Week 4

Week 4 ConcepTests

Required Readings PRIOR to Lecture 4 and Tutorial 4

MMADD about the Arts Chapter 4: Media education
Design and Technology for Children Chapter 3: Technology education curriculum
Design and Technology for Children Chapter 4: Creativity and Design

Additional readings include:

Queensland Essential Learnings: Technology:

View some of Sophie and Bella's ArtsEdu clips

You do not need to complete the in-text activities as these will be addressed in tutorials but it is important that you have read the texts as this will be assumed in both lectures and tutorials.

Group 1 (Tutorial 15203 Thursday Noon - 4pm in G31 2.15) 
Group 2 (Tutorial 15202 Thursday Noon - 4pm in G31 2.17)
Group 3 (Tutorial 15204 Friday 8am - Noon in G31 2.15) 
Group 4 (Tutorial 15205 Friday 1pm - 5pm in G31 2.18)

Tutorial Resources

Claymation material (plasticine, light boxes, lamps, sculpting tools, decorating material)
Coloured pens
Cardboard (white and a selection of colours, sufficient size for backdrops)
Cameras (webcams, video and still) and cables (batteries charged)



Lecture 4

You should come prepared to discuss Technology education curriculum and Creativity and Design, and specifically:

Current curriculum context;
What counts in curriculum content; and
Technology and context.

Children's design questions;
Questioning our created environment;
A framework for stimulating quality design questions; and
Creativity and imagination.

Lecture 4

You should come prepared to discuss Media arts education, and specifically:

Media and the child;
Why teach media arts education;
Forms of media arts;
Generating (making), Realising (performing) and Responding to (appreciating) media arts;
Practical considerations; and
Activities to introduce and teach forms of media arts.

Tutorial 4

In your tutorial you will undertake a variety of technology activities including:

ACTIVITY T3.1    What's in a name?

Undertake a web search of international curriculum sites [ref] List the names that countries give for technology education. Does curriculum stand alone or is it integrated into another learning area? Note what you find in a table with the following headings: 

    Country    Curriculum Name    Integrated or Stand Alone

ACTIVITY T3.2    Analysing key content

Select one key Australian or international curriculum document that features technology education and undertake a content analysis of the content.

  • Look for the names used to label key concepts in technology use (use Table 3.4 on page 75 as a guide), for example in Queensland the term 'Design Challenge' is used. In some states the words 'devise', 'plan' and 'design' are all used for the same process;

  • Determine how progressive or traditional the curriculum is in relation to the international literature that is suggesting creativity is important; and

  • Consider how technology education may be used to explore sustainability in an engaging way. For example in the Queensland curriculum there are statements such as:

    • undertand the nature and consequences of technology change within society and respond appropriately;

    • participate in the design and development of innovative technological products across a range of present and possible future contexts; and

    • respond appropriately to ethical dilemmas caused by the intended and unintended impacts of technological change on people and the environment.

ACTIVITY T4.1    Asking design questions

Have you ever questioned the way your environment is organised or constructed?
Did you ever think about why chairs are designed the way they are?
Record as many questions or thoughts you may have had about your designed environment.

ACTIVITY T4.2    Encouraging children to ask quality design questions

How can you encourage young children to ask quality design questions? What can you set up in a classroom or centre which acts as a catalyst for asking design questions? What will you do or say?

ACTIVITY T4.3    Ecodesign teaching

How could you use the framework presented in Table 4.1 (page 86) to teach ecodesign principles? Map out a lesson plan on what you might do.

ACTIVITY T4.4    Analysing practices for opportunities to build creativity

Think back to your last visit or video conference to a classroom. Examine the learning climate and the resources available. Analyse this context. Lewis (2009, p262) asks the following questions and they will be helpful in your analysis:
  • What are the creative prospects of technology education?

  • What pedagogic strategies seem likely to stimulate the inventive urges of children?
We add:
  • What kinds of emotional conditions are created in the classroom for supporting creativity?

  • What kinds of physical spaces (including time) are available for children to engage in creative design?

Tutorial 4

In your tutorial you will undertake a variety of Arts activities including:


Select a theme and decide how you can teach the skills and content related to the theme using at least three different forms of media arts. Identify what children would need to know and be able to do prior to engaging in these activities. Describe the indicators and outcomes that could be used to assess children's learning in each of the forms of media arts. Write your ideas in lesson plan format.


Plan a series of media arts related learning experiences to work towards achieving outcomes from another key learning as well as from media, using at least one form of media arts and at east one other art form.

Integration Activity I4


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