Models of art Pedagogy
1. About the Unit
Welcome to EDF3181
-
Art, environment and community: ACE
A big welcome to EDF3181
. We are really looking forward to working with you on the Singapore
version of this unit during Term 2, 2021.
Please note that you will need to undertake
weekly readings and art
-
making for the first
five (5) weeks.
The site is active as of April 2nd, 2021.
You will have two (2) weeks to familiarise yourself with the unit overview, and ten (10)
weeks of classes.
In order to get to know you and to ensure that
we are up to speed, there are Moodle
discussions and questions that we want you to participate in as you begin the unit.
Please ensure you contribute and let us know you are on board!
Our online lectures and workshops, asynchronous tasks, Ace Q&A Newslett
ers and
feedback will provide students with the opportunity to engage with art, environment and
community
-
based activities through innovative online teaching and learning.
So, let's get started!
Please read on and immerse yourself in the reading/viewing/e
ngagement
activities that serve as the precursor to our face
-
to
-
face sessions.
Dr Geraldine Burke (March 2019)
About the Unit
Unit Synopsis
between art,
environment and sustainability education across various community and cultural
contexts. Students are encouraged to develop proficiencies as teachers, artists and researchers
while nurturing their creativity, ecological awareness and critical thinking skil
ls. They undertake
art experiences that creatively explore environment and community contexts and extend their
knowledge of art processes, technologies and techniques appropriate for young children. They
become familiar with a range of theories, contempora
ry pedagogical approaches and curricula
that inform the practice of art education across early childhood, primary and community contexts.
The unit combines practical, theoretical, critical and pedagogical tasks that integrate art,
community and environment
learning. Models of art pedagogy, strategies for inclusive teaching
and the evaluation and assessment of quality art experiences are explored theoretically and
practically.
In a nutshell
EDF3181 calls on the visual arts as a means to explore the world.
We employ practice
-
led and
embodied forms of learning as a starting point. As such, you will be immersed in a range of visual
art processes and exposed to various art media in order to gain an in
-
depth understanding of
how art can be employed to explore an
d express connections to our environment and
community. So be prepared to make artworks as a core part of this unit. And don't worry if you
feel a lack of confidence in your artistic ability
-
the unit is more about being open and ready to
explore and expe
riment. As we make our art together, we will employ a community of practice
approach where we support and help each other in the process. We will link our artmaking to
current ideas about art, community and environment as relevant to the Early Childhood an
d
Primary curriculum and contemporary approaches to art education. Your artmaking will be linked
to teaching and research in, through and about the visual arts. As the classes will be held online
in 2021, students will make art from home using everyday obj
ects and materials in innovative
ways. As such our unit responds to COVID times in ways that are respectful and in line with
contemporary approaches to teaching and learning in COVID times.
Learning Outcomes
Upon successful completion of this unit stude
nts should be able to:
Develop skills in a range of visual art practices and creative pedagogical approaches that
connect art with environment, community and sustainability awareness within local and
global contexts
Analyse and communicate knowledge about
how art relates to community and
environment through exploring various cultures (e.g.: Indigenous and Torres Strait
Islander, Pacific and Asian cultures) and cultural institutions
Initiate, design and plan compelling ACE experiences that are based on resea
rch and
engage learners with diverse backgrounds, ages and abilities
Select and apply assessment strategies and resources to develop learning and teaching
sequences relevant to art, community and environment
Communicate arts
-
based research through clear pr
esentation, proficient and appropriate
academic writing, cohesive and selective use of images.
Sharing our art as process, product and event
Throughout the unit, I ask that you photograph your artworks in progress. In this unit, the method,
the collaborati
on and the event of our learning and making are often used as evidence in our
arts
-
based assignments. See the image and text below that shows how our photographic
documentation of our making and our ACE thinking join together to showcase the AHA! project.
EDF3181 Pre
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service Monash students and local school children, Animal Habitat Art project,
[photograph] G.Burke
EDF 3181 involves the intersection of art, community, environment and sustainability and
explores ways that we can integrate this type of learning in educational contexts. The above
image depicts artwork made by children and pre
-
service teachers who were i
nvolved in the
Animal Habitat Art (AHA) project as part of their art education studies at Monash University. The
project positioned art as a way to connect to the environment, place, culture and each other.
Through the project participants developed visual
art skills/concepts alongside inter
-
related
concepts of sustainability and intercultural understanding
(ACARA, 2012) and road tested
aspects of the Australian curriculum
-
The Arts. The AHA project led us to explore the use of nest
boxes as an art and d
esign project that also had an environmental purpose: to sustain the wildlife
on campus (and at school): to create images of given animals and their habitats and to learn
about biodiversity and the ecosystem around us.
Familiarise Yourself
Now, it is
time to explore the materials in this unit. In the upper
-
middle panel of your unit
homepage, review the contents of each icon. More specifically, you should:
1.
