Develop a teaching and learning plan

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Reference no: EM131995118

Focussed study in Visual/Media Arts Education

Unit Learning Outcome(s) assessed: ULO2: Research and locate examples of current best practice in arts teaching in the primary years of schooling and critically evaluate those practices;; to create authentic arts teaching and learning resources and environments.

ULO4: Synthesize and apply knowledge of the use of techniques and processes including e-­ technologies and digital media to enhance and support arts teaching and learning in the development of a professional portfolio.

Brief description of assessment task

1. Create an artist's book as a teaching resource. Story and image will emerge from some of your workshop experiences, mediums and materiality and can also be based on research into an actual artist's artistic practice.

2. Arts Curriculum Development. Devise an arts curriculum teaching and learning sequence, including assessment strategies for a specific year level in the primary years of schooling, that utilises your artist's book as a resource.

Unit Learning Outcome(s) assessed:

ULO 1: Identify key Arts teaching and learning initiatives and pedagogies in a Preparatory to Year 6 context and apply them when developing arts curriculum

ULO3: Demonstrate knowledge of selected Arts discipline content to devise sequential learning experiences and assessment strategies for primary aged students in selected social and cultural contexts

Assessment Task 1 - Portfolio of 6 Visual/Media Arts education artefacts

This assessment task is designed to be completed as you undertake the first eight weeks of classes in this unit and should become a valuable resource to you for your future teaching. It is an opportunity for you to reflect on the work we do in practical workshops and seminars and to bring together your learning in class with the theory, your readings for the unit and your past experience in schools.

Embedded in each week of the Cloud study guide and/or introduced to you by your lecturer in the seminars are some hands-­on substantial art activities that you will engage. You are able to choose 6 of these to include in your folio focusing on your reflective experiences of engaging the creative artistic processes of these tasks.

You should try to prepare your responses to the tasks each week as you go to manage your time. If you complete the reading and tasks and participate in the classes and online content, it should be very easy to submit the assignment when the time comes.

Visual/Media Arts Education Folio Assessment Criteria:

For assignment 1 submission:

Set up a web platform or use one which is already set up for educational purposes. This could be any platform you wish: WIX, Weebly, Square Space, Word Press etc. Use the provider tutorials to learn how to set up your web portfolio.

In your web page arrange:

- one final image of each of 6 activities you have completed during weeks 1-­8
- at least one image for each of the 6 activities that shows a stage of the creative process (it can be half made, a stage before you put another layer on, an image that documents
- Alongside each of the 6 sets of images, in no more than 350 words per set, provide annotation including:

o A brief statement about the activity & process you engaged in to create your final image

o How you will adapt this activity to teach to a primary cohort (i.e: preps, grade 5/6 etc.)?

o Name this cohort level

o Provide a sentence or two from the appropriate section from the Victorian Curriculum (or other state curriculum if you are planning on teaching there next year), that aligns with each of the 6 activities.

o Explain how you might be able to adapt some of the process you engaged in creating each of the 6 activities, to address diverse ways that your students might learn? What environmental factors in the classroom will you consider in creating an inclusive teaching environment for all learners in the class? (eg: OH&S issues, how would you adjust this for a child with physical disabilities, what materials and tools could you substitute in the primary classroom? Is it age appropriate? How would you make the activity more engaging? What kind of scissors or crafts knives could be used and how would this effect the activity?)

o Think of the level/s you are targeting and consider and how they might learn best. What are some ways you can differentiate your teaching to cater for all learners?

o How will the physical environment of the learning context be structured? Will all of the learning take place in the classroom? Briefly rationalize your decisions.

Assessment Task 2: Your artist's book and a primary Visual/Media Arts teaching and learning sequence

For this task you are asked to complete an artist's book around a theme or idea

Your artist's book should be completed by week 9 ready for presentation in week 10 to members of your on-­campus seminar group.

You are required to develop a teaching and learning plan building on the idea or theme you have developed in and through your artist's book, and use your artist's book as a resource. This should be a short unit of work involving no more than a sequence of 3 Visual/Media Arts lessons. Detailed lesson plans are not required.

