ED3ACE1: Art, Children and Education 3

Module code: ED3ACE1

Module provider: Institute of Education

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Ms Suzy Tutchell, email: s.tutchell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module deepens and consolidates students’ understanding of the nature, purpose and leadership of art in the primary school. During this module, students will establish key skills underpinning the role of the subject leader, including working with others and issues around inclusive practice. They will refine their understanding of key issues for teaching and learning art by developing and expanding on their own art practice and appreciation. The module also considers art within the wider school community and beyond within a global and diverse context.Ìý

Module aims:Ìý

• To prepare students for key aspects of the role of the art subject leaderÌý
• To refine understanding of effective and contemporary primary art pedagogyÌý
• To consider the role of art and art education within the contemporary, inclusive and diverse wider school communityÌý
• To gain critical insight into areas of contemporary art to inform pedagogical and practical skills

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Recognise the relevance of their research in terms of its application to their role as artist teacher and its potential to inform classroom practice
2. Critically evaluate and explain key issues in teaching art, combining their personal view, their professional experience and the research literature to help students become evidence-informed and critically-skilled practitioners
3. Go beyond curriculum content in art, teaching from a deep, innovative, knowledge-base and sharing current best practice in this subject
4. Demonstrate confident critical understanding as artist-teachers of how to make connections between global contemporary art and diverse and inclusive art education practices

Module content

Students will explore and examine art and art education focusing on:Ìý

• Contextual analysis of curriculum documents and issues and challenges in art educationÌýÌý
• Models of art pedagogyÌý
• Resources and tools for art educationÌý
• Art as cultural capital for childrenÌý
• Teachers as role models in artÌý
• The role of the art subject leader in a primary schoolÌý

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design.Ìý

Structure

Teaching and learning methods

Teaching and learning methods will explore practical scenarios in teaching primary art. Students will learn in practical workshops, seminars and independent studio-based sessions. Taught sessions will include a balance of tutor led instruction, group discussion, practical art making and individual practical activities, alongside seminars where students explore theoretical concepts in art education applied to practical classroom teaching. Sessions will be interactive in nature building on students’ prior knowledge. The module has a Blackboard site with key material for the module.Ìý

Study hours

At least 26 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Tutor feedback during sessions along with peer to peer feedback and evaluationÌý

Students may submit a written draft of their assignment for written and verbal feedbackÌý

Reassessment

Additional costs