| CODE | EPE3021 | |||||||||||||||
| TITLE | Creative Arts in Primary Education | |||||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | |||||||||||||||
| MQF LEVEL | 6 | |||||||||||||||
| ECTS CREDITS | 4 | |||||||||||||||
| DEPARTMENT | Early Childhood and Primary Education | |||||||||||||||
| DESCRIPTION | This study-unit focuses on the pivotal role of creativity and the arts in primary education. Throughout the study-unit students will have the opportunity to experience a diverse range of arts practices and pedagogies; this study-unit is designed in such a way as to give students hands-on experience as well as a theoretical background. Students will be encouraged to explore their personal perspectives regarding the definition of creativity and the role of arts-based pedagogies and to think about their own professional development as they practice the arts and reflect on the arts in the classroom both as a subject and a medium to teach other subjects. During drama workshops students will learn basic actors' techniques such as the effective use of the voice and body language, techniques useful for effective communication. The training engages students in an experience of Creative Drama strategies to develop both a practical and theoretical understanding of the subject. Students will develop skills in reflecting upon the form and meanings created during drama processes designed to engage students as they explore texts through different perspectives, questioning, thinking critically and improvising different scenarios. The art component consists of highly interactive lectures to equip students with knowledge and experience about basic art materials, both bought and found, and methods for using them in learning activities. Students will be introduced to a variety of historical and contemporary artists’ concepts, techniques and styles. They will be engaged in a creative process through reflections of their own ideas and practice, while constructing meanings grounded in multiple realities. The creative process through various activities will eventually lead them to better understand themselves, each other, and the world. The music component introduces students to a comprehensive module covering music fundamentals, materials and methods for teaching music in the elementary school. It focuses on how children learn and presents popular, easy- to- use techniques for teaching singing, ensemble playing, movement, creativity and listening. The training addresses music teaching from a technological and multicultural prospective, focusing on cultural diversity and relating and integrating music with the arts in the entire elementary curriculum. The study-unit offers students a platform for self-expression and self-development through drama, art and music . The students’ active engagement with creative processes helps them gain an understanding as to how the arts help in generating knowledge and facilitating embodied experiences. The ultimate goal of the experience is to equip participants with the necessary skills, knowledge and self-confidence to apply arts-based pedagogies in their teaching methodologies. Study-Unit Aims: The goal of this study-unit is to help students recognize the value of the arts as a powerful tool for promoting creativity, critical thinking, and self-expression, and to give them the confidence to incorporate these elements into their teaching practice in a meaningful and effective way. The practical nature of the unit is intended to give students the confidence in using the arts in the classroom. It will provide student teachers with: • the knowledge and practice of drama conventions in process drama; • the knowledge and experience about basic art materials, both bought and found, and methods for using them in learning activities; • a variety of historical and contemporary artists’ concepts, techniques and styles; • a sound grounding in educational philosophies, approaches, pedagogy and materials in arts education; • knowledge in the predominant pedagogical and technological advancements of the elementary music curriculum; • the confidence to teach creatively and for creativity; • the skills, knowledge, and confidence to integrate artistic elements and activities into their teaching practice; • practical skills in planning and delivering arts-based lessons, and in using different tools and resources to support this. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • discuss educational philosophies, approaches, pedagogy and materials in arts education; • talk confidently about constructivist pedagogical strategies that recognise the learners' potentials, eg. through an inquiry-based approach; • identify several pedagogical strategies through arts education that address the diverse needs of students; • select the drama strategies that are conducive to effective holistic, creative and embodied learning; • define different aspects of Visual Art; • define different stages of artistic development in elementary school age children; • integrate artistic elements and activities into their teaching practice; • use Visual Art terminology confidently; • explain one’s own artworks/ creative process and those of others; • demonstrate an understanding of how their ideas link to the application of techniques, materials and the creative processes; • discuss predominant pedagogical and technological advancements of the elementary music curriculum; • apply pedagogical methods and techniques to a variety of musical classes and ensembles found in the elementary school, as well have the practical knowledge in teaching music in the field. 2. Skills: By the end of the study-unit the student will be able to: • plan and deliver arts-based lessons, and use different tools, strategies and resources to support this; • teach creatively and for creativity; • listen to others' viewpoints and tolerate different ideas; • offer peer-criticism of work-in-progress and/or performance; • apply the right drama conventions and props for selected texts, stories or themes for more effective holistic, creative and embodied learning; • use technology in music and music education; • practise basic performance skills of pedagogical techniques in specific performance mediums; • use a variety of art materials and technique; • keep an organised Art Journal, including self-evaluations; • use primary and secondary sources to develop artworks. Main Text/s and any supplementary readings: Main Texts: • Farmer, D. (2011). Learning Through Drama in the Primary Years. Drama Resource. • Jorgensen, E. (1992). The Art of Teaching, Indiana university press, Indiana, U.S. • Jorgensen, E.R. (1997). In search of music education, Univ. of Illinois Press, Urbana [u.a. Supplementary Readings: • Fletcher, M. C. (2019). The Creative Edge: Inspiring Art Explorations in Libraries and Beyond. United States: ABC-CLIO. • Gardner, H. (1990). Art education and human development. United Kingdom: Getty Center for Education in the Arts. • Hickman, R. (2010). Why We Make Art and why it is Taught. United Kingdom: Intellect. • Sickler-Voigt, D. C. (2019). Teaching and Learning in Art Education: Cultivating Students' Potential from Pre-K Through High School. United Kingdom: Routledge. |
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| STUDY-UNIT TYPE | Lecture, Performance and Practical | |||||||||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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