Focussed study in Visual/Media Arts Education

Unit Learning Outcome(s) assessed: ULO2: Research and locate examples of current best practice in arts teaching in the primary years of schooling and critically evaluate those practices;; to create authentic arts teaching and learning resources and environments.

ULO4: Synthesize and apply knowledge of the use of techniques and processes including e-­ technologies and digital media to enhance and support arts teaching and learning in the development of a professional portfolio.

Brief description of assessment task

1. Create an artist's book as a teaching resource. Story and image will emerge from some of your workshop experiences, mediums and materiality and can also be based on research into an actual artist's artistic practice.

2. Arts Curriculum Development. Devise an arts curriculum teaching and learning sequence, including assessment strategies for a specific year level in the primary years of schooling, that utilises your artist's book as a resource.

Unit Learning Outcome(s) assessed:

ULO 1: Identify key Arts teaching and learning initiatives and pedagogies in a Preparatory to Year 6 context and apply them when developing arts curriculum

ULO3: Demonstrate knowledge of selected Arts discipline content to devise sequential learning experiences and assessment strategies for primary aged students in selected social and cultural contexts

Assessment Task 1 - Portfolio of 6 Visual/Media Arts education artefacts

This assessment task is designed to be completed as you undertake the first eight weeks of classes in this unit and should become a valuable resource to you for your future teaching. It is an opportunity for you to reflect on the work we do in practical workshops and seminars and to bring together your learning in class with the theory, your readings for the unit and your past experience in schools.

Embedded in each week of the Cloud study guide and/or introduced to you by your lecturer in the seminars are some hands-­on substantial art activities that you will engage. You are able to choose 6 of these to include in your folio focusing on your reflective experiences of engaging the creative artistic processes of these tasks.

You should try to prepare your responses to the tasks each week as you go to manage your time. If you complete the reading and tasks and participate in the classes and online content, it should be very easy to submit the assignment when the time comes.

Visual/Media Arts Education Folio Assessment Criteria:

For assignment 1 submission:

Set up a web platform or use one which is already set up for educational purposes. This could be any platform you wish: WIX, Weebly, Square Space, Word Press etc. Use the provider tutorials to learn how to set up your web portfolio.

In your web page arrange:

- one final image of each of 6 activities you have completed during weeks 1-­8
- at least one image for each of the 6 activities that shows a stage of the creative process (it can be half made, a stage before you put another layer on, an image that documents
- Alongside each of the 6 sets of images, in no more than 350 words per set, provide annotation including:

o A brief statement about the activity & process you engaged in to create your final image

o How you will adapt this activity to teach to a primary cohort (i.e: preps, grade 5/6 etc.)?

o Name this cohort level

o Provide a sentence or two from the appropriate section from the Victorian Curriculum (or other state curriculum if you are planning on teaching there next year), that aligns with each of the 6 activities.

o Explain how you might be able to adapt some of the process you engaged in creating each of the 6 activities, to address diverse ways that your students might learn? What environmental factors in the classroom will you consider in creating an inclusive teaching environment for all learners in the class? (eg: OH&S issues, how would you adjust this for a child with physical disabilities, what materials and tools could you substitute in the primary classroom? Is it age appropriate? How would you make the activity more engaging? What kind of scissors or crafts knives could be used and how would this effect the activity?)

o Think of the level/s you are targeting and consider and how they might learn best. What are some ways you can differentiate your teaching to cater for all learners?

o How will the physical environment of the learning context be structured? Will all of the learning take place in the classroom? Briefly rationalize your decisions.

Assessment Task 2: Your artist's book and a primary Visual/Media Arts teaching and learning sequence

For this task you are asked to complete an artist's book around a theme or idea

Your artist's book should be completed by week 9 ready for presentation in week 10 to members of your on-­campus seminar group.

You are required to develop a teaching and learning plan building on the idea or theme you have developed in and through your artist's book, and use your artist's book as a resource. This should be a short unit of work involving no more than a sequence of 3 Visual/Media Arts lessons. Detailed lesson plans are not required.

If possible try your teaching and learning plan out during your placement - this may help you to develop it a little further. This assignment will be due at the end of your placement:

Here is a guide to writing up your Visual/Media Arts teaching and learning sequence:

Introduction (approx. 500 words)

Prepare an introduction to the Visual/Media Arts unit including:

• Information about the intended primary school level for which you are planning.

• Your chosen topic for inquiry and a brief rationale for your choice of content, skills and approaches (with reference to literature) and also with reference to your own artist's book.

• The overall aims of the Visual/Media Arts unit (with reference to the Victorian Curriculum for Visual/Media Arts.) NB. Placing this curriculum information in the introduction means that you don't have to repeat it in each lesson.

• Consideration of any prior learning, materials and processes that the students will need to have in place before they undertake the tasks as well as any considerations in relation to attributes of the class, student diversity and inclusion.
Visual/Media Arts learning sequences (approx. 1500 words)

This section includes:
• Title for the sequence

• Organisation of thoughtfully selected lesson content and learning activities into manageable and coherent sequences.

• How children will interact with learning resources: concepts, objects, materials, mediums, your book, techniques and tools.

• Proposed order and duration (e.g. 1.5 hour workshop or 2-­3 lessons of 50 mins each - whatever is appropriate for what you are planning)

• Pedagogical approaches and teaching strategies to teach the content, key knowledge and skills identified.

• A list of questions and provocations that could be used to prompt learning and arouse curiosity (you may want to embed such questions in your book itself).

• Differentiation strategies and how these will be used to engage and address the capacities, needs and interests of all students (e.g. students with disability, cultural and linguistic diversity, students requiring extension).

• Resources, including a brief explanation as to where and how resources will be used to enhance and enrich the learning (including your artist's book as resource). Other support material can be included, for example, digital resources, activity sheets, images, video clips, podcasts, handouts, assessment rubrics, and other materials/experiences.

Assignment length: 2,000 words plus

your artist's book of approximately 8 pages (and the equivalent level of work for an animation, film, video option of an artist's book)

Contact hours and your expected commitment

Visual/Media Arts education involves a particular kind of methodology. It is highly beneficial that teachers have experience in participating in Visual/Media Arts activities in order to be able to teach them with confidence. Your attendance in practical sessions is very important and involvement is required:
• in class Visual/Media Arts activities throughout the semester
• in a group presentation during the final session (week 10) where your artist's book will be formatively assessed by your peers.
Students are expected to set aside approximately 4 hours of private study per week in addition to 3 contact hours (class/seminar/workshop).
Students are encouraged to complement studies in this course by getting involved in and finding out as much as possible about visual art and media activities in the schools they are involved in during practicum and in other cultural or art events such as art gallery visits.

To be successful in this unit, you must:
• Read all materials in preparation for your classes or seminars, and follow up each with further study and
• research on the topic;;
• Start your assessment tasks well ahead of the due date;;
• Read or listen to all feedback carefully, and use it in your future work;;
• Attend and engage in all timetabled learning experiences, listed below.
• When you engage in the creating and making workshop activities, think about what you are learning aesthetically, conceptually, imaginatively, materially, digitally and so on. Reflect on this and think how you could develop and translate these experiences to develop your own teaching and learning resources and lesson ideas for primary school contexts.

For example: If you are creating masks, you might think about the different materials you are using, techniques and processes, alternative use of visual conventions, symbols, cultural patterns, elements and designs, cultural frameworks and understandings for intra and intercultural understandings re how and why artworks are constructed in different historical and cultural contexts.........ceremonial, religious, theatrical, metaphorical etc. These could each link to curriculum content and be developed further to create effective teaching and learning plans.

• Document and annotate key aspects of your research and processes of experimentation and refinement as you. Record and engage with the experiential and experimental processes you engage in during workshops using your mobile phone or alternate device to record experiences - they will come in handy later for your assessment tasks.

Annotate the images you capture clearly, explaining what the material is, what techniques have been explored and what the processes of engagement have been (materials, techniques and processes). Apply visual arts vocabulary to do so.

Attachment:- Guide for Visual_Media Arts.rar