Course Title: Presented Arts
Part A: Course Overview
Course Title: Presented Arts
Credit Points: 12
|Sem 2 2008,
Sem 2 2009
Course Coordinator: Arda Culpan
Course Coordinator Phone: +61 3 9925 7854
Course Coordinator Email:firstname.lastname@example.org
Course Coordinator Location: Room: 220.03.09
Pre-requisite Courses and Assumed Knowledge and Capabilities
This course provides scope for individual or small group project work in Music or Visual Art or a combination of both Music and Visual Art. It is designed to provide students with opportunities for personal reflection on arts processes and various styles of presenting arts based work. After attending an introductory session devised to explain and discuss ways of learning concepts, mediums and techniques in both music and visual arts and ways of combining the key elements of the two arts areas into one integrated project students will select their preferred mode of arts learning. This might entail selecting to design a project focused on extending their skills and knowledge in either Music or Visual Art. Alternatively, it may involve an integrated project designed by students to enable simultaneous experiential exploration of key concepts and skills in visual art and music. With reference to relevant readings and class based workshops students will source arts theory, relevant materials for creative work and develop practical ideas for exploring their own creative skills and concepts in order to design and work through an arts project to the stage of completion and presentation.
Objectives/Learning Outcomes/Capability Development
Capability development/Learning outcomes
This course is designed to build on students’ prior experiences, and interest in the arts and establishes links with the arts electives in the third and fourth years of the course.
At the conclusion of this course it is expected that students will be more knowledgeable and competent in the general area of arts, and able to:
• Perform independently within a range of varied situations
• Explore and interpret a range of purposes, thinking and action
• Engage critically with content and be adept in ways of accessing information
• Actively listen and participate in ‘learning conversations’
• Articulate and critically reflect on learning from experiences
• Incorporate appropriate learning technologies and media to develop aesthetic and creative teaching and learning experiences.
• Use a range of processes suited to investigating, designing, producing and evaluating arts based work.
• Use ideas, skills and concepts in music or visual art or a combination of both
• Present evidence of individual progress in their own learning
• Collaborate and share decision making with others by working cooperatively in class workshops and presentation sessions
• Reflect upon the arts as an integral component of an individual’s learning
• Design, implement and critically reflect upon their own arts based concepts and processes.
• Engage in self directed learning by setting personal challenges and demonstrating skills and initiative in independent and collaborative investigations
• Use information communication technology as a source for reference material, creative ideas, creative production or presentation of creative work.
Creative Problem-solvers: Teaching as Inquiry
 Employ reasoning through reframing practice.
 Explore and incorporate a diversity of cultural experiences in solving problems.
 Actively listen and participate in ‘learning conversations’.
 Collaborate in and share decision-making with others.
 Critically reflect on planning in action.
 Articulate and critically reflect on learning from experience.
 Employ and generate conceptual frameworks and relate these to similar and dissimilar contexts.
 Use critical reflection to inform and improve future practice.
 Apply the principles of learning and cultivate the capacity to learn within themselves and others.
 Engage critically with content and be adept in ways of accessing information.
 Reflect on, link and apply theory to everyday life.
 Strengthen their teaching practice in reasoned, creative and problem-solving ways by drawing on existing knowledge, skills and experience, keeping abreast of and adapting to new findings, ideas and theories.
Overview of Learning Activities
Overview of learning activities
Students will explore and gain awareness of various forms of individual expression and learning styles in the arts. They will be encouraged to set and resolve creative challenges through experiential knowledge of relevant art techniques and processes. In addition students will be given opportunities to challenge traditional arts boundaries by integrating information, communication technologies in either the creative or the presentation components of their arts project. Students will work at an individual level and participate in collaborative group based tasks.
Students will be involved in the following as applicable:
• Group-based arts and arts education workshops and project work
• Individual research and reflection
• Visits to arts venues
• Planning and/or implementing arts ideas, with links to the wider curriculum
• Arts presentations
Overview of Learning Resources
Overview of learning resources
Students are expected to demonstrate initiative in locating relevant resource materials and to refer to Visual Arts Texts, Media, and Music/Performance articles as applicable on current exhibitions/performances and to access on-line material, including the RMIT Learning Hub Blackboard. There are no prescribed Readings for this course, but the following list includes valuable readings for study in the arts:
Bates, J. K. (2000). Becoming an art teacher. Singapore: Wadsworth
Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham: Society for Research into Higher Education and Open University Press.
Calouste Gulbenkian Foundation (1989 - Reprint of 1982). The Arts in Schools: Principles, practice and provision. London: Calouste Gulbenkian Foundation. Particularly useful in understanding the development of creativity
Blumenfled, P, Mergendollar, J & Puro, P. (1992). Translating motivation into thoughtfulness in Marshall, H. M. (ed.) Redefining student learning: roots of educational change. New Jersey: Ablex Publishing Corporation.
Bruffee, K. (1999). Collaborative learning: higher education, interdependence, and the authority of knowledge. Baltimore: John Hopkins University Press.
Craig, C. (1993). Making models: 3-D creations from paper and clay. Connecticut: Quatro Publishing.
