028248 Creative Arts 1: Visual Art
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 012220 Visual Arts Education
Description
Drawing on the NSW K-6 Visual Art syllabus, this subject provides a foundation for student teachers to develop the knowledge and creative skills to program and teach Visual Art at a primary level. The subject also emphasizes the value of teaching art and builds student-teacher confidence to do so. Students attend weekly studio workshops to learn and practice creative skills in a range of art mediums. Parallel to this, the subject builds knowledge by canvasing the work of prominent artists and art movements in the fields of art history and contemporary art. It introduces to key concepts in appreciation and critical analysis of art. Throughout the subject, students apply their learning in the creation of primary art programs, discussions and engaging practical sessions. Student teachers are encouraged to reflect on their own learning about, and teaching of, the NSW K–6 Creative Arts: Visual Art syllabus.
Subject learning objectives (SLOs)
| a. | Demonstrate general knowledge of visual art forms and concepts in relation to traditional, modern and contemporary art and use this knowledge in planning for teaching |
|---|---|
| b. | Acquire the generalised artmaking skills across a range of visual art mediums needed to deliver art sessions in a safe, constructive and inclusive environment at the primary level |
| c. | Demonstrate the capacity to deliver and manage learning in K-6 visual arts education through the development of effective programming (inclusive of age-appropriate learning experiences, assessment, resources) in accordance with the NSW K-6 Visual Art syllabus and support documents |
| d. | Demonstrate appropriate FASS assessment presentation, (essay) writing, research and referencing skills |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
- Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
- Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
- Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Teaching and learning strategies
A range of activities will be used to enable pedagogical and creative learning, including lectures, discussions, studio artmaking workshops and peer review practices. Lectures will focus on the methods and principles of primary visual art education as outlined in the NSW Creative Arts 1: Visual Art curriculum K-6. They will build student teachers’ knowledge of art by surveying key artworks, artists and art concepts from selected periods in art history and in contemporary art.
Student teachers will participate in a studio art program, developing competency in a range of visual art media. Lectures and studio sessions will foster student teachers’ ability to create engaging art sessions around the needs of primary students at all levels. Students will be encouraged to reflect on their teaching practices and to be aware of research and thinking around primary art education. Students will experience art in a gallery setting and learn how to utilise cultural resources such as galleries, museums and their websites as well as other online and offline resources.
Content (topics)
Exposure to and knowledge about Visual Arts practices and the conceptual framework of the Visual Arts component of the Creative Arts key learning area of the NSW K-6 Creative Arts Syllabus, including:
- art making practice (2D, 3D and digital)
- art criticism
- art history
- notions of the artist, artwork, audience and artworld
- the frames (subjective, cultural, structural and postmodern relationships with literacy and numeracy
Exposure to and knowledge about Visual Arts pedagogy including:
- post-modern visual arts curriculum
- discipline-based art education
- visual culture art education
- a range of strategies for teaching and assessing visual arts
- the development of student capacities for differentiating the curriculum to meet the diverse needs of learners in the visual arts classroom
Exposure to, knowledge of and experience in implementation of the contemporary NSW primary (K-6) Visual Arts syllabus and related Foundation Statements including:
- planning and programming
- assessment, reporting and evaluation
- syllabus articulation bridging primary and secondary visual arts programming (eg for gifted and talented programs, for students' secondary school preparation, for teaching in middle school etc.).
- Visual Art methods and concepts as well as cross-disciplinary thinking; (PA 1:2, 3:3);
- Theories and contexts of modern, traditional and contemporary art, and how these contribute to expression, communication and learning; (PA 1:2, 6:12);
Assessment
Assessment task 1: Art Criticism
| Objective(s): | a, b and d | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||
| Length: | 4 x 400 words = 1,600 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Still life painting
| Objective(s): | a, b and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 25% | ||||||||||||||||||||
| Length: | 400 words plus painting | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Primary Visual Art Education Resource K-6
| Objective(s): | a, b, c and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 45% | ||||||||||||||||||||
| Length: | 6-8 minutes | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at all classes is essential in this subject as it includes a collaborative approach involving interchange of ideas with other students and the lecturer. Demonstrations and workshops are vital for student skill development and creative learning. An attendance roll will be taken at each class. Students who fail to attend 85% of classes will be refused in having their final assessment marked and graded (100% attendance is required; 85% means that after you miss 4 hours of class, you may not pass the subject).
