EMA305 Thinking and Learning through the Arts in Early Childhood (8)
Abstract| In this subject the students will gain an authentic understanding of the arts as expressive languages through an exploration of art media, music, drama, construction and movement. In addition students will gain knowledge of research into the impact of an arts rich curriculum on children's development and learning. They will further develop pedagogical skills and approaches to stimulate children's creativity, encourage play based problem solving and construct opportunities with the children to make their thinking visible. Students will use a variety of methods to encourage children to communicate their ideas through various modes of expression. Students will critically reflect on the impact their personal experiences and perceptions have on their work with children. |
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+ Subject Availability Modes and Location
| Term 1 | | Internal | Canada Campus | Session 1 | | Distance | Albury-Wodonga Campus | Session 3 | | Distance | Albury-Wodonga Campus |
Continuing students should consult the SAL for current offering details: EMA305
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | Ontario School of Education |
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Enrolment restrictions| This subject has been created to service the Bachelor of Early Childhood Studies in Ontario, Canada. |
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Learning OutcomesUpon successful completion of this subject, students should:
- understand and critically analyze the various theoretical perspectives that inform arts education in early childhood;
- interpret the research into the relationship between an arts rich curriculum and children's holistic development and use to inform their curriculum planning;
- communicate and explore an idea through a variety of art media, music, movement and drama activities;
- design environments and use teaching strategies that encourage children to make their thinking visible (eg. pedagogical documentation);
- describe and demonstrate the early childhood educator's role in provoking and supporting the children's use of art media, music, drama, and movement as expressive languages;
- recognize the impact of prior experience and cultural values on their views and practices; and
- articulate a personal philosophy of the role of creative arts in the curriculum.
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SyllabusThe subject will cover the following topics:
- research into the arts in education
- approaches to arts education in early childhood: theoretical perspectives and philosophical debates
- the role of the early childhood educator
- art media, music, drama, movement and construction as expressive languages
- environments that support creative expression and meaning making through the arts
- the child audience: children's theatre and children's television
- museums and young children
- pedagogical documentation
- critical self reflection on beliefs and practices
- the Reggio Emilia experience
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
