EUB309 Performing Arts 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: | EUB309 |
|---|---|
| Equivalent(s): | EAB538 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $493 |
| Domestic tuition unit fee | $2,916 |
| International unit fee | $3,948 |
Unit Outline: Semester 2 2021, Kelvin Grove, Internal
| Unit code: | EUB309 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB538 |
| Coordinator: | Susan Chapman | s23.chapman@qut.edu.au |
Overview
Performing arts has distinct pedagogical and curricular orientations, including play based approaches. Through music, movement/dance, performance-based media, imaginative play, story and drama, children are provided with ways to experience, understand, appreciate and respond to their worlds, as they develop visual, aural, bodily-kinesthetic and aesthetic literacies.
This unit explores key ideas, concepts and understandings about effective curriculum, pedagogy, performing arts works and assessment in the performing arts in primary education. Your work in this unit will be linked to national and state curricular documents: Arts Strands. This is an authentic assessment because it introduces you to sequential planning in the performing arts. Performing arts activities do not usually last for a single lesson so you are able to understand how to connect different performing arts strands across an extended time frame.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge on how to link student information and the design of learning experiences within Performing Arts. (Relates to CLO 1; APST 1.1, 1.2, 2.1)
- Demonstrate knowledge of teaching and learning strategies, including the use of ICTS, planning and resources that meet specified learning goals and curriculum requirements for primary age children and the Performing Arts. (Relates to CLO 1,2; APST 2.1, 2.2, 2.6, 3.2, 3.3, 3.4)
- Demonstrate an understanding of the application of literacy and numeracy within the Performing Arts. (Relates to CLO 2; APST 2.5)
- Identify, evaluate and select primary education performing arts examples that provide appropriate experiences and resources which are responsive to diverse learning groups including disability. (Relates to CLO 4; APST 1.3, 1.5, 1,6)
- Demonstrate written professional communication. (Relates to CLO 9)
Content
This unit examines the basic elements relevant to the art forms of dance, drama, performance-based media and music, and develops knowledge of the concepts, skills, and processes of the performing arts in primary education. The unit provides opportunities for practical exploration of these art forms via building a repertoire of relevant arts pedagogies to foster a sound knowledge and personal appreciation of the performing arts in the care and education of primary age children.
Content includes:
- The Australian Curriculum specifically in the areas of dance, drama and music;
- Elements of quality performing arts pedagogies and assessment in primary school education;
- Practical knowledge of performing arts techniques;
- Experience of the performing arts as an audience member;
- Preparation for sequential planning across the arts; and
- Performing Arts for diverse learners including strategies to support students with a disability.
Relates to learning outcomes
Course Learning Outcomes
1 - Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2 - Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3 - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments
4 - Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
5 - Innovative: Lead and create innovative future- focused learning
9 - Communicative: Engage and communicate effectively and professionally.
Learning Approaches
This unit is delivered through a combination of lectures, interactive tutorials, online forums, readings and discussion. Learning in the arts comes about through engagement with three active processes making, sharing and responding. You are required to attend one arts performance as an essential element of your learning experiences in this unit.
In this unit you will learn through engaging in the following:
- Engagement in lectures;
- Practical activities in dance, drama, music and performance-based media arts in weekly tutorials;
- Attendance at a professional live arts performance;
- Critical reflection on your teaching practices and teaching philosophy; and
- Online modules tailored to performing arts education in primary education curricular.
Feedback on Learning and Assessment
You will gain feedback in this unit through online discussion forums, and weekly tutorials. You will receive written feedback on assessment items.
Assessment
Overview
Overview
There are two assessment tasks in this unit:
1. Reflective Journal
2. Critique of live performance.
The assessment items for this unit are designed to support practice of these active processes while developing skills in designing and implementing quality arts experiences for primary-age children.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective Journal
You are required to compile an illustrated digital journal that records how your ideas about performing arts education are informed by practical workshops, curriculum documents and your engagement with required readings and course content for the teaching of performing arts.
