EUN111 Arts, Design and Technologies Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN111 |
|---|---|
| Antirequisite(s): | EUN205, EUN206 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN111 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EUN205, EUN206 |
| Coordinators: | Lyndal O'Gorman | lm.ogorman@qut.edu.au Vinesh Chandra | v.chandra@qut.edu.au |
Overview
This unit provides you with foundation skills and knowledge to teach the Arts, Design and Technology. The Arts includes dance, drama, media arts, music and visual arts.You will learn about the social, emotional, cultural and educational importance of the Arts. Relevant theories, principles and philosophies will be considered and analysed, and form the basis for developing quality Arts programs in schools and before-school settings.
Design and Technology includes two curriculum areas: digital technologies and design technologies. You will learn about the Technologies content by focusing on the design process. You will learn how to develop design and computational thinking in future students, enabling them to create designed solutions to address authentic problems and opportunities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret Arts, Design and Technologies curricula and identify recent developments in these fields to plan for learning experiences (CLO1)
- Apply theories of teaching and learning relevant to early childhood and primary students responding to and engaging with arts, design and technologies (CLO2)
- Plan to provide safe, supportive and positive learning environments related to the teaching of arts, design and technology (CLO3).
- Advocate for innovative teaching of arts, design and technologies in early childhood and school settings (CLO4 and 8).
Content
The unit is comprised of two modules.
Module One will cover:
- the philosophy of early childhood and primary Arts education
- the basic elements and concepts relevant to the Arts, including dance, drama, media arts, music and visual arts
- skills and content knowledge relevant to early childhood and primary Arts
- Arts syllabus documents and constructing and evaluating Arts curricula
- theories and approaches for learning and teaching in each strand of the Arts
- managing Arts learning environments attending to all developmental phases
Module Two will cover:
- the philosophy of early childhood and primary Technologies education
- the technologies specific content related to children in developmental phases in early childhood and primary school settings.
- the framework of the Australian Technologies curriculum and approaches to teaching the technologies learning area. In particular, it will focus on processes and production relevant to this area.
- setting learning goals that provide achievable learning challenges for diverse groups of learners, and planning learning in Technologies education
- concepts of technology integration, designing integrated curriculum plans, tasks and resources relevant to developmental phases in in early childhood and primary schools.
- ICT in Education, coding with and without robots.
- practical problem solving and technological thinking skills (design, systems, computational) in relation to the technologies learning area
- ways to manage safe learning environments in technologies education
Learning Approaches
This unit uses a blended-learning framework with content based on problem based learning approaches involving your active participation in the Arts and Technologies.
Content is delivered through workshops, online podcasts, and various online interactive teaching resources which provide opportunities for you to engage collaboratively with peers and tutors. Your learning will be enhanced by weekly reading as specified in the unit material.
Emphasis will be placed on project/problem/inquiry-oriented, practical, hands-on approaches. Collaborative and interactive approaches will be used to foster a community of practice.
Feedback on Learning and Assessment
You will be provided with formative and summative feedback throughout the semester.
Feedback in this unit is provided to you in the following ways:
- feedback from peers and teaching staff during group discussions or in discussion forums
- written feedback on assessments
- unit coordinator and tutor comments to the cohort via QUT Canvas.
Assessment
Overview
Formative assessment will be in the form of peer and tutor feedback as you participate in the workshops. Summative assessment will consist of two individual submissions.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Arts and sustainability reflection
Reflect on five art works from the five arts disciplines connected by the theme of sustainability.
Analyse and personally reflect on each art work. Respond to one or more of the artworks by making art (discipline of choice).
Reflect on the implications for future teaching that establishes safe and supportive learning environments.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
APST: 2.1, 3.1, 3.4, 4.1, 5.1
Assessment: Design and Technologies professional plans
You will propose learning goals that provide achievable challenges for students of varying abilities and characteristics. These will inform a plan for activities in Design and Digital Technologies focusing on the theme of sustainability and include a range of teaching strategies. Draw upon technological, pedagogical and curriculum knowledge related to the technologies teaching area.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
APST: 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to use of Arts materials and computer use will apply. You will be introduced to safe studio practices at the beginning of the semester. You should ensure that you only use equipment as and when instructed by the tutor. In addition, the workshops may include some physical activity beyond the normal requirements of other university courses. You should notify your tutor should you have any relevant health issues that may preclude your participation.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Arts and sustainability reflection, Design and Technologies professional plans - Content selection and organisation
Relates to: Design and Technologies professional plans - Curriculum, assessment and reporting
Relates to: Design and Technologies professional plans - Information and Communication Technology (ICT)
Relates to: Design and Technologies professional plans
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Arts and sustainability reflection, Design and Technologies professional plans - Plan, structure and sequence learning programs
Relates to: Design and Technologies professional plans - Use teaching strategies
Relates to: Design and Technologies professional plans - Select and use resources
Relates to: Arts and sustainability reflection, Design and Technologies professional plans
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Arts and sustainability reflection
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Arts and sustainability reflection
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Arts and sustainability reflection, Design and Technologies professional plans - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Arts and sustainability reflection, Design and Technologies professional plans - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Arts and sustainability reflection, Design and Technologies professional plans - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Arts and sustainability reflection, Design and Technologies professional plans - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Arts and sustainability reflection, Design and Technologies professional plans
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Arts and sustainability reflection - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Arts and sustainability reflection - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Arts and sustainability reflection - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Arts and sustainability reflection - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Arts and sustainability reflection
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN111 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EUN205, EUN206 |
Overview
This unit provides you with foundation skills and knowledge to teach the Arts, Design and Technology. The Arts includes dance, drama, media arts, music and visual arts.You will learn about the social, emotional, cultural and educational importance of the Arts. Relevant theories, principles and philosophies will be considered and analysed, and form the basis for developing quality Arts programs in schools and before-school settings.
