| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Presentation |
|
50%
|
|
2000 |
| Assessment Notes |
| Students will deliver a short in-person seminar presentation to student peers and lecturer (and audio-visual format) at the intensive school. Students will also provide a written record of the seminar presentation. |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1, 2, 3, 4, 5 and 6
GA: 1 , 2, 4, 6 and 7 |
| Research Paper |
|
50%
|
|
2000 |
| Assessment Notes |
| Changes in the Years 11-12 Visual Arts Syllabus and Syllabus Implementation. |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1, 3 and 4
GA: 1, 2, 3, 4, 5, 6 and 7 |
|
| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
-
demonstrate an understanding of relevant syllabus documents and support documents, particularly the links between Visual Arts Stage 5 and 6 syllabus;
-
demonstrate a good understanding of the diverse technologies used in senior secondary school visual art practice;
-
transfer educational theory into programming practice and understand key concepts, issues and values as they relate to the visual arts;
-
demonstrate a research-based knowledge of the changes that have occurred in the visual arts and design curriculum content and structures over time;
-
develop further knowledge of visual culture, visual literacy, visual arts history and criticism and the way these are incorporated into the senior secondary syllabuses; and
-
work confidently, cooperatively and effectively alone and in groups, in the expression of ideas and concepts through visual arts making and appreciation.
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
Study materials and weekly modules cover important aspects of discipline knowledge. Practical workshops are conducted during residential school workshops whereby students get 'hands on' experience working with art materials and techniques that are suitable for the senior secondary school context. In assessment task 2 students identify a change or changes that have occurred in Australian secondary school visual arts education over time and explore how curriculum implementation is effected or could possibly be effected.
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| 2 |
Communication Skills
In Assignment 1 students explore the needs of Year 11 students and will explain the methods that they would use to engage them (Yr 11 students). They devise specific questions, points, examples, encouragements and focuses.
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|
|
| 3 |
Global Perspectives
Students' global perspectives, will be practiced during group and individual activities in weeks 2, 3, 4 and 6. These will be assessed through assignments 1 and 2, which require research of the social, cultural and educational contexts for art education and arts practices and policies.
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| 4 |
Information Literacy
Student seminar presentations during the intensive school are in the form of a spoken delivery by each participant and is accompanied and supported by documentation, resources, books, posters, visual aids or any multimedia or digital technology. Pedagogical skills for classroom management are taught through study modules and effective web-based research and information technology skills are practiced during preparation of assessment tasks.
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| 5 |
Life-Long Learning
Students engage in personal and collegial professional development through teaching activities as well as research into educational issues. Assessment requires that students analyse and reflect upon their professional practice establishing skills that will contribute to life-long learning.
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| 6 |
Problem Solving
Students creatively explore the needs of Year 11 students and will explain the methods that they would use to engage them. A problem solving approach is encouraged in all art making activities conducted throughout the semester.
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| 7 |
Social Responsibility
Students learn about health and safety factors within Visual Arts activities. And apply this in their preparation of teaching plans to indicate the social responsibility of the teacher in ensuring student health and welfare.
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