This task will assess your:
1. Ability to critically reflect on your knowledge and skills in the performing arts.
2. Synthesis of practical skills, curriculum knowledge and learning theories.
3. Use of digital media programs to compile an illustrated critical reflection.
4. Written professional communication.
Relates to learning outcomes
Course Learning Outcomes
CLOs 1, 2, 4, 9
Australian Professional Standards for Teachers
APSTs 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4
Assessment: Critique (written)
After attending a live arts performance, or youtube recording (or similar) of a live performance, you are required to submit a critique that connects your personal experiences of the performance with your developing knowledge and teaching of the performance arts in primary education.
This task will assess your:
1. Use of performing arts terms to describe and interpret a live performance and arts-based practices.
2. Understanding of audience engagement in performing arts education, drawing on the relationship between making and responding.
3. Catering for diversity including disability.
4. Academic communication and literacy.
Relates to learning outcomes
Course Learning Outcomes
CLOs 1, 2, 4, 9
Australian Professional Standards for Teachers
APSTs 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
QUT Readings as advised.
ACARA website
Department of Education and Training. Curriculum into the Classroom (C2C).
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Reflective Journal, Critique (written) - Understand how students learn
Relates to: Reflective Journal, Critique (written) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Reflective Journal, Critique (written) - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Reflective Journal, Critique (written) - Strategies to support full participation of students with disability
Relates to: Reflective Journal, Critique (written)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Reflective Journal, Critique (written) - Content selection and organisation
Relates to: Reflective Journal, Critique (written) - Literacy and numeracy strategies
Relates to: Reflective Journal, Critique (written) - Information and Communication Technology (ICT)
Relates to: Reflective Journal, Critique (written)
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Reflective Journal, Critique (written) - Use teaching strategies
Relates to: Reflective Journal, Critique (written) - Select and use resources
Relates to: Reflective Journal, Critique (written)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Reflective Journal, Critique (written) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Reflective Journal, Critique (written) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO4, Reflective Journal, Critique (written) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Reflective Journal, Critique (written)
Unit Outline: Semester 2 2021, Online
| Unit code: | EUB309 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB538 |
Overview
Performing arts has distinct pedagogical and curricular orientations, including play based approaches. Through music, movement/dance, performance-based media, imaginative play, story and drama, children are provided with ways to experience, understand, appreciate and respond to their worlds, as they develop visual, aural, bodily-kinesthetic and aesthetic literacies.
This unit explores key ideas, concepts and understandings about effective curriculum, pedagogy, performing arts works and assessment in the performing arts in primary education. Your work in this unit will be linked to national and state curricular documents: Arts Strands. This is an authentic assessment because it introduces you to sequential planning in the performing arts. Performing arts activities do not usually last for a single lesson so you are able to understand how to connect different performing arts strands across an extended time frame.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge on how to link student information and the design of learning experiences within Performing Arts. (Relates to CLO 1; APST 1.1, 1.2, 2.1)
- Demonstrate knowledge of teaching and learning strategies, including the use of ICTS, planning and resources that meet specified learning goals and curriculum requirements for primary age children and the Performing Arts. (Relates to CLO 1,2; APST 2.1, 2.2, 2.6, 3.2, 3.3, 3.4)
- Demonstrate an understanding of the application of literacy and numeracy within the Performing Arts. (Relates to CLO 2; APST 2.5)
- Identify, evaluate and select primary education performing arts examples that provide appropriate experiences and resources which are responsive to diverse learning groups including disability. (Relates to CLO 4; APST 1.3, 1.5, 1,6)
- Demonstrate written professional communication. (Relates to CLO 9)
Content
This unit examines the basic elements relevant to the art forms of dance, drama, performance-based media and music, and develops knowledge of the concepts, skills, and processes of the performing arts in primary education. The unit provides opportunities for practical exploration of these art forms via building a repertoire of relevant arts pedagogies to foster a sound knowledge and personal appreciation of the performing arts in the care and education of primary age children.