Design and Technology includes two curriculum areas: digital technologies and design technologies. You will learn about the Technologies content by focusing on the design process. You will learn how to develop design and computational thinking in future students, enabling them to create designed solutions to address authentic problems and opportunities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret Arts, Design and Technologies curricula and identify recent developments in these fields to plan for learning experiences (CLO1)
- Apply theories of teaching and learning relevant to early childhood and primary students responding to and engaging with arts, design and technologies (CLO2)
- Plan to provide safe, supportive and positive learning environments related to the teaching of arts, design and technology (CLO3).
- Advocate for innovative teaching of arts, design and technologies in early childhood and school settings (CLO4 and 8).
Content
The unit is comprised of two modules.
Module One will cover:
- the philosophy of early childhood and primary Arts education
- the basic elements and concepts relevant to the Arts, including dance, drama, media arts, music and visual arts
- skills and content knowledge relevant to early childhood and primary Arts
- Arts syllabus documents and constructing and evaluating Arts curricula
- theories and approaches for learning and teaching in each strand of the Arts
- managing Arts learning environments attending to all developmental phases
Module Two will cover:
- the philosophy of early childhood and primary Technologies education
- the technologies specific content related to children in developmental phases in early childhood and primary school settings.
- the framework of the Australian Technologies curriculum and approaches to teaching the technologies learning area. In particular, it will focus on processes and production relevant to this area.
- setting learning goals that provide achievable learning challenges for diverse groups of learners, and planning learning in Technologies education
- concepts of technology integration, designing integrated curriculum plans, tasks and resources relevant to developmental phases in in early childhood and primary schools.
- ICT in Education, coding with and without robots.
- practical problem solving and technological thinking skills (design, systems, computational) in relation to the technologies learning area
- ways to manage safe learning environments in technologies education
Learning Approaches
This unit uses a blended-learning framework with content based on problem based learning approaches involving your active participation in the Arts and Technologies.
Content is delivered through workshops, online podcasts, and various online interactive teaching resources which provide opportunities for you to engage collaboratively with peers and tutors. Your learning will be enhanced by weekly reading as specified in the unit material.
Emphasis will be placed on project/problem/inquiry-oriented, practical, hands-on approaches. Collaborative and interactive approaches will be used to foster a community of practice.
Feedback on Learning and Assessment
You will be provided with formative and summative feedback throughout the semester.
Feedback in this unit is provided to you in the following ways:
- feedback from peers and teaching staff during group discussions or in discussion forums
- written feedback on assessments
- unit coordinator and tutor comments to the cohort via QUT Canvas.
Assessment
Overview
Formative assessment will be in the form of peer and tutor feedback as you participate in the workshops. Summative assessment will consist of two individual submissions.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Arts and sustainability reflection
Reflect on five art works from the five arts disciplines connected by the theme of sustainability.
Analyse and personally reflect on each art work. Respond to one or more of the artworks by making art (discipline of choice).
Reflect on the implications for future teaching that establishes safe and supportive learning environments.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
APST: 2.1, 3.1, 3.4, 4.1, 5.1
Assessment: Design and Technologies professional plans
You will propose learning goals that provide achievable challenges for students of varying abilities and characteristics. These will inform a plan for activities in Design and Digital Technologies focusing on the theme of sustainability and include a range of teaching strategies. Draw upon technological, pedagogical and curriculum knowledge related to the technologies teaching area.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
APST: 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to use of Arts materials and computer use will apply. You will be introduced to safe studio practices at the beginning of the semester. You should ensure that you only use equipment as and when instructed by the tutor. In addition, the workshops may include some physical activity beyond the normal requirements of other university courses. You should notify your tutor should you have any relevant health issues that may preclude your participation.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Arts and sustainability reflection, Design and Technologies professional plans - Content selection and organisation
Relates to: Design and Technologies professional plans - Curriculum, assessment and reporting
Relates to: Design and Technologies professional plans - Information and Communication Technology (ICT)
Relates to: Design and Technologies professional plans
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Arts and sustainability reflection, Design and Technologies professional plans - Plan, structure and sequence learning programs
Relates to: Design and Technologies professional plans - Use teaching strategies
Relates to: Design and Technologies professional plans - Select and use resources
Relates to: Arts and sustainability reflection, Design and Technologies professional plans
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Arts and sustainability reflection
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Arts and sustainability reflection
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Arts and sustainability reflection, Design and Technologies professional plans - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Arts and sustainability reflection, Design and Technologies professional plans - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Arts and sustainability reflection, Design and Technologies professional plans - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Arts and sustainability reflection, Design and Technologies professional plans - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Arts and sustainability reflection, Design and Technologies professional plans
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Arts and sustainability reflection - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Arts and sustainability reflection - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Arts and sustainability reflection - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Arts and sustainability reflection - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Arts and sustainability reflection