The Creative and Expressive Child

This subject has the following teaching availabilities in 2014:

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.

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 HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

This subject engages teacher candidates in extended practical and theoretical studies based on learning about and through visual arts, drama, movement and music in early childhood. Topics focus on how to design, implement and evaluate an arts-centred unit of work suitable for young children, informed by theoretical knowledge of project-based learning, arts-centred pedagogies and how the arts support integrated curriculum. Teacher candidates engage in their own arts processes and reflect critically and creatively on these using a range of technologies that will extend their knowledge of creative media and techniques appropriate for young children. Practice-led workshops provide opportunities for individual and collaborative projects to illustrate how teacher candidates engage, guide, scaffold and assess children’s creative expression in an arts-centred curriculum.

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

• Convey knowledge and practical skills in drama, movement, visual arts and music suitable for use with young children;
• Demonstrate an understanding of contemporary research related arts-centred pedagogies, inquiry-based learning and multiple literacies;
• Identify, analyse and evaluate pedagogical issues significant to arts-based teaching and learning;
• Identify, map and critically reflect on effective early childhood arts practices including the design of an aesthetic environment;
• Demonstrate a practical knowledge of arts-centred pedagogies, media, ICT, techniques and processes that support young children’s learning and development;
• Demonstrate an ability to diagnostically plan an arts-centred curriculum that responds to the developing needs and interests of young children;
• Demonstrate knowledge and skills in inquiry-based learning and the arts role in the integrated curriculum;
• Reflect critically and creatively on arts experiences observed and undertaken and during professional placements.

There are two items of assessment:

• Essay (1000 words) due mid-semester, 25%
• Arts portfolio (equivalent to 3000 words) due at end of semester, 75%

EDUC 90563: Creative and Expressive Child Reading Booklet

Wright, S. (Eds). (2011). Children, Meaning-Making and the Arts. (2 nd ed). NSW: Pearson.

This subject is not available as a breadth subject.

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

• Be skilled communicators who can effectively articulate and present their ideas and beliefs using words, images, sounds and gestures;
• Be flexible and able to adapt to change through creative learning strategies;
• Develop research skills in collecting, processing, interpreting and applying data;
• Work effectively in teams and develop organisational and social competencies;
• Be responsible, resilient and self-regulating;
• Articulate personal ideas with confidence;
• Develop critical reflection strategies that inform a personal and social values base