Task: An Intensive Workshop Presentation; Combining the News Media and Syllabus documents to design a News Media Based Visual Arts Lesson
Familiarity with syllabus documents and syllabus support documents is essential for this assessment task.
Students present their design for a news media- based visual arts lesson. Students will provide a paper that supports the content of his or the seminar presentation. The seminar paper includes a rationale for their choice of student-group, the anticipated learning outcomes for their chosen target age groups, the suitability of the subject matter or content of the works selected, and the focus questions that will be used to engage students in discourse around the topic.
This presentation should be prepared so that it does not exceed 10 minutes.
You should identify the target year group and explain the methods that you would use to engage them. If you are not from NSW you may use your home state or home country syllabus.
The submitted paper should include the visual material you used in your presentation and a complete bibliography of all sources used in developing it.
For example, after reflecting on the Syllabus, and using your judgement, is this topic and discussion more suitable for either;
Year 7 (Stage 4); Year 8 (Stage 4); Year 9 (Stage 5); or Year 10 (Stage 5)?
Provide some rationale for your choice of student-group. For most of the participants in this unit there has been no real experience of teaching different age groups as yet so it may be helpful to look at what the anticipated learning outcomes are in the syllabus document for the different age groups. It will also help to refer to your own experiences with children or talk to others who have children.
A large part of your age group selection should be based on the suitability of the subject matter or content of the works. You will need to select a particular age/stage group and prepare this assignment with these students in mind.
Look specifically at the content of your presentation and how it relates to the lives of your students. It is always best to focus on just a few simple focus messages and think about how you would have class discussion lead by the teacher about these points. Remember to refer to the unit texts and any other recommended readings, if they are relevant, to support your lesson design. These readings are a starting point. You will need to do further research.