Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 |
Total Time Commitment:
Study Period Commencement:
For students enrolled in the double LAS Visual Arts
Study Period Commencement:
|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 Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorMs Kathryn Coleman
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.
On completion of this subject, the teacher candidate will be able to:
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
This subject has a minimum hurdle requirement of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
|Prescribed Texts:|| |
Collection of readings
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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