Year No. Offer Mode Description Cred. Pts 00 80228 S1 D ARTS IN EARLY CHILD ED B 1.00
This unit will build on the previous unit, 80128 Arts in Early Childhood A, utilising the theoretical and philosophical knowledge gained. The practical focus will shift somewhat from the arts for children 0-5 years to children 5-8 years.
This unit will review and extend the philosophical underpinning of the unit 80128 and students will be expected to communicate their own philosophical understanding based on extensive reading and discussion in the area of the arts. The complex nature of aesthetics will be developed further by additional experiences such as visiting museums, art galleries, theatre and buildings of architectural merit. Students will be expected to translate these experiences into program planning and creating creative and aesthetic classroom environments.
On successful completion of this unit students will:
Description Weighting(%)
- Review Art Development and the Arts in Early Childhood 10.00 Education
- Creating motivating and creative environments for young 10.00 children
- Incorporating excursions to art galleries, musical 30.00 performances and theatre into early childhood art programs
- Designing and implementing and evaluating an arts program 50.00 in Preschools or Early Education Classes
Allen, W. 1993, Running on Rainbows, 2nd edn, Running on Rainbows:
Fortitude Valley Australia.
Andress, B. 1998, Music for Young Children, Fort Worth: Harcourt
Brace College Publishers.
Ashton Scholastic, Upbeat Levels 1 & 2, (Teacher's Handbook, Student
Book, Cassettes and CDs).
Askew, G. 1993, Music Education in the Primary School, Longman:
Australia.
Blocker, G.H., 1993, Aesthetic Value in Cross-Cultural, Multicultural
Art Study, Arts Education Policy Review, Vol. 95, No.2.
Cusworth, R. & Simons, J. 1997, Beyond the Script: Drama in the
Classroom, Primary English Teachers' Association.
Davis, S. 1994, Rainbows, Trees and Tambourines, (Teacher's Book and
audio-tape of children's songs).
Davis, S. 1994, Razzamajaz, Baktraks, (Audio-tapes of children's
songs/music), Two-Up Music Education: East Bentleigh Victoria.
Department of Education Queensland, Drama Makes Meaning: Years 1-10,
(Drama Curriculum Guide and Video).
Department of Education Queensland, Queensland Music Program, (Year
1, Year 2, Year 3).
Dewey, J. 1959, Art as Experience, Capricorn Books: N.Y.
Eaton, M. 1993, Instilling Aesthetic Values, Arts Education Policy
Review, Vol. 95, No.2.
Edwards, C. 1997, The Creative Arts: A Process Approach for Teachers
and Children, 2nd edn, Prentice Hall: USA.
Edwards, C., Gandini, L. & Forman, G. (Eds), 1999, The Hundred
Languages of Children: The Reggio Emilia Approach. Advanced
Reflections, 2nd edn, Norwood N.J.: Ablex Publications.
Elkind, D. 1990, Perspectives on Early Childhood Education, National
Education Association.
Everyone Can Dance: Inclusive Dance Strategies for Years 1-10.
Farmer, B. 1982, Springboards: Ideas for Music, Melbourne: Nelson.
Feeney, S. D., Christiansen, D. & Moravcik, E. 1996, Who Am I in the
Lives of Children?, 5th edn, New York: Macmillan.
Harris, V. 1996, Musical Expression: Its Nurturance in Young
Children, Lady Gowrie Child Centre: Brisbane.
Hart, L.M., 1991, Aesthetic Pluralism and Multicultural Art
Education, Studies in Art Education, Vol. 32, Issue 3.
Jalongo, M. R. & Stamp, L. N. 1997, The Arts in Children's Lives:
Aesthetic Education for Early Childhood, M.A.: Allyn & Bacon.
Lankford, L.E. 1990, Preparation and Risk in Teaching Aesthetics,
Art Education, September, 1990, vol 43.
Larkin, V. 1999, Create: Creating Rewarding Early Arts Teaching
Experiences, Pademelon Press: Sydney.
Leonhard, C. 1991, Aesthetics Literacy In Music, Design for Arts in
Education, Vol. 93, No.1.
`Living by Design, Years 1', 1988, Art Handbook for Teachers,
Department of Education, Queensland.
Making Ideas Dance, (Video and book).
Moore, R. (Ed), 1994, Aesthetics for Young People, USA, University
of Illinois.
Parsons, M.J. 1990, `Aesthetic Literacy: The psychological context',
Journal of Aesthetic Education, vol. 24, no. 1, pp. 135-146, Board
of Trustees of University of Illinios.
Parsons, M.J. 1987, `Talk about a Painting: A cognitive developmental
analysis', Journal of Aesthetic Education, vol. 21, no. 1, pp. 37-
55.
Piscitelli, 1989, `The Visual Arts and Early Childhood Education: A
review of Australian literature', Australian Journal of Early
Childhood, vol 14, no 1.
Primary Arts, Victoria, Dance Magic: Introducing Dance into the
Curriculum, videos 1&2.
Primary Arts, Victoria, Drama Magic: Integrating Drama into the
Primary Curriculum. (Videos 1 & 2).
Schirrmacher, R. 1998, Art and Creative Development for Young
Children, 3rd edn, USA Delmar.
Spodek, B. 1993, Selecting Activities in the Arts for Early Childhood
Education, Arts Education in Policy Review, Vol 94, No 6.
Thompson, C.M. (Ed), 1995, The Visual Arts and Early Childhood
Learning, Virginia: The National Art Education Association.
Topal, C. 1983, Children, Clay and Sculpture, Worcester, Mass: Davis
Publications.
Van Rysselberghe, M.L. 1993, Child Care in the United States: An
opportunity to nurture expressive children, Arts Education Policy
Review, Vol 94, No 3.
Wright, S. & Weddell, C. 1992, Deliberate Decision Making in the
Arts.
ACTIVITY HOURS Lectures 42 Project Work 25 Directed Study 41 Private Study 58
No *F/S Marks Due Description Wtg(%) LBL WWW 1 S WK 6 MUSEUM OR ART GALLERY VISIT 40.00 Y N 2 S PASSIM RES DESIGN,IMPLE,EVAL OF AN ARTS PROG IN 60.00 Y N
1 When there is more than one marker for a single item of
assessment, the distribution patterns and means for the different
markers will be compared and marks adjusted if necessary.
2 Marking criteria are provided in unit material as mark
sheets/guides or as part of assignment specifications.
3 Summative assessment items will be given a numerical score.
Ungraded summative assessment will be given either Pass, Fail or
Incomplete.
4 Unit Grades will be calculated by aggregating the weighted result
or numerical score for each summative assessment item. Any
ungraded assessment requirement will receive a Pass, Fail or
Incomplete.
5 All assessment items must be attempted/submitted. Assessment
items must by passed overall.
6 If assignments are submitted after the due date without an
approved extension of time, a penalty of 10% of the mark for the
assessment item will apply for each day late. Assignment
Extension Requests must be completed and submitted for approval.
7 Full participation in all scheduled classes is needed to fulfil
the requirements of this unit. Attendance sheets must be signed
at each workshop or tutorial. Failure to reach an 80% level of
attendance in workshops and tutorials without appropriate
documentary evidence may result in failure of the unit.
8 Results for this unit will not be released until CFS has been
successfully completed and documentation processed.