Content includes:
- The Australian Curriculum specifically in the areas of dance, drama and music;
- Elements of quality performing arts pedagogies and assessment in primary school education;
- Practical knowledge of performing arts techniques;
- Experience of the performing arts as an audience member;
- Preparation for sequential planning across the arts; and
- Performing Arts for diverse learners including strategies to support students with a disability.
Relates to learning outcomes
Course Learning Outcomes
1 - Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2 - Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3 - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments
4 - Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
5 - Innovative: Lead and create innovative future- focused learning
9 - Communicative: Engage and communicate effectively and professionally.
Learning Approaches
This unit is delivered through a combination of lectures, interactive tutorials, online forums, readings and discussion. Learning in the arts comes about through engagement with three active processes making, sharing and responding. You are required to attend one arts performance as an essential element of your learning experiences in this unit.
In this unit you will learn through engaging in the following:
- Engagement in lectures;
- Practical activities in dance, drama, music and performance-based media arts in weekly tutorials;
- Attendance at a professional live arts performance;
- Critical reflection on your teaching practices and teaching philosophy; and
- Online modules tailored to performing arts education in primary education curricular.
Feedback on Learning and Assessment
You will gain feedback in this unit through online discussion forums, and weekly tutorials. You will receive written feedback on assessment items.
Assessment
Overview
Overview
There are two assessment tasks in this unit:
1. Reflective Journal
2. Critique of live performance.
The assessment items for this unit are designed to support practice of these active processes while developing skills in designing and implementing quality arts experiences for primary-age children.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective Journal
You are required to compile an illustrated digital journal that records how your ideas about performing arts education are informed by practical workshops, curriculum documents and your engagement with required readings and course content for the teaching of performing arts.
This task will assess your:
1. Ability to critically reflect on your knowledge and skills in the performing arts.
2. Synthesis of practical skills, curriculum knowledge and learning theories.
3. Use of digital media programs to compile an illustrated critical reflection.
4. Written professional communication.
Relates to learning outcomes
Course Learning Outcomes
CLOs 1, 2, 4, 9
Australian Professional Standards for Teachers
APSTs 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4
Assessment: Critique (written)
After attending a live arts performance, or youtube recording (or similar) of a live performance, you are required to submit a critique that connects your personal experiences of the performance with your developing knowledge and teaching of the performance arts in primary education.
This task will assess your:
1. Use of performing arts terms to describe and interpret a live performance and arts-based practices.
2. Understanding of audience engagement in performing arts education, drawing on the relationship between making and responding.
3. Catering for diversity including disability.
4. Academic communication and literacy.
Relates to learning outcomes
Course Learning Outcomes
CLOs 1, 2, 4, 9
Australian Professional Standards for Teachers
APSTs 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
QUT Readings as advised.
ACARA website
Department of Education and Training. Curriculum into the Classroom (C2C).
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Reflective Journal, Critique (written) - Understand how students learn
Relates to: Reflective Journal, Critique (written) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Reflective Journal, Critique (written) - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Reflective Journal, Critique (written) - Strategies to support full participation of students with disability
Relates to: Reflective Journal, Critique (written)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Reflective Journal, Critique (written) - Content selection and organisation
Relates to: Reflective Journal, Critique (written) - Literacy and numeracy strategies
Relates to: Reflective Journal, Critique (written) - Information and Communication Technology (ICT)
Relates to: Reflective Journal, Critique (written)
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Reflective Journal, Critique (written) - Use teaching strategies
Relates to: Reflective Journal, Critique (written) - Select and use resources
Relates to: Reflective Journal, Critique (written)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Reflective Journal, Critique (written) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Reflective Journal, Critique (written) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO4, Reflective Journal, Critique (written) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Reflective Journal, Critique (written)