If possible try your teaching and learning plan out during your placement - this may help you to develop it a little further. This assignment will be due at the end of your placement:

Here is a guide to writing up your Visual/Media Arts teaching and learning sequence:

Introduction (approx. 500 words)

Prepare an introduction to the Visual/Media Arts unit including:

• Information about the intended primary school level for which you are planning.

• Your chosen topic for inquiry and a brief rationale for your choice of content, skills and approaches (with reference to literature) and also with reference to your own artist's book.

• The overall aims of the Visual/Media Arts unit (with reference to the Victorian Curriculum for Visual/Media Arts.) NB. Placing this curriculum information in the introduction means that you don't have to repeat it in each lesson.

• Consideration of any prior learning, materials and processes that the students will need to have in place before they undertake the tasks as well as any considerations in relation to attributes of the class, student diversity and inclusion.
Visual/Media Arts learning sequences (approx. 1500 words)

This section includes:
• Title for the sequence

• Organisation of thoughtfully selected lesson content and learning activities into manageable and coherent sequences.

• How children will interact with learning resources: concepts, objects, materials, mediums, your book, techniques and tools.

• Proposed order and duration (e.g. 1.5 hour workshop or 2-­3 lessons of 50 mins each - whatever is appropriate for what you are planning)

• Pedagogical approaches and teaching strategies to teach the content, key knowledge and skills identified.

• A list of questions and provocations that could be used to prompt learning and arouse curiosity (you may want to embed such questions in your book itself).

• Differentiation strategies and how these will be used to engage and address the capacities, needs and interests of all students (e.g. students with disability, cultural and linguistic diversity, students requiring extension).

• Resources, including a brief explanation as to where and how resources will be used to enhance and enrich the learning (including your artist's book as resource). Other support material can be included, for example, digital resources, activity sheets, images, video clips, podcasts, handouts, assessment rubrics, and other materials/experiences.

Assignment length: 2,000 words plus

your artist's book of approximately 8 pages (and the equivalent level of work for an animation, film, video option of an artist's book)

Contact hours and your expected commitment

Visual/Media Arts education involves a particular kind of methodology. It is highly beneficial that teachers have experience in participating in Visual/Media Arts activities in order to be able to teach them with confidence. Your attendance in practical sessions is very important and involvement is required:
• in class Visual/Media Arts activities throughout the semester
• in a group presentation during the final session (week 10) where your artist's book will be formatively assessed by your peers.
Students are expected to set aside approximately 4 hours of private study per week in addition to 3 contact hours (class/seminar/workshop).
Students are encouraged to complement studies in this course by getting involved in and finding out as much as possible about visual art and media activities in the schools they are involved in during practicum and in other cultural or art events such as art gallery visits.

To be successful in this unit, you must:
• Read all materials in preparation for your classes or seminars, and follow up each with further study and
• research on the topic;;
• Start your assessment tasks well ahead of the due date;;
• Read or listen to all feedback carefully, and use it in your future work;;
• Attend and engage in all timetabled learning experiences, listed below.
• When you engage in the creating and making workshop activities, think about what you are learning aesthetically, conceptually, imaginatively, materially, digitally and so on. Reflect on this and think how you could develop and translate these experiences to develop your own teaching and learning resources and lesson ideas for primary school contexts.

For example: If you are creating masks, you might think about the different materials you are using, techniques and processes, alternative use of visual conventions, symbols, cultural patterns, elements and designs, cultural frameworks and understandings for intra and intercultural understandings re how and why artworks are constructed in different historical and cultural contexts.........ceremonial, religious, theatrical, metaphorical etc. These could each link to curriculum content and be developed further to create effective teaching and learning plans.

• Document and annotate key aspects of your research and processes of experimentation and refinement as you. Record and engage with the experiential and experimental processes you engage in during workshops using your mobile phone or alternate device to record experiences - they will come in handy later for your assessment tasks.

Annotate the images you capture clearly, explaining what the material is, what techniques have been explored and what the processes of engagement have been (materials, techniques and processes). Apply visual arts vocabulary to do so.

