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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 - 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 - lesson - plan - for - chinese - new - year - w - props - and - stories/

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