Browse the Moodle site and note the unit policies, procedures, and expectations.
2.
Read the
Announce
ments Forum
for any notices posted by your lecturers.
3.
Familiarise yourself with the
Teaching Team
.
4.
Make sure you engage with week 1
-
2 content before starting the week 1 online session.
Introduce Yourself
You should now take a moment and introduce yourself
to the class. Read the discussion prompt
in this forum and post your response. Read your classmates' posts to get acquainted. After you
have posted your introduction, you should begin working on the first learning module.
Contemporary approaches to our AC
E unit
In this unit, you are positioned as an
artist, researcher and teacher
, as inspired by
a/r/tography (Irwin, De Cosson, 2004). We will be asking you to work across these roles as a
way to build your knowledge and skills about art, community, environme
nt and sustainability
and as a means to build rich teaching and learning strategies through the visual arts.
At times we will ask you to
take on the role of an artist, to re
-
visit art making and to become
familiar with some basic tenants in art education.
As the unit progresses you will take on a
researcher role and will also explore enact a teacher role as you plan the teaching of art and
how it relates to community and environment.
The unit departs from pre
-
ecologically focused art education to explore
the intersection of
art and environment as related to community
capacity. Its core emphasis is on doing,
making and presenting through the visual arts as relevant to our environment, culture and
community.
In this unit, we envision art as a dynamic proces
s that offers opportunities for relational
action and understanding within learning and teaching contexts. Throughout this unit, we will
explore ways to re
-
imagine our environment through the visual arts and find the means to
link into cultural knowledge t
hrough the arts.
At the same time, you will craft learning experiences for early childhood and school groups,
community festivals, local get
-
togethers and the like. At all times, we will be mindful of
sustainable practice. We will also explore the UNESCO
Sustainable development goals for
transformative education.
Set Text, Readings and Resources
An Introduction to the Set Text
Dinham, J., & Chalk, B. (2017). It's Arts Play: Young Children Belonging, Being and
Becoming through the Arts (1 ed.). South Melbou
rne: Oxford University Press
.
Reading List
Our reading list extends and compliments the set text. Readings for each week are available
online via the Readings icon at the top of the Moodle page. Readings will be further updated
in the next few weeks.
Websites, YouTube clips, exhibitions, artworks...set text, unit readings
You are asked to engage with websites, youtube videos, artworks, and exhibitions that enable
you to get a feel for ACE learning across the world. The set text will be used to help you
consider ways that art
-
based learning can explore ACE concepts within the Early Years. Class
readings will give a breadth of viewpoints beyond the set textbook. As the arts (and art
education) are a living concern they will be explored alongside academic
literature,
pedagogical insights and curriculum documents.
Set Text:
Dinham, J., & Clarke, B. (2018)
Its Arts Play: Young Children Belonging, Being and Becoming through the Arts
. South Melbourne, Victoria:
Oxford University Press.
Please
browse
across
these chapters and find relevant concepts that support your ACE folio activity. There will be some aspects that speak to
you as a focus ahead of others.
Chapter 4:
Belonging (pp. 86
-
98)
Chapter 5:
Being: Sense of self (pp. 103
121)
Chapter 6:
Becomin
g: (pp. 25
-
136)
Please read one of the following articles:
Environmental Education
Research.
18:1,
19
-
29,
DOI:
10.1080/13504622.2011.572162
Rautio, P. (2013). Children who carry stones in their pockets: on autotelic material practices in everyday life.
Geographies
.
11:4,
394
-
408,
DOI:
10.1080/14733285.2013.812278
Additional reference material is listed at the end of the Guide (PDF) to extend
your inquiry:
Daniel,
R. (2018).
Reimagining Singapore: Placemaking through the Arts and
Culture.
Civil Service College, Singapore. Ministry of Culture, Community and
Youth.
https://www.csc.gov.sg/articles/reimagining
-
singapore
-
placemaking
-
through
-
arts
-
and
-
culture
https://lkyspp.nus.edu.sg/ips/research/governance
-
of
-
a
-
city
-
state/reimagining
-
singapore
-
2030
Hultman, K. & Lenz Taguchi, H. (2010). Challenging Anthropocentric Analysis of
Visual Data: a relational materiali
st methodological approach to educational
research.
International Journal of Qualitative Studies in Education
.
23
(5), 525
-
542.
https://journals.sagepub.com/doi/pdf/10.2304/gsch.2011.1.1.36
htt
p://dx.doi.org/10.1
080/09518398.2010.500628
Lenz Taguchi, H. (2011). Investigating Learning, Participation and Becoming in Early
Childhood Practices with a Relational Materialist Approach.
Global Studies of
Childhood.
1
(1), 36
-
50.
https://journals.sagepub.com/doi/pdf/10.2304/gsch.2011.1.1.36
https://kidworldcitizen.org/a
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lesson
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plan
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for
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chinese
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new
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year
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w
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props
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and
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stories/