Eisner, E. W. (2002). Arts and the creation of the mind. New Haven: Yale University Press.
Hickman, R., (2000). Art education 11-18: Meaning, purpose and direction. London: Continuum Publishing.
Kear, M. & Callaway, G. (2000). Improving teaching and learning in the arts. London: Falmer Press.
Libby, W. M. (2002). Enriching the Curriculum with Art Experiences. USA: Thomson Learning Inc.
Mancini, A. (1996). Australian perspectives on art: An issue based approach to art. Melbourne, Victoria: Longman.
Murry, L. (2002). Awesome! Australian art for contemporary kids. Sydney: Craftsman House.
Welton, J. (1994). Looking at paintings. Australia: Harper Collins.
Web Sites worth exploring:
http://www.dlsweb.rmit.edu.au/education/blazing/ This site contains visual examples of pre-service teachers’ visual art work. Look under Visual Art
http://www.uv.es/buso/escher/refer_es.html This site contains much about the work of EW Escher –Graphic Artist.
Collage - artists, workshops, exhibitions, and books http://collageart.org/
Toni Onley. Dedicated to the art of collage. http://collageart.org/
Collage through the History of Modern Art. http://www.evergeenculturalcentre.ca/toicollagehist.htm
Johnathan Talbot (2003). Collage http://collageart.org/
Delahunt, M. (1996). http://www.artlex.com/ArtLex/c/collage.html
National Gallery of Victoria: www.ngv.vic.gov.au
National Gallery Australia http://www.nga.gov.au
Sculpture - Irving, Pamela: Sculptural ceramic artist working in clay, mosaic and bronze. www.pamelairving.com.au/
The following references on artists’ might be also useful, but please feel welcome to locate others:
Appelbaum, S. (1974). Un Autre Afonde. Bizarreries and fantasies of Grandville. New York. Dover Publications
Baldassari, A. (2000). Picasso working on paper. London: Merrel Holberton.
Barnett, V. E. (1983). Kandinsky at the Guggenheim. New York: Abberville Press.
Bolton, L. (1995). Impressionism. New York: Bedrick Books.
Creevy, B. (1991). The pastel book: Materials and techniques for today’s artist. New York: Watson-Guptil.
Elderfield, J. (1992). Henri Matisse: A retrospective. New York: Museum of Modern Art.
Freeman, J. (1990). The Fauves landscape. New York: Abberville Press.
Hicks, R. Stockley, M. & Lindley, P. (2004). The Impressionists: Masterpieces from the Musee d’ Orsay. Education resource, Melbourne: National Gallery of Victoria.
Kendal, R. (1993). Degas landscapes. Singapore: Yale University Press.
Martin, J. (2000). Impressionism. New York: Thompson.
Mailer, N. (1995). Portrait of Picasso as a young man. New York: Warner.
Mink, J. (2000). Miro. Koln: Taschen
Payne, L. (2000). Essential Picasso. UK: Paragon.
Plant, M. (1995). Painting Australia. A Child’s Guide to Australian Paintings. NSW. Craftsman House
Rowling, J. K. (2001). Magical beasts and where to find them. Bloomsbury: UK.
Rubin, S. (1978). Andre Mason. New York: Museum of Modern Art. (examples of imaginary creatures).
Salvi, F. (1998). Techniques of the Impressionists. Australia: Dorling Kingsley.
Smith, B. (2001). Australian painting 1788-2000. Singapore: Oxford University.
Spence, M. (2000). Monet. UK: Sleeping Turtle.
Taschen, B. (1998). J. M. W. Turner. New York: Penguin.
Class Notes will be available on the Blackboard Learning Hub for Students enrolled in the course: http://www.rmit.edu.au/online
Information Communication Technology (ICT) and Art:
Mueller, R. (1993). When is Computer Art, Art? Creative Computing. pp. 136-144.
Popper, F. (1993). Art of the electronic age. London: Thames and Hudson.
Reade, G. & Johnston, C. (1991). Technology and visual arts: The arts and technology. Victoria: Curriculum Corporation.
Students are encouraged to:
• Not only to read widely , but to also follow-up on leads from relevant readings.
• Be critical about the information that is presented. Some Web-based information may not always accurate, or relevant to your studies in this course.
• Note that web-based information used in your work must be referenced.
• Note that plagiarising information from the web is no different to plagiarising from other sources. It is unacceptable and will not be valued in this course, see academic misconduct in this course guide.
• To post details of useful readings to the discussion board in the Blackboard site for this course, or to share your opinions of these in class sessions.
Overview of Assessment
Overview of Assessment/Assessment Details DRAFT
1. Active participation & preparation for workshops
It is expected that you will participate actively in all class presentation sessions throughout the semester.
2. Project Proposal - to be presented in class in a collaborative learning context.
Due Week 4 – April 3
3. Progress Report (presented in class) - Hurdle Task to be presented in class in a collaborative learning context.
Due Week 8-May 1
Two assessment tasks will be completed for the course. The combined results equal 100% result for the course (total word equivalent 4000 words)