The course is positioned for a critical examination of the qualitative research underpinning contemporary creative and performing arts pedagogies, their assessment models and their contribution to individual and high quality student learning outcomes. Within an over arching question of the contribution of creative arts pedagogies to preparing individuals for the 21st century.
Exploration of arts discourses such as transformative pedagogies, critical pedagogies, discipline based pedagogies, creative pedagogies, design pedagogies, agency, self- sustainability, cultural diversity, aboriginal learning, learning dispositions, inquiry based learning, engagement, reflection in learning, personalised learning pedagogies, assessment models, arts and interdisciplinary pedagogies, arts literacies and 21st century learning.
Not currently offered.
On successful completion of the course students will be able to:
1. Examine the unique types of learning and discourses found within the creative and performing arts;
2. Examine the pedagogical ideas about teaching and assessment in the creative and performing arts, from discipline orientations to learning for life and well-being;
3. Compare creative and performing arts pedagogies and their generic characteristics with other teaching and learning approaches such as the social sciences, sciences and the arts (English and literacy studies);
4. Identify the debates surrounding interdisciplinary learning and the creative and performing arts;
5. Examine the impact of arts technologies on new media and changing pedagogical practices in the creative and performing arts;
6. Understanding the depth and breadth of creative and performing pedagogical practices across and between learning contexts such as formal, informal, early childhood, primary, middle school and post compulsory learning contexts;
7. Study in depth the contribution of any specific creative arts communicative form or cognitive understanding to learning and learning contexts generally, such as visualisation, performative learning, interpretive learning, expressive learning; and
8. Gain practical application of analytical auto-ethnographic qualitative practices and how this may inform the participants teaching practices, beliefs and values about learning.
The following list indicates indicative course content:
- Teaching and learning strategies in the creative and performative art forms: assessment, reflective learning, journaling, critical learning, interpretive and expressive learning,
- Contemporary curriculum the role of the creative and performing arts pedagogies
- Pedagogical models in the creative and performing arts: visual arts, design, music, drama, dance and media
- The impact of technologies on creative and performing arts practices as they have informed learning contexts an historical comparative focus.
- Creative arts understandings as they inform interdisciplinary learning.
- The role of creative and performing arts in life-long learning, engagement and well-being
- Cognitive research and the arts,
- The generic characteristics of creative arts learning and their similarities and differences with social sciences, sciences and the arts (English and literacy studies) as they inform interdisciplinary learning.
- New media, arts technologies changing pedagogical practices.
- Pedagogical practices across and between learning contexts such as formal, informal, early childhood, primary, middle school and post compulsory learning contexts.
- Discourses in arts assessment
- The intuitive and instrumental benefits of the creative and performing arts.
- Auto-ethnographic research and its application to educator self-reflective practices.
- Teacher/artist insights and discourses
In Term Test: Analytic Auto-ethnographic examination