Attachment:- Guide for Visual_Media Arts.rar

Reference no: EM131995118

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Reviews

len1995118

5/29/2018 8:58:07 AM

Prepare assignment on Focussed study in Visual/Media Arts Education and follow the below mentioned instructions: I need assignment exactly as I have mentioned here: You are required to prepare assessments on two different tasks. Task A – mention the key arts teaching pedagogies and initiatives for arts learning and prepare an arts curriculum based on the instructed information. Second in need is Task B –Write about the experiences of sequential learning and write different assessment strategies for primary aged students in two contexts; social and cultural. In brief prepare artist’s book like a teaching resources for part A and in Part B prepare an arts curriculum development sequence and also describe assessment strategies for primary years of schooling...!!!!!

len1995118

5/29/2018 8:51:52 AM

Hello, I have been assigned with an assignment on focussed study in Visual and Media arts education. Please prepare an assignment for me in which include artist’s Book, please prepare an artist’s book for in me, and also include images and story related with arts teaching and learning environments also I want second assessment of Arts curriculum. Please include curriculum teaching, learning sequence and different strategies of assessments of primary schooling, please make it 100% plagiarism free and include resources. Plz mention the assessment strategy that is used for assessing primary aged students in different environment! Please do this assignment for me!! I need it fast…thankyou!!

len1995118

5/24/2018 6:53:06 AM

Overview There are two assessment tasks for this unit. Assessment Task 1: Six primary visual/media arts artefacts plus curriculum aligned support materials focusing on the process 50% (2000 words or equivalent) Assessment Task 2: Arts Resource/artefact (artist’s book) and Teaching and learning plan 50% (2000 words or equivalent) NOTE: It is your responsibility to keep a backup copy of every written assignment. In the unusual event that one of your assignments is misplaced, you will need to submit the backup copy. Any work you submit may be checked by electronic or other means for the purposes of detecting collusion and/or plagiarism.

len1995118

5/24/2018 6:52:53 AM

In planning the content as well as teaching, learning and assessment activities this Visual/Media Arts unit, we were cognisant of Deakin Graduate Learning Outcomes. You are encouraged to develop a portfolio that details your attainment of these attributes and that may be used in applications for professional positions. Work that you complete in this unit can be used in your professional portfolio to help you when applying for teaching positions. For example, among other activities the unit tasks for this semester include the collaborative art making experiences (planning and working as a co-­operative team on a task);; Your assessment items will be developed into and presented to us as a WIX web page. This will be your Visual/Media Arts folio and will suit the criteria of (a good standard of oral and written communication and presentation;; understanding professional contexts of your discipline, and acquiring and being able to work with a systematic body of knowledge, and developing your ability for critical thinking);; the development of Visual/Media Arts learning activities

len1995118

5/24/2018 6:52:23 AM

Students will be involved in planning and evaluating Visual/Media Arts in accordance with current arts curricula and will be encouraged to apply their ideas for Visual/Media Arts during the teaching practice. Through a series of workshops and discussions various strategies and techniques for teaching Visual/Media Arts will be explored. Each class member will have the opportunity to participate and observe. There will also be seminars in which we will consider key Visual/Media Arts education theorists, Visual/Media Arts education in its various contexts: in the classroom, in the whole school community and in the broader community.

len1995118

5/24/2018 6:52:15 AM

This unit is designed to provide an introduction to Visual/Media Arts as an art form and its applications in the primary classroom. Visual/Media Arts Education theory will be considered alongside practical workshops during which students will have the opportunity to become involved in creating, making and presenting Visual/Media Arts and exploring and responding to Visual/Media Arts in order to develop a practical understanding of the ways Visual/Media Arts can be taught in the primary school. Activities include engaging a range of media, mediums, materials, techniques and processes specific to the Visual/Media Arts. The potential of Visual/Media Arts to engage and motivate learners and offer creative, expressive, aesthetic and productive approaches to teaching and learning across curriculum areas will be explored.

len1995118

5/24/2018 6:52:01 AM

In their selected specialism, students will engage in the theoretical and practical application of a range of arts discipline forms within various social and cultural contexts. The emphasis will be on ways of implementing these in arts discipline specific lessons that also incorporate assessment and record keeping strategies. Within a studio and computer lab environment, students will have practical experience with a range of techniques, technologies and processes relevant to their chosen arts discipline. The outcomes of these practical explorations will provide students with teaching and learning support materials that may be incorporated into the development of arts curricula, for teaching within the Arts and in the broader curriculum. Students develop experiential knowledge and understandings that will assist them in designing and implementing arts programs within current State/National curricula guidelines and informed by selected international arts education best practice

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