Year No. Offer Mode Description Cred. Pts 01 80185 S1 X AESTHETICS E C'HOOD TEACH 1.00
When committed to The Expressive Arts in Early Childhood, utilising the theoretical and philosophical knowledge is a complimentary necessity. The practical focus requires a shift from the developmental aspects of arts to a deeper understanding of aesthetics and the integration of cultural arts experiences.
This unit will review and extend the philosophical underpinning of the unit 80180 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 be able
to:
Description Weighting(%)
- The nature of aesthetics - aesthetic qualities, aesthetic 40.00 responses and aesthetic discourses
- Personal aesthetics 10.00
- Aesthetics in the arts 30.00
- Aesthetics in non-art objects and environments 10.00
- Aesthetics knowledge as applicable knowledge 10.00
Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the unit and enrich their learning experience.
Recommended reference materials are materials (books, CD's audiotapes,
videotapes, URL's etc) that, if accessible to students, may improve
the students' knowledge and understanding of the material in the unit.
Use of these materials could, indirectly, improve the students'
chances of gaining a higher grade in the unit.
Students are not expected to purchase these materials and are not
required to read them.
Reference materials in the Library: It is expected that the USQ
Library will hold a copy of most reference materials listed in Unit
Specifications for access by on-campus students and external students
studying in Australia.
Blocker, G.H. (1993). Aesthetic value in cross-cultural,
multicultural art study. Arts Education Policy Review. 95 (2).
Dewey, J. (1959). Art as experience. N.Y.: Capricorn Books.
Eaton, M. (1993). Instilling aesthetic values. Arts Education Policy
Review, 95 (2).
Edwards, C. (1997). The creative arts: A process approach for
teachers and children. (2nd ed.). USA: Prentice Hall.
Edwards, C., Gandini, L. & Forman, G. (Eds.). (1999). The hundred
languages of children: The Reggio Emilia approach. Advanced
Reflections. Norwood N.J.: Ablex Publications.
Elkind, D. (1990). Perspectives on early childhood education: Growing
with young children towards the 21st century. National Education
Association.
Feeney, S. D., Christiansen, D. & Moravcik, E. (1996). Who am I in
the lives of children?, New York: Macmillan.
Hart, L.M. (1991). Aesthetic pluralism and multicultural art
education. Studies in Art Education, 32 (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, 43, September 1990.
Larkin, V. (1999). Create: Creating rewarding early arts teaching
experiences. Sydney: Pademelon Press.
Leonhard, C. (1991). Aesthetics literacy in music. Design for Arts
in Education, 93 (1).
"Living by Design, Year 1" (1988). Art Handbook for Teachers.
Department of Education, Queensland.
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, 24 (1), Board of Trustees of
University of Illinios.
Parsons, M.J. (1987). Talk about painting: A cognitive developmental
analysis. Journal of Aesthetic Education, 21 (1).
Piscitelli, (1989). The visual arts and early childhood education: A
review of Australian literature. Australian Journal of Early
Childhood, 14 (1).
Schirrmacher, R. (1998). Art and creative development for young
children. (3rd ed.). USA: Delmar.
Spodek, B. (1993). Selecting activities in the arts for early
childhood education. Arts Education Policy Review, 94 (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, MA: Davis
Publications.
Van Rysselberghe, M.L. (1993). Child care in the United States: An
opportunity to nurture expressive children. Arts Education Policy
Review, 94 (3).
Wright, S. & Weddell, C. (1992). Deliberate decision making in the
arts. Conference Proceedings, QUT.
Selection of Books available from Hong Kong Baptist University
Library.
ACTIVITY HOURS Directed Study 60 Private Study 80 Assessments 25
No *F/S Marks Due Description Wtg(%) LBL WWW 1 S WK 7 JOURNAL 1 40.00 Y N 2 S WK 15 JOURNAL 2 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.
4 Unit Grades will be calculated by aggregating the weighted result
or numerical score for each summative assessment item.
5 All assessment items must be submitted. Assessment items must be
passed overall.
6 If assignments are submitted after the due date without an
approved extension of time, University penalties will apply.
Other Comments *