Learning Area Media Studies 1

This subject is not offered in 2014.

125 hours total commitment.

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject is an introduction to the field of media education and its application to secondary schools. Teacher candidates will study the media curriculum within Australian and Victorian educational contexts with a particular focus on planning for teaching and learning media in the secondary school. Teacher candidates will engage in theoretical studies and practical media workshops to inform their understanding of media as an arts discipline, a co-curricular activity and pedagogy in the junior, middle and senior secondary curriculum. Topics will include teaching strategies and structures to promote learning in the media classroom, assessment and evaluation, resources for media studies teaching, and designing and teaching media programs appropriate for a range of diverse educational contexts. Teacher candidates will develop skills in interpreting and applying current curriculum frameworks.

The relationship between media and other literacies is explored. Teacher candidates develop approaches that mix media production and theories of media that are appropriate for different learning, thinking and communication contexts.

This subject explores numeracy in media studies, particularly in elements of design, analysis and production of texts

Teacher candidates explore developments in new media and reflect on the potentials for learning and young people’s practice and culture.

On completion of this subject teacher candidates will be able to:

• Appreciate the place of this learning area in Australian curriculum
• Describe an exemplary classroom in this learning area
• Plan lessons, resource and develop units of work and whole curricula in the 7-10 Media Studies classroom.
• Develop appropriate teaching methodologies to effectively engage student learning within the Victorian Essential Learning Standards. (VELS) as they apply to Media Studies
• Develop strategies to assess student learning including appropriate criteria within the Learning Standards.
• Demonstrate development in their reflective practice as a professional educator
• Demonstrate skills in a practical/production component of the teaching of Media Studies
• Develop appropriate teaching methodologies to effectively engage student learning within VCE as they apply to Media Studies

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:

2.1 Content and teaching strategies of the teaching area

3.5 Use effective classroom communication

There are 4 assessment tasks:

Micro teaching (15 mins of a lesson) for years 7-10 curriculum (600 words equivalent) due early semester, 15%

Media research paper (800 words equivalent), due mid semester, 20%

Media resource evaluation (800 words equivalent), due mid semester, 20%

10 lesson sequence (1800 words equivalent, due end of semester, 45%

This subject is not available as a breadth subject.

On the completion of this course graduates will have the knowledge, skills and understanding to enable them to:

• Understand Secondary education as part of a spectrum of learning and development, linked to primary schooling and to post-schooling outcomes of further study and/or employment.
• Develop in-depth knowledge of the complexity and diversity of primary students’ learning and development.
• Be expert in the disciplines they teach and committed to continual updating of their discipline knowledge.
• Be able to intelligently and creatively plan, implement and critique mandated curriculum.
• Be able to use data to identify and address the learning needs and capacities of individual students.
• Be able to intentionally draw on a range of teaching practices to extend individual student’s learning and development.
• Shape and deliver responsive and inclusive curricula.
• Be a self-reflective teacher who can work constructively and innovatively through relationships with parents, colleagues and the community across a range of contexts.