NEW SOUTH WALES
TECHNICAL AND FURTHER EDUCATION COMMISSION
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LANGUAGE AND CREATIVE ARTS (A)
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NSW Module Number: / 4974ACImplementation Date: / 01-Jan-1996
National Module Code:
Accredited by: / TAFE NSW under delegation from VETAB
Accredited in Course: / 4174 Tertiary Preparation
Last Review Date: / 1-Nov-1999
Review Due Date: / 31-Oct-2004
ACCESS
HUMANITIES PROGRAM AREA
Implementation Date: 1-Jan-1996 Status:Approved Date Printed: 04/20/2019
Access - Humanities (c) 2002 The State of NSW, 1
Department of Education and Training unless otherwise stated in the Copyright section of the document.
Language and Creative Arts (A) - 4974AC
A. Module information
1. MODULE DETAILS:
1.1 Module Name:
Language and Creative Arts (A)
1.2 Nominal Duration: 72 hours
72 hours
1.3 Module Codes:
NSW Module Number: 4974AC
National Module Code:
1.4 Discipline Code: 0101201Literary Studies - General
1.5 Copyright Information:
(c)The State of NSW, Department of Education and Training, (Educational
Development, Curriculum Resourcing and Operations).
A licence is required to:
- use this material for training delivery
- reproduce in part or whole
- incorporate a significant part of the material into a derivative such as, an
Enhancement, Contextualisation, Supplementary or Compilation
- on-sell or license, in part or whole, to a third party.
1.6 Licensing and Franchise Arrangements:
Licensing and franchising arrangements should be negotiated with the NSW
Department of Education and Training, Curriculum Resourcing and Operations
Unit, Phone: (02)9244 5069.
2. MODULE PURPOSE
The purpose of this module is to develop in students the skills to evaluate
critically visual, written and oral/aural texts from the four main areas of
study in the creative arts:
- drama and performance
- film and media
- fine arts
- literature
On completion of this module, students will be able to
- explain how meaning is conveyed by different textual forms
- use appropriate terminology and concepts to respond critically to texts
- compare and contrast how meaning is conveyed by at least two selected
texts of different textual forms from one or two of the following areas
of study: drama and performance, film and media, fine arts and
literature.
3. PREREQUISITES
Nil
4. RELATIONSHIP TO COMPETENCY STANDARDS:
There are as yet no nationally developed competency standards in this area.
This module will assist in developing the following key competencies in a
Language and Creative Arts context:
- collecting, analysing and organising information for critical analysis
in the areas of study of drama and performance, film and media, fine
arts, and literature
- communicating ideas and information in group/class discussion, and/or
oral and written presentations
- working with others and in teams to share ideas, breadth of knowledge
and understanding
- planning and organising written presentations and contribute to
group/team planning and organising
- solving problems in communication and selection of materials
- using technology to access information from a range of sources
including Internet, CD-ROM, libraries and galleries
- using cultural understandings in evaluating a range of texts.
5. CONTENT:
Distinguishing features of texts
Criteria for responding critically to textual forms
Terminology and concepts appropriate for responding critically to texts
Definitions as used in this module
- "Areas of study" is used to refer to one of the four creative arts areas which
can be studied as a B module:
- drama and performance
- film and media
- fine arts
- literature
- "Text" is used broadly and includes spoken, written, recorded, produced and/or
performed texts as well as works of art and other forms of visual and /or
graphic production or representation.
- "Textual form" indicates different forms/media/traditions within the four
areas of study. Some examples of textual forms (not exclusive) are as
follows:
DRAMA AND PERFORMANCE FILM AND MEDIA
storytelling radio
play performance television
theatre sports newspapers
street theatre magazines
mime cartoons
puppetry pamphlets
opera videos
musicals films
ballet documentaries
dance photography
stand-up comedy video/computer games
concerts Internet sites
FINE ARTS LITERATURE
painting short stories
drawing poetry
prints novel
ceramics drama scripts
sculpture essays
architecture letters
photography oral history
jewellery criticism
industrial design diaries
installation biography
- "Genre"/"sub-genre" are used to indicate narrower categories identifiable by
their use of a number of conventions. Hence film is a textual form, western
is a film genre and spaghetti western is a sub-genre.
- "Auteur" is used to indicate the primary creator(s) of a text such as the
author, artist, writer, director, producer, designer, architect, studio, etc.
6. ASSESSMENT STRATEGY
6a. Assessment Method
Formative Assessment
This is an integral and vital part of teaching strategy which provides feedback
to learners. It is an ongoing process to monitor learner progress. Formative
assessment may take a variety of forms BUT DOES NOT CONTRIBUTE TO THE STUDENT'S
FINAL MARK. In this module students will receive formative assessment through
teacher set tasks and the process folder.
Process Folder
The purpose of the process folder is to provide formative feedback and
authentication. The process folder should include all plans, outlines, drafts
and revisions of the student's written work and provide a record of the main
stages in the development of all tasks submitted for assessment. Written work
done in class should be sighted by the teacher who should sign and date it.
Sufficient work should be done by the student in class to provide clear evidence
that the task(s) submitted for assessment is/are the student's own work.
Summative Assessment
This is a measure of the learner's achievement against the module purpose and
the module learning outcomes. MARKS FOR SUMMATIVE ASSESSMENT DETERMINE THE
LEