| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Essay |
|
50%
|
|
2000 |
| Assessment Notes |
| Assessing the effectiveness of a news-media based visual arts lesson. |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 2, 3 and 4
GA: 1,2,3,4,5,6, and 7 |
| Presentation |
|
50%
|
|
1500 |
| Assessment Notes |
| A short in person seminar presentation to student peers and lecturer (and audio visual format) at the intensive school. Students will provide a full written record of the presentation. |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1, 2, 4 and 6
GA: 1,2,3,4,5,6, and 7 |
|
| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
-
develop research and cooperative learning skills after engaging in discussions, reading, and written tasks that critically explore educational ideas and issues that relate to visual arts curriculum development and educational policies;
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demonstrate knowledge of subject matter, art forms, and frames of the visual arts 7-10 syllabus and how these apply to visual arts making and appreciating, history, and criticism;
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recognize the accountability of the teacher in terms of ensuring safety and social responsibility in teaching practices;
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use a wide range of teaching strategies and resources including ICT and other technologies in preparing constructive lesson sequences that support student learning in visual arts and design;
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reflect objectively on their own teaching performance and consider alternative methods and improvements; and
-
develop a practice of student assessment relevant to the implementation of the visual arts and design syllabuses.
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
Students conduct research into specific ideas and issues related to contemporary visual arts practice and education.
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| 2 |
Communication Skills
Students' communication skills are addressed in a variety of activities including face-to-face workshops, oral presentations, assignments and online discussions. Students present well-reasoned arguments and articulate an in-depth knowledge of set topics in the assessment tasks.
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| 3 |
Global Perspectives
Students demonstrate an awareness of visual arts practice in a global context and can apply global perspectives in designing educational programs for assessment tasks.
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| 4 |
Information Literacy
Assessment tasks require students to evaluate and incorporate a variety of technologies to support learning. Students are expected to research these in order to demonstrate their information literacy.
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| 5 |
Life-Long Learning
Students' global perspectives, lifelong learning, and social responsibility attributes will be practiced during group and individual activities. These will be assessed through research of the social, cultural and education context for visual arts teaching and the design of appropriate learning sequences that address the diversity of student needs and which draw upon contemporary issues and resources.
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| 6 |
Problem Solving
Students problem solving skills are addressed in a variety of activities including face-to-face workshops, oral presentations, assignments and online discussions. Assessment tasks require students to develop solutions to a range of problems.
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| 7 |
Social Responsibility
Students' social responsibility attributes will be practiced during group and individual activities. These will be assessed through research of the social, cultural and education context for visual arts teaching and the design of appropriate learning sequences that address the diversity of student needs.
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