| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Assignment 1 |
|
50%
|
|
2000 |
| Assessment Notes |
| Design a preliminary HSC course case study task |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 2, 3, 4, 5, 6
GA: 1, 4, 5, 6 |
| Assignment 2 |
|
50%
|
|
2000 |
| Assessment Notes |
| Two short essays |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1, 2, 3, 4, 6
GA: 1, 3, 7 |
|
| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
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demonstrate relevant knowledge of the central concepts, modes of enquiry and structure of visual arts and visual arts pedagogy at the senior secondary level;
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demonstrate knowledge of information and communication technologies in regards to software, information technology skills, the internet and pedagogical skills for the classroom and be able to integrate them into classroom learning;
-
apply and use knowledge of visual arts education content/discipline through effective, content-rich teaching activities and programs relevant to the stage;
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select and organise unit/content in logical, sequential and structured ways to address student learning outcomes;
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demonstrate knowledge of strategies to create a positive environment supporting student effort and learning; and
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demonstrate an understanding of the principles and practices for student assessment and reflect on how these inform planning of teaching and learning in the visual arts.
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
Students learn about and demonstrate relevant knowledge of the central concepts, modes of enquiry and structure of visual arts and visual arts pedagogy at the senior secondary level. This is assessed in assignments 1 and 2.
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| 2 |
Communication Skills
Students' communication skills are taught and practiced in a variety of activities including face-to-face workshops, oral presentations, and web forums. Criteria for assessment of communication skills are established for assignment.
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| 3 |
Global Perspectives
Students' global perspectives 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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| 4 |
Information Literacy
Students demonstrate knowledge of information and communication technologies in regards to software, information technology skills, the internet, and pedagogical skills for the classroom and be able to integrate them into classroom learning.
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| 5 |
Life-Long Learning
Students are taught about the place of secondary visual arts in the continuum of learning particularly in regards to School Arts K-12 developmental links. Students themselves participate in on-going personal development as both artist practitioners and as arts teachers.
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| 6 |
Problem Solving
Students are taught and expected to research problem-based learning in the visual arts. They must demonstrate the application of their own problem solving skills to learning tasks through submitted assignments.
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| 7 |
Social Responsibility
In one of the study modules students investigate the social role that art in schools play in defining values. Consideration is given to social and cultural education through Visual Arts. A major aspect of this unit is exploring personal values and ideology in relation to art education. Developing empathy, respect and understanding within the classroom is promoted through encouraging acceptance of alternative viewpoints. Studying the effects of popular culture and ideals, generational change, and concepts of student mental and physical welfare in the art classroom are incorporated in the unit of study- Students learn and are tested on their knowledge of health and safety factors within Visual Arts activities.
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| 8 |
Team Work
Students are required to participate in class group forums and blogs contributing and debating ideas and issues.
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