Learning Area Visual Art (Additional) 2

Subject EDUC90480 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 20-Jul-2015 to 06-Nov-2015
Assessment Period End 20-Nov-2015
Last date to Self-Enrol 31-Jul-2015
Census Date 31-Aug-2015
Last date to Withdraw without fail 25-Sep-2015

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36
Total Time Commitment:

170 hours

Study Period Commencement:
Credit Points:

For students enrolled in the double LAS Visual Arts

Study Period Commencement:
Credit Points:
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

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


Assoc Prof Wesley Imms


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

This subject synthesises teacher candidate’s broad (and developing) understanding of Visual Art curriculum including VELS, VCE and Australian National Curriculum, with the realities of what they see happening in schools. Teacher candidates will explore how the wide diversity of secondary school students develop individual academic and social knowledge values and beliefs through visual art practice. Through the design and implementation of a “curriculum project”, teacher candidates will examine the role of the art teacher and her/his curriculum in this process, with a particular emphasis on the needs of a society representative of a broad panoply of cultures. This is done through a praxis model. In-depth discussion of professional literature and analysis of practicum experiences will allow teacher candidates to re-examine their personal epistemologies, and re-articulate their concepts of pedagogy. A “curriculum project” will require teacher candidates to explore these findings in a school or community setting, through a self-designed strategy.

Learning Outcomes:

On completion of this subject, the teacher candidate will be able to:

  • Be interventionist practitioners who have the professional capabilities to meet the individual needs of diverse learners;
  • Demonstrate an understanding of the way in which theory and research informs practice;
  • Be able to articulate and justify a coherent set of beliefs about teaching and learning which based soundly on theory and research;
  • Respond flexibly and actively to the different learning needs of individual students, including those with additional needs;
  • Utilise diverse pedagogical strategies to provide rich and creative learning environments;
  • Develop in students the capacity for rigorous but respectful critique and curiosity for learning;
  • Develop in students the capacity for independent and cooperative learning
  • Demonstrate an awareness of cultural diversity and its implications for society and education.
  • Be leaders and advocates in education, responsive to legislation, policy and the global human rights issues of participation, access and inclusion.
  • Be engaged intelligently and passionately in the educational venture, and have the ability not only to adapt to, but also to lead change.

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:

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4.1 Support student participation
4.5 Use ICT safely, responsibly and ethically
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities
7.4 Engage with professional teaching networks and broader communities


Three on-line reading tasks, 1600 words in total, due mid semester, 40%

Curriculum project, 2400 words, due late semester, 60%

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.

Prescribed Texts:

Collection of readings

Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

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

  • 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.
Related Course(s): Master of Teaching (Secondary)
Master of Teaching (Secondary)

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