Module Details

Module Code: EDUC7022
Title: The Arts-Based Curriculum
Long Title: The Arts-Based Curriculum
NFQ Level: Intermediate
Valid From: Semester 1 - 2020/21 ( September 2020 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: This module aims to give the student the ability to critically evaluate the role of the Arts within an emergent curriculum. It will examine the role of the educator in extending learning through the Arts for children birth to three, three to six and six to twelve. Inquiry Based Learning using Transdisciplinary approaches will be assessed. International as well as National Curriculum, Frameworks, Regulations and Guidelines will be examined in relation to analysis of practice. Emphasis will be placed on effective documentation of learning opportunities within the ECEC and Primary Years context.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Integrate inquiry based approaches to promote learning opportunities through an emergent curriculum
LO2 Critically evaluate the role of the Arts within an emergent curriculum
LO3 Assess how the application of Transdisciplinary approaches to the Arts extends learning for the child birth to three, three to six and six to twelve
LO4 Examine the role of the adult in facilitating, supporting, extending and fostering creativity in the child birth to three, three to six and six to twelve
LO5 Devise and implement a series of learning opportunities through the use of provocations for children under the age of twelve
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Planning and Curriculum
Emergent Inquiry Based Transdisciplinary Approach to the Arts for children under the age of twelve, Play-based learning environments, effective methodologies as outlined in National Curriculum,Frameworks, Guidelines and Regulations Reference to International models i.e. Reggio Emilia, Te Whariki, Nordic; Finland, Norway and Sweden, Baccalaureate PYP Early Years Program
Presenting Learning Opportunities
Constructivist Theorists; Piaget, Dewey, Vygotsky and Freire, Developmentally appropriate creative processes, efffective use of provocations child focused process driven, realistic targets, multiple avenues for inquiry to promote curiosity, imagination and individuality in children under the age of six, facilitate imaginative and creative play utilise materials and equipment effectively and efficiently observe and document creative interactions by children under the age of twelve.
Evaluation, Observation and Documentation of Learning
The Arts and extending learning, role of the adult in promoting authentic learning, methods to observe learning through the Arts, effective recording and documentation of learning, evaluation of planned learning opportunities, critical analysis and reflection of personal learning process.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Project % of Total Mark 60
Timing Every Second Week Learning Outcomes 1,2,3,4,5
Assessment Description
Devise appropriate Art learning opportunities Portfolio
Assessment Type Exhibition Evaluation % of Total Mark 40
Timing Week 12 Learning Outcomes 1,2,3,4,5
Assessment Description
Exhibit, implement and evaluate appropriate Arts-based learning experiences for children under 12
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lab Contact Arts-Based Workshops Every Week 3.00 3
Independent Learning Non Contact Curriculum Planning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lab Contact Arts-Based Workshops Every Week 3.00 3
Independent Learning Non Contact Curriculum Planning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Broderick, J.T. & Hong, S.B.. (2020), From Children's Interests to Children's Thinking: Using a Cycle of Inquiry to Plan Curriculum, The National Association for the Education of Young Children, New York, USA, [ISBN: 1938113632].
  • Stacy, S. (2015), Pedagogical Documentation in Early Childhood: Sharing Children's Learning and Teacher's Thinking, Redleaf Press, [ISBN: 1605543926].
  • Tutchell, S. (2014), Young Children as Artists, Routledge, New York, [ISBN: 1136341021].
  • Stacy, S. (2011), The Unscripted Classroom: Emergent Curriculum in Action, Redleaf Press, [ISBN: 1605540366].
Supplementary Book Resources
  • Deans, J. & Wright, S.. (2018), Dance-Play and Drawing-Telling as a Semiotic Tools for Young Children's Learning, Routledge, London, [ISBN: 0367376830].
This module does not have any article/paper resources
This module does not have any other resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMOED_8 Bachelor of Education (Honours) in Montessori Education 5 Mandatory