All assessment tasks must be attempted and submitted.
Required texts
Board of Studies of NSW. (2006). Creative Arts syllabus K-6. Sydney: BOSTES.
NSW Department of Education and Training & University of NSW. (1999). Chemical safety in schools: The safe use and storage of workplace chemicals in schools. Creative Arts, Vol. 2. Section 3.1, 2-47. See UTS online Subject Readings
References
Art and Australia (2008). Current: Contemporary Art from Australia and New Zealand. Paddington, N.S.W.: Dott Publishing.
Ashton, L. (2008). Activating postmodern pedagogies in Art education. Australian Art Education, 31, 1, 82-98.
Barnet, S. (2014). A short guide to writing about Art. Upper Saddle River NJ: Pearson.
Barret, T. (2007). Why Is that Art? London: Oxford University Press.
Caruana, W. (2012). Aboriginal Art. Thames and Hudson.
Chiu, M. (2010). Contemporary Asian Art. London: Thames and Hudson.
D’Alleva, A. (2012). Methods and theories. London: Laurence King.
De Botton, A. (2013). Art as therapy. New York: Phaidon.
Decter, J. (2014). Art is a problem. Zurich: JRP Ringier.
Devenport, R. & Rees, V. (1990). Artifacts, book one: An exploration of Art and Design for junior secondary students. Sydney: McGraw Hill.
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of Art. New York: Teachers College Press.
Geissler, M. (2022). Dreaming the Land: Aboriginal Art from Remote Australia. Thames and Hudson.
Greenberg, C . (1971). Art and culture critical essays. Chicago: University of Chicago Press.
Israel, Glenis. (2009). Artwise contemporary Book 2. Milton Qld.: John Wiley and Sons.
Israel, Glenis. (2010). Senior artwise Visual Arts 11-12, Second Edition, Qld., Milton: John Wiley and Sons.
Jones, J. and Peacock, A. (2013). Home: Aboriginal art from NSW. Art Gallery of New South Wales.
Perry, G. (2014). Playing to the Gallery. Particular Books.
Pung, A. (2016). The colonisation of cute: Exploring the work of Vipoo Srivilasa. Garland, 6, 2-15.
Richardson, D. (1992). Teaching Art, craft and design: a practical guide for primary and secondary teachers. Melbourne: Longman Cheshire.
Robertson J, (2012). Themes of contemporary Visual Art (3rd Ed). London: Oxford University Press
Rose, D. B (2017). Shimmer, when all you love is being trashed. in Tsing, Swanson, Gan, Bubandt (Eds.), Arts of living on a damaged planet (pp. 51-61). Minnesota: University of Minnesota Press.
Russell, J. (1981). The meanings Of Modern Art. London: Thames and Hudson.
Smith, T. (2011). Contemporary Art: World currents. London: Laurence King.
Willsteed, Theresa. (2008). Tradition today: Indigenous art in Australia. Sydney: Art Gallery of NSW Catalogue.
Other resources
Websites
Artble - Excellent art history resource - https://www.artble.com/
NSW Education Standards Authority (NESA) Creative Arts 1: Visual Art syllabus and supporting documents K-6 (including assessment and grade scale; programming; visual art terminology/glossary etc.)
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming
NSW Education Standards Authority (NESA) Creative Arts 1: Visual Art syllabus - the Frames and the Conceptual Framework
https://schoolsequella.det.nsw.edu.au/file/5ef2cf0a-d8c1-44ba-987b-c048ccd376b8/1/the-frames.pdf
https://www.slideshare.net/smoky_stu/frames-11369167?next_slideshow=11369167
https://www.slideshare.net/laurajanefriend/theory-the-conceptual-framework?next_slideshow=2
Public galleries/museums
https://www.artgallery.nsw.gov.au/
https://www.tate.org.uk/visit/tate-modern
https://www.tate.org.uk/visit/tate-britain
Commercial galleries/dealers