Unit Outline

This unit will introduce you to key theories and research praxis in arts education. Beginning with an exploration of the philosophical underpinnings of the role and value of arts, culture and education in society, you will examine research evidence of the attributes and affordances of quality arts education for academic, personal and social learning. You will investigate key issues in the historical development of at least two arts education disciplines and subjects (i.e.drama, music, media arts, visual arts) and become familiar with current discourses and debates articulated in key Australian and international arts education and curriculum scholarship. By the end of the unit, you will have developed a foundation understanding of the interrelated fields of arts, culture and education, and familiarity with critical studies and contemporary approaches to scholarship in arts education.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Identify, analyse and respond to current issues surrounding the role and value of the arts in contemporary society and the ways in which these inform arts education.
2	Recognise and articulate the distinct value of Aboriginal and Torres Strait Islander Arts to Australian cultural and educational practice.
3	Recognise and distinguish between the elements and processes of art form(s).
4	Review, analyse and synthesise research relevant to the ways in which students learn in the arts.
5	Interpret the research evidence for the benefits of arts education for the purposes of advocacy.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Arts practice-based experiment and discussion	Week 6	50 %	LO1, LO2, LO3, LO4, LO5
Assessment Task 2:	Arts Education debate and position statement	Week 13	50 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: Arts practice-based experiment and discussion

Task Description:

Objectives:
- Design and conduct a practice-based experiment that integrates elements from two different art forms to explore their connections.
- Document, analyse and reflect on your discoveries, identifying opportunities they present for arts teaching and learning.
- Discuss your findings in relation to contemporary issues and imperatives for arts education in Australia.

Instructions (Experiment):
- Choose two elements from two different art forms (e.g., rhythm from music and line from visual art).
- Refer to the Australian Curriculum Version 9.0 Glossary and Examples of Knowledge and Skills documents for definitions of artform elements.
- Design and plan a practice-based experiment to compare and contrast these elements.
- Consider examples of professional creative practice/performance (i.e a song, painting, film, production) that could be used as a stimulus within your experiment.
- Outline an aim that reflects your interests and what you hope to discover or demonstrate about the artforms and elements explored in the experiment.
- Formulate an inquiry question that will help guide you to address the aim for your experiment.
- Conduct the experiment yourself (i.e you are not teaching others to conduct the experiment, you are conducting it yourself in alignment with your identified interests).
- Document the process your experiment to allow other to see how the above unfolded and the outcomes/discoveries made

Instructions (Discussion):
- Critically reflect upon the discoveries and identify opportunities they present for arts teaching and learning.
- Discuss your findings in relation to contemporary issues and imperatives for arts education in Australia.
- Identify and describe opportunities for engaging with and learning about First Nations arts in Australian culture and education, with reference to your experiment findings and discussion.

Task Length:

2000

Due Date:

Week 6

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Identify and articulate relationships between the distinct elements, processes and practices of artforms, as outlined in the curriculum for their arts teaching specialisation	LO1, LO3, LO4
2	Analyse, synthesise and apply findings from arts education research relating to learning in and through the arts for an Australian context	LO2, LO3, LO4
3	Review and discuss how contemporary issues regarding the role and value of the arts in society relate to teaching and teacher professional learning	LO1, LO2, LO4
4	Identify and describe approaches for engaging with First Nations arts in Australian culture and education practice that demonstrate understandings of value, contributions and significance	LO1, LO2, LO5

Assessment Task 2: Arts Education debate and position statement

Task Description:

Objectives:
• Critically analyse and synthesise diverse perspectives and arguments related to a chosen debate question.
• Demonstrate an understanding of the complexities surrounding contemporary issues in education for AI, Intellectual Property (Indigenous Cultural and Creative), Truth-telling, Censorship in Arts and Education.
• Develop and articulate a well-reasoned and supported position statement.
• Identify, substantiate and communicate complex ideas.

Instructions:
1. Select a Debate Question: Choose one of the following debate questions/topics:
o Discuss: How must arts education adapt to address the implications AI poses for creative and intellectual property rights
o Discuss: What considerations and practical steps can be taken to safeguard and respect Indigenous Cultural Intellectual Property in contemporary education contexts
o Discuss: Australian curricula frameworks recognise the importance of truth-telling, emphasising the critical role of education for building comprehensive understanding of the rich tapestry of truth that comprises Australia's history.
o Discuss: In what circumstances, if any, is censorship justifiable within arts, culture, and education contexts
2. Research and Analyse: Gather diverse perspectives and arguments related to your chosen debate question. Consider academic sources, media commentary, and curriculum and policy documents.
3. Present Diverse Perspectives (debate): Develop a balanced and comprehensive account of the various perspectives and arguments surrounding your chosen debate question.
4. Locate yourself (position statement): Drawing from the research and analysis presented in your debate, develop a statement that articulates your own informed perspective and position on the issues discussed

Task Length:

2000

Due Date:

Week 13

Weight:

50 %

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.