. We will focus on forms and skills of dance and movement, ways to engage children in dance, as well as introduce you to theoretical understandings and practical activities related to dance as an art form in education. Drama is a skill and methodology which is formidable in terms of making space in classrooms for young people to express topics, issue and ideas that matter to them. This week we will also think about why drama matters in education, the key concepts which drive drama as teaching and learning, what a drama classroom might look like and how drama might be experienced as making and responding. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Multiple weeks From Week 3 To Week 9 |
Practical |
Professional experience placement No classes scheduled while undertaking professional experience (placement) in an accompanying course. |
Week 3 (29 Jul - 04 Aug) |
No student involvement (Breaks, information) |
Assessment catch up week As the EDUC4770 cohort will commence their placement this week, this week will be an assessment catch up / prac preparation week for EDUC7585. |
Week 10 (16 Sep - 22 Sep) |
Lecture |
Arts in the Curriculum: Media & Visual Arts Media arts focuses on the ways in which diverse technologies might be used in classrooms to communicate ideas, tell stories and share information.This week we will explore ways in which media arts and media tools, regardless of access to equipment and support, can be used by teachers and learners to facilitate new ways of engaging with and understanding the world through a creative lens. We also consider questions around what visual arts looks like in primary classrooms, as we consider the theory and practice which sits behind the foundations of a high quality visual arts program. We will discuss visual arts concepts, elements and principles, and explore examples of visual arts in practice. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 11 (30 Sep - 06 Oct) |
Lecture |
Arts integration: Indigenous Knowledge Understanding every student's strengths and needs is the key to building a supportive, inclusive classroom. This week we look at how the Arts can offer opportunities for students of all abilities, from all backgrounds, to engage, create and communicate in the primary classroom. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 12 (07 Oct - 13 Oct) |
Lecture |
Arts Integration: Inclusive Arts Education Understanding every student's strengths and needs is the key to building a supportive, inclusive classroom. This week we look at how the Arts can offer opportunities for students of all abilities, from all backgrounds, to engage, create and communicate in the primary classroom. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 13 (14 Oct - 20 Oct) |
Lecture |
Thinking Philosophically with the Arts This week we return to the questions "What does it and what might it mean to "know" in, through and with the Arts? What are the Arts and what do they "do"?" This week, we take time to reflect on how your learnings and experiences throughout the semester have shaped, and perhaps changed, your perspectives around teaching the Arts. We will bring together the philosophical and theoretical aspects introduced in the course content and you'll be able to share your knowledge, enthusiasm and capacity as a becoming arts educator. Learning outcomes: L01, L02, L04 |
Week 14 (21 Oct - 27 Oct) |
Lecture |
Ways Ahead for Arts Education In our final week, we reflect on the need for ongoing advocacy in Arts education and your role as a primary educator to foster a love for creative, artistic practice in your primary classrooms. "Oh, the places you'll go!" (Dr Seuss). We look forward to hearing more of your journey...! Learning outcomes: L01, L02, 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.