ECE 3002 Early Childhood Arts Education

SubjectCat-NbrClassTermModeDescriptionUnitsCampus
ECE3002252112, 2003EXTEarly Childhood Arts Education1.00TWMBA
Academic Group:FOEDU
Academic Org:FOE004
HECS Band:1
ASCED Code:070101

Contents


STAFFING:

Examiner: Kari Winer
Moderator: Lyn Bower



RATIONALE:

Recent theory and research into children's play and artistic development highlights the need for teachers to intervene creatively in children's art-making. Visual symbolisation with 2- and 3- dimensional media is a natural form of communication in early childhood, yet the development of a young child's ability to use this language effectively is dependent on adults who can support the child's acquisition of artistic skills and understandings. This contrasts approaches which favour the natural unfolding of children's artistic abilities and talents, where children's spontaneous art- making is allowed to freely occur. Decisions about the nature and degree of teacher intervention in children's art-making depend on how visual arts is viewed in the curriculum, as well as the image of children held by the educator.


SYNOPSIS:

This course focuses on the visual arts and aesthetics in early childhood, in particular the development of symbolisation and aesthetic awareness, in children aged birth to 8 years. It examines the major theoretical frameworks of arts education in early childhood, and the philosophical principles underlying these. The development of children's symbolisation and aesthetic appreciation is explored through studying young children's artworks and art-making, as well as studying the research on children's artistic and aesthetic development. Students engage in their own art-making and projects in the course to develop their understanding of the elements and principles of art, and the cognitive processes involved in creativity. They also explore the media and techniques appropriate for young children as they develop their artistic knowledge and skills using 2- and 3- dimensional media.


OBJECTIVES:

On successful completion of this course students will be able to:

  • articulate the importance of visual art as a symbolic language of thinking, expression and communication;

  • describe the major theoretical approaches to integrated visual arts education in early childhood;

  • explain the symbolic development of young children;

  • articulate the principles of aesthetics and aesthetic education for young children;

  • demonstrate an understanding of the elements and principles of the arts and their application to an integrated early childhood educational program;

  • describe the media, techniques, and interactional strategies which support children's developing artistry in early childhood;

  • demonstrate ability to apply the techniques of working with 2- and 3-dimensional media to visual arts education in early childhood.



    • TOPICS:


    DescriptionWeighting (%)
    1. Visual art as a symbolic language of young children
    		 5.00
    2. Major approaches to integrated arts education in early childhood
    		 10.00
    3. Symbolic development of young children
    		 10.00
    4. Nature of aesthetics and aesthetic development in young children
    		 15.00
    5. Elements and principles of visual art: own art and children's art
    		 15.00
    6. 2-dimensional art media and techniques
    		 15.00
    7. 3-dimensional art media and techniques
    		 15.00
    8. Scaffolding children's artistry: interactions and techniques
    		 15.00

    TEXT and MATERIALS required to be PURCHASED or accessed:

    Books can be ordered by fax or telephone. For costs and further details use the 'Book Search' facility at http://bookshop.usq.edu.au by entering the author or title of the text.

    Wright, S. 2003, The Arts: Young Children, and Learning, Allyn & Bacon, Boston MA.




    REFERENCE MATERIALS:

    Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

    Allen, W. 1993, Running on Rainbows, 2nd edition, Running on Rainbows, Fortitude Valley, QLD.

    Cikanova, K. 1992, Teaching Children to Draw, Craftsman House, Tortola, BVI.

    Cikanova, K. 1995, Teaching Mixed Media to Children, Craftsman House, East Roseville, NSW.

    Diamond, P.C.T. & Mullen, C.A. (eds). 1999, The Postmodern Educator: Arts-based Inquiries and Teacher Development, Lang, New York.

    Dunn, P.C. 1995, Creating Curriculum in Art, National Art Education Association, Reston, VA.

    Edwards, C. 1997, The Creative Arts: A Process Approach for Teachers and Children, 3rd edition, Merrill, Upper Saddle River, NJ.

    Edwards, C., Gandini, L. & Forman, G. (eds). 1998, The Hundred Languages of Children: The Reggio Emilia Approach - Advanced Reflections, 2nd edition, Ablex Publishing Corporation, Norward, NJ.

    Golomb, C. 1992, The Child's Creation of a Pictorial World, University of California Press, Berkeley.

    Goodnow, J. 1997, Children Drawing, Harvard University Press, Cambridge, MA.

    Jalongo, M. & Stamp, L. 1997, The Arts in Children's Lives: Aesthetic Education for Early Childhood, Allyn and Bacon, Boston, MA.

    Kellogg, R. 1970, Analyzing Children's Art, Natural Press Books, Palo Alto, CA.

    Kolbe, U. 2001, Rapunzel's Supermarket: All About Young Children and Their Art, Peppinot Press, Paddington NSW.

    Lankford, E. L. 1992, Aesthetics: Issues and Inquiry, National Art Education Association, Reston.

    Lowenfeld, V. & Brittain, W.L. 1987, Creative and Mental Growth, 8th edition, MacMillan, New York.

    Mathews, J. 1994, Helping Children to Draw and Paint in Early Childhood, Hodder and Stoughton, London.

    Moore, R. (ed). 1994, Aesthetics for Young People, National Art Education Association, Reston, VA.

    Parsons, Michael J. & Blocker, H.G. 1993, Aesthetics and Education, University of Illinois Press, Urbana.

    Schiller, W. (ed). 1996, Issues in Expressive Arts Curriculum for Early Childhood: An Australian Perspective, Gordon and Breach Publishers, Amsterdam, The Netherlands.

    Schirrmacher, R. 2002, Art and Creative Development for Young Children, 4th edition, Delmar Thompson Learning, Albany.

    Topal, K. W. 1983, Children, Clay and Sculpture, Davis Publications, Worchester, MA.




    STUDENT WORKLOAD REQUIREMENTS:

    ACTIVITYHOURS
    Assessment25
    Directed Study80
    Private Study60


    ASSESSMENT DETAILS:

    DescriptionMarks Out ofWtg(%)RequiredDue Date
    ASSIGNMENT 140.0040.00Y29 Aug 2003
    ASSIGNMENT 260.0060.00Y10 Oct 2003

    IMPORTANT ASSESSMENT INFORMATION

    1. Attendance requirements:
      (a) There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
    2. Requirements for students to complete each assessment item satisfactorily:
      (b) To complete each of the assignments satisfactorily, students must obtain at least 50% of the marks available (or at least a grade of C-) for each assignment.
    3. Penalties for late submission of required work:
      If assignments are submitted after the due date without an approved extension of time, University penalties may be applied.
    4. Requirements for student to be awarded a passing grade in the course:
      (d) To be assured of receiving a passing grade a student must submit all of the summative assessment items and achieve at least 50% of the available weighted marks for those items.
    5. Method used to combine assessment results to attain final grade:
      (a) The final grades for students will be assigned on the basis of the weighted aggregate of the marks (or grades) obtained for each of the summative assessment items in the course.
    6. Examination information:
      (e) There is no examination in this course.
    7. Examination period when Deferred/Supplementary examinations will be held:
      (d) There will be no Deferred or Supplementary examinations in this course.
    8. University Regulations:
      Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/SECARIAT/calendar/Part5/ or in the printed version of the current USQ Handbook.

    ASSESSMENT NOTES

    1.(b) If requested, students will be required to provide a copy of assignments submitted for assessment purposes. Such copies should be despatched to USQ within 24 hours of receipt of a request being made. (e) The Faculty will NOT accept submission of assignments by facsimile.