Arts Education Internship (9859.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 4 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Demonstrate a highly developed capacity to use the terminology correctly and demonstrate skills in their chosen arts disciplines as outlined in the Australian Arts curriculum (Foundation to 6);
2. Enhance their pedagogical approach to teaching their chosen arts discipline and will understand the implications of this approach for childrens' learning;
3. Improve their deep understanding of the nature of the arts, and its relationships to everyday life and its social contexts;
4. Recognise the significance of arts education as part of a whole school and inclusive curriculum;
5. Develop an appreciation of the contemporary issues in arts education; and
6. Heighten their confidence in their knowledge, skills and pedagogy and increased interest in teaching their chosen arts discipline to primary school students.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Generic skills that are emphasised in this unit are referred to in the assessment overview (5a).
Prerequisites9866 Creative Arts Specialist AND
9885 The Practice (PCK) of Teaching the Arts AND
9865 Creative Arts Principles
CorequisitesEnrolment in Bachelor of Primary Education (Creative Arts) AND 9918 Teachers as Professionals.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||UC - Canberra, Bruce||Semester 1||06 February 2023||On-Campus||Dr Naomi Zouwer|
|2024||UC - Canberra, Bruce||Semester 1||05 February 2024||On-Campus||Dr Naomi Zouwer|
Dinham, J. (2019). Delivering Authentic Arts Education, 4th Edition. Cengage Publishing.
Sinclair, C., Jeanneret, N. C., & O'Toole, J. (Eds.). (2012). Education in the Arts. Oxford University Press
Buy all or some of these, depending on your individual arts knowledge and strengths.
Poston-Anderson, B. (2008) Drama: learning connections in primary schools. Melbourne: Oxford University Press.
VISUAL ART EDUCATION
Hurwitz, A. & Day, M. (2007). Children and their Art. Thomson Wadsworth Publishing – hard cover available at Co-op Bookshop or e-Book available at http://www.cengagebrain.com.au/shop/isbn/9780495913573
Campbell, P.S. & Scott-Kassner, C. (2006) Music in Childhood: From Preschool through the Elementary Grades, Third Edition, Thomson Schirmer Learning
Smith-Autard, J. M. (2002) The art of dance in education. London: A & C Black Ltd.
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit including (approximately) 20 hours of internship experience with an Arts specialist educator.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Indicative workload for this unit:
weekly workshops: 3hrs x 7 weeks (21 hours)
engagement in schools: 6 hrs x 5 weeks (30 hours)
weekly readings and assignment preparation: 99 hours
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g., medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Participation in the workshop class (week 1) and weekly online meetings/activities (week 2-7) are required to pass this unit. In the event that you cannot attend your assigned class due to illness, timetable clashes or unavoidable commitments, contact the Unit Convener as soon as possible.
*Note: This unit commences in week 1 (workshop) on campus (see timetable for rooms), weeks 2 to 7 will be half day meetings (location and time TBC) and weeks 9-13 students will become more self-directed. Your participation in online activities and discussions will enhance your understanding of the unit content and therefore the quality of your assignment responses. Lack of participation may result in your inability to successfully pass assignment tasks.
Required IT skills
Satisfactory skills in Microsoft Word, the ability to contribute to discussions on UCLearn (Canvas) and a reliable internet connection are required to complete this unit.
Work placement, internships or practicums
Learning in this unit will be integrally linked to experience in professional contexts.
This unit involves learning in a school environment and therefore, additional student responsibilities are required in addition to those described in this section. Work-place learning requires strict adherence to professional practice principles and ethics. Student confidentiality must always be maintained, including for assessment items such as reports or essays. A Working With Vulnerable People card is also required due to the nature of this unit. The professional nature of this unit also requires 100% participation at all learning activities for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you meet with your Course Convener to schedule this unit for a future semester.
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (Canvas forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact email@example.com if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Theoretical Foundation of Unit
Arts education is founded on the theoretical basis of experiential learning, otherwise known as "learning through doing and reflecting", in the form of
art as a vehicle for the development of critical thinking, aesthetic understanding and creation, cultural sensitivity and emotional
development. This theoretical framework is based on the work of Elliot Eisner, John Dewey and Donald Schon.
Research led Units
This unit involves research-led education. There are active researchers delivering this unit who are able to engage students in deep
and active learning and transmit to students their passion for the research they are carrying out. All of the Bedrock texts have been
based on the latest national and international research into arts education and pre-service teachers.
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