Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
This unit is designed to provide pre-service teachers with an introduction to the field of The Arts in Education. Experiences in the areas of Dance and Drama (and Media Arts where required) develop the pre-service teacher's foundational knowledge and understandings of the distinctive nature of the Arts subject disciplines. Theoretical concepts, arts practice, pedagogical principles and curriculum structures within Dance and Drama (and Media Arts where required) are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners in primary school settings.
The aim of this unit is to assist Pre-service teachers to develop a critical appreciation of the unique contributions the arts make to society and how these contributions can be engaged with and interpreted in primary school settings.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate a broad knowledge and understanding of the concepts, substance and structure of Dance and Drama (and Media Arts) as distinct forms, and of their place in society and within the Australian Curriculum: The Arts Primary (APST 2.1) | GC1, GC2, GC3, GC5, GC9 |
| LO2 | Demonstrate knowledge of the distinct pedagogies of the disciplines of Dance and Drama (and Media Arts) and their theoretical underpinnings (APST 1.2, 2.1) | GC1, GC2, GC3, GC7, GC8, GC9 |
| LO3 | Locate, conceptualise, synthesise, evaluate and develop a range of resources, including digital resources, for engaging students in their learning in Dance and Drama (and Media Arts) (APST 1.3, 1.5, 2.1, 3.4) | GC1, GC2, GC3, GC10, GC11, GC12 |
| LO4 | Design and implement learning sequences employing a range of teaching strategies, to engage students with diverse learning needs in Dance and Drama (and Media Arts) (APST 1.3, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 5.1) | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO5 | Demonstrate skills and understandings of assessment as strategies for enhancing learning in Dance and Drama (and Media Arts) (APST 5.1) | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
Content
Topics will include:
- The concepts, substance and structure particular to Dance and Drama (and Media Arts)
- The Australian Curriculum: The Arts and other curriculum policy and content in Dance and Drama (and Media Arts)
- Practices particular to Dance and Drama (and Media Arts)
- The role of Dance and Drama (and Media Arts) in society
- Key pedagogical approaches in Dance and Drama (and Media Arts) and their theoretical underpinnings
- Examples of a range of works/repertoire in Dance and Drama (and Media Arts) appropriate to primary school settings
- Planning, implementing and evaluating learning experiences in Dance and Drama (and Media Arts)
- Catering to the learning strengths and needs of diverse learners in Dance and Drama (and Media Arts)
- An overview of outcomes-based assessment in Dance and Drama (and Media Arts)
- The integration of information and communication technologies in Dance and Drama (and Media Arts).
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including:
- face-to-face lectures and/or online lectures (synchronous and asynchronous)
- tutorials and practical workshops including classroom and off-site activities
- collaborative and co-operative learning opportunities
- assessment tasks.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester (or equivalent in intensive mode). There is a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts, etc. The balance of the hours then becomes private study.
Technology Enhanced Learning
The unit will include a Canvas site to enhance teaching
Assessment strategy and rationale
The assessment tasks and their weightings are designed for participants to demonstrate achievement of each learning outcome. A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. To enable assessment to best meet the needs of learners, three assessment tasks are outlined below. All learning outcomes are assessed.
Minimum Achievement Standards
In order to pass this unit, participants are required to submit and participate in all assessment tasks.
The total assessment tasks will amount to the equivalent of 4,000 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 Develop a sequence of 3 – 4 learning activities in each of Dance and Drama (and Media Arts). These must demonstrate knowledge and understanding of:
(2000 words / 6 pages) | 50% | LO1, LO2, LO3, LO4, LO5 |
In states where only Dance and Drama are covered, all students will undertake the first two of the following assessment tasks. In states where Media Arts is included, Lecturers-in-Charge or students select two of the following three assessment tasks. Assessment Task 2/3 Implement a Dance learning activity from your learning sequence in (Task 1) with your group of peers. (Undertaken in small groups Write an individual reflection on own professional learning from the experience. Demonstrate knowledge and understanding of:
| 25% | LO1, LO2, LO3, LO4 |
AND/OR Assessment Task 2/3 Implement a Drama learning activity from your learning sequence in (Task 1) with your group of peers. (Undertaken in small groups Write an individual reflection on own professional learning from the experience. Demonstrate knowledge and understanding of:
| 25% | LO1, LO2, LO3, LO4 |
AND/OR Assessment Task 2/3 Develop a Media Arts Education Practice journal. Write an individual reflection on own professional learning from the experience. Demonstrate knowledge and understanding of:
| 25% | LO1, LO2, LO3, LO4 |
Representative texts and references
Relevant National, State and Territory syllabus documents.
Buckingham, D., & Willett, R. (2006). Digital generations: Children, young people, and new media. Mahwah, NJ: Laurence Erlbaum Associates
Dinham, J. (2014). Delivering authentic arts education (2nd ed.). South Melbourne, Vic: Cengage Learning Australia.
Gibson, R., & Ewing R. (2011). Transforming the curriculum through the arts. South Yarra, Vic: Palgrave Macmillan.
McCaslen, N. (2006). Creative drama in the classroom. Boston, MA: Allyn & Bacon.
Postern-Anderson, B. (2012). Drama: Learning connections in primary schools. South Melbourne, Vic: Oxford University Press.
Roy, D., Baker, W., & Hamilton, A. (2012). Teaching and the arts: Early childhood and primary education.Port Melbourne, Vic: Cambridge University Press.
Russell-Bowie, D. (2012). MMADD about the arts! An introduction to primary arts education (3rd ed.). Frenchs Forest, NSW: Pearson Australia.
Sinclair, C., Jeanneret, N., & O’Toole, J. (2009). Education in the arts: Teaching and learning in the contemporary curriculum. South Melbourne, Vic: Oxford University Press.
Stewart, C., & Kowlatzke, A. (2007). Media: New ways and meanings (3rd ed.). Milton, Qld: John Wiley & Sons
Van Leewuen, T., & Machin, D. (2006). Global media discourse: A critical introduction. London, England: Routledge.