Standard 2: Know the content and how to teach it

Professional knowledge

Standard 2

2.1 Content and teaching strategies of the teaching area

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Understanding (theory)

With a strong knowledge of design and technology from 8+ years in the design industry I have developed a wide range of skills that have assisted me in planning content and managing a busy classroom.

By applying a design thinking methodology and encouraging constructivism in the classroom I have been able to develop and then implement curriculum around photography, web design, animation, environment, film, written tasks and poetry.

I have also become a proponent of supporting student learning through the Arts which encourage students to learn more about each other, themselves and the world by practicing creativity and flexible thinking across a range of subject areas. Through an Arts-based approach and visual thinking strategies I aim to have students notice deeply and develop a state of flow.

Evidence

Visual diaries

Developing practice through planning & experimentation (Yr 11 Studio Arts)

Building websites

Exploring the digital archive by building a website (Yr 11 Art)

Mentor feedback

Kevin was totally comfortable in our ‘busy’ non-stop environment…he showed a genuine interest in assisting Year 11 Studio Arts Photography directions as well as the Adobe Flash task with Year 9 Multimedia (his background).

Cheryl Kerin

Head of Art, Ave Maria College, 2016

Kevin has demonstrated through his placement that he has a comprehensive knowledge of design and technology.

Andrew Landrigan

Head of Art, VCASS, 2017

2.2 Content selection and organisation

Organise content into an effective learning and teaching sequence.

Understanding (theory)

When selecting content I keep the alternative pedagogies in the back of my head to ensure balanced representation across gender, race, class and ability. Doing so promotes diversity and ensures that students can either relate to the content (see gender equity in ICT for example) or develop empathy for those who are different to them.

With the guidance of an essential question around power structures inherent in archives I was able to develop a Yr 11 Studio Art & Art unit plan which scaffolded students through art theory, art movements, contemporary practice, critical discussion, technology, animation and web development while constructively aligning learning activities to the learning outcomes listed in the VCE Art & Studio Arts study guides.

Evidence

Digital archives

Selecting content that challenges power structures (Yr 11 Art)

Appropriation

Curating content across time and cultures

Mentor feedback

Kevin will continue to refine and resolve his understanding of teaching strategies throughout his career. He has a very good understanding of how to structure engaging learning activities and how to deliver these to students. The strategies that Kevin uses are age appropriate and challenge students to form logical, creative and relevant responses to learning activities.

Andrew Landrigan

Head of Art, VCASS, 2017

2.3 Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Understanding (theory)

Biggs’ model of constructive alignment is one method that I use to draw connections between the Victorian Curriculum (or VCE Study Guides) and lesson / curriculum planning. By scaffolding learning outcomes across a unit of study I am able to develop learning activities that fulfill the lesson intentions. This strategy is also a helpful way for developing summative assessment rubrics for the end of a unit that culminates in a project or assessment, preferably via a series of activities centered on design thinking and constructivism.

Checking in regularly with students to provide formative feedback enables me to adapt my teaching practice and the content to meet the needs of everyone in the class. By gathering information and applying changes based on this information, teaching is always intentional and can be directed towards improving student achievement.

Evidence

Publications unit

Mapping curriculum to unit planning and assessment (Yr 10 Media)

Visual diaries

Using formative assessment to plan future content

Mentor feedback

From the beginning of his placement Kevin initiated the planning of his lessons in response to our curricular, listening thoughtfully to suggestions re: content, delivery and teaching strategies and acting upon these throughout the lessons he taught and continued for each unit.

Cheryl Kerin

Head of Art, Ave Maria College, 2016

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Understanding (theory)

When Cook declared Australia to be terra nullius (land belonging to no one) he constructed Aboriginal and Torres Strait Islander people as the ‘other’, a construct that continues to (re)produce within the ongoing project of colonialism on Australia’s shores. This construct sustains the invisibility of whiteness whilst maintaining the structures of power that privilege Western supremacy.

At the time of British invasion in 1788 there were approximately 1 million people divided into around 700 clans living across Australia. They collectively spoke 250 distinct Aboriginal and Torres Strait languages, today there are just 20 ‘healthy’ languages spoken by these communities.

The healing can begin through education by connecting First Nations’ cultures with schools by:

  1. Beginning from a place of strength where the local community is viewed as strong
  2. Acknowledge the knowledge that exists in Aboriginal and Torres Strait Islander communities
  3. Build on engaging and empowering conversations
  4. Perform Welcome to Country and Acknowledgement of Country
  5. Build cultural resource places in schools
  6. Learn from Country on Country
  7. Encourage community to feel valued and visible

Evidence

Critical analysis

Analysing an Aboriginal & Torres Strait Islander art resource from NGA

Great Barrier Reef

Unit plan exploring art inspired by Australia’s environment (Yr 9 Art)

2.5 Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

Understanding (theory)

The application of Bill Green’s 3D-model for literacy allows for an integrated view of literacy which comprises of three interlocking dimensions: operational, cultural and critical. Operational are the functional elements and techniques, cultural is the ability to make meaning in context and critical acknowledges that literacies are socially constructed. This model can also be applied to visual and digital literacies, not only the written word.

Through arts-based practice students develop knowledge of arts literacy by imagining, exploring, constructing, interpreting, describing and reflecting upon their own work and the work of others. Students also engage with visual thinking strategies when interpreting art works.

I have practiced the 3D-model of literacy in written form through teaching students how to write exploration proposals, in the visual form through visual diaries and in the digital form through Google Classroom.

Evidence

Exploration proposals

Developing literacy by writing detailed proposals and engaging with art terminology (Yr 11 Studio Arts)

Visual diaries

Building visual literacy through an arts-based approach (Yr 11 Art)

2.6 Information and Communication Technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Understanding (theory)

By adopting an authentic, constructivist approach to lesson planning I have been able to include ICT in the classroom in a variety of ways in order to expand curriculum learning opportunities for students. I developed and implemented a unit where students appropriated an artwork of their choosing in the form of a digital animation in photoshop. These animations were then hosted on websites that the students designed and built themselves. I also created a digital photography unit where students took abstract architectural photographs around the school and then edited them and printed them digitally. I have also encouraged students to research online and develop digital portfolios.

Managing content, assessments and feedback through Google Classroom has also been beneficial for students. Doing so has improved their engagement, and allowed me to scaffold knowledge and plan for differentiation by allowing students to complete tasks at their own pace or to catch up if they have missed lessons.

Evidence

Digital archives websites

Developing digital literacies constructively (Yr 11 Art)

Architectural photography

Exploring the digital photography process (Yr 11 Studio Arts)