Module Details

Module Code: CHLD8003
Title: Arts in an Emergent Curriculum
Long Title: Arts in an Emergent Curriculum
NFQ Level: Advanced
Valid From: Semester 1 - 2022/23 ( September 2022 )
Duration: 1 Semester
Credits: 10
Field of Study: 7610 - Childcare
Module Delivered in: 1 programme(s)
Module Description: This module aims to give the student the ability to critically evaluate the role of Music, Art and Drama within an emergent curriculum. It will examine the role of the practitioner in extending learning through the Arts for children birth to three and three to six. Inquiry Based Learning using Transdisciplinary approaches will be assessed. International as well as National 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 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 and three to six.
LO4 Examine the role of the adult in facilitating, supporting, extending and fostering creativity in the child birth to three and three to six.
LO5 Communicate the benefits of the Arts to the development of the child.
LO6 Devise and implement a series of learning opportunities through the use of provocations for children under the age of six.
LO7 Show proficiency in the artistic elements of Music, Art and Drama.
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 six, Play-based learning environments, effective methodologies as outlined in National Frameworks, Guidelines and Regulations Reference to International models i.e. Reggio Emillia, 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 six.
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 Other % of Total Mark 33.33
Timing n/a Learning Outcomes 1,4,6,7
Assessment Description
Music -short answer questions and performance evaluation during weeks 3,6,9,13.
Based on the content of music lectures. 30 minute assessments during lecture time.
Assessment Type Project % of Total Mark 33.34
Timing Week 10 Learning Outcomes 1,2,3,4,5,6
Assessment Description
Devise, implement and evaluate appropriate Art learning opportunities Portfolio
Assessment Type Project % of Total Mark 33.33
Timing Week 13 Learning Outcomes 1,2,3,4,5,6
Assessment Description
Devise, implement and evaluate appropriate Drama learning opportunities Report
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 Music Workshops Every Week 2.00 2
Lab Contact Art Workshops Every Week 2.00 2
Lab Contact Drama Workshops Every Week 2.00 2
Independent & Directed Learning (Non-contact) Non Contact Trips to theatre, music concerts, art galleries, research and revision Every Week 8.00 8
Total Hours 14.00
Total Weekly Learner Workload 14.00
Total Weekly Contact Hours 6.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lab Contact Lectures of a practical nature in Art, Music and Drama Every Week 6.00 6
Directed Learning Non Contact Directed learning in the areas of Art, Music and Drama to enhance lecture experience Every Week 8.00 8
Total Hours 14.00
Total Weekly Learner Workload 14.00
Total Weekly Contact Hours 6.00
 
Module Resources
Recommended Book Resources
  • Stacy, S. (2015), Pedagogical Documentation in Early Childhood: Sharing Children's Learning and Teacher's Thinking, Redleaf Press, [ISBN: 1605543918].
  • Stacy, S. (2011), The Unscripted Classroom: Emergent Curriculum in Action, Redleaf Press, [ISBN: 1605540368].
  • Daly, Lisa. (2014), Loose Parts: Inspiring Play in Young Children, Redleaf Press, [ISBN: 1605542744].
Supplementary Book Resources
  • Tutchell, S. (2014), Young Children as Artists, Routledge, New York, [ISBN: 415517256].
  • Miller, L. (2010), Theories and Approaches to Learning in the Early Years (Critical Issues in the Early Years), SAGE, [ISBN: 1849205788].
  • Bruce, T. (2011), Cultivating Creativity: For Babies, Toddlers and Young Children, 2nd. Hodder Education, [ISBN: 144413].
  • Barell, J. (2007), Problem-Based Learning- An Inquiry Approach, 2nd. Crowin, [ISBN: 1412950046].
Recommended Article/Paper Resources
Supplementary Article/Paper Resources
This module does not have any other resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HECEC_8 Bachelor of Arts (Honours) in Early Childhood Education and Care 1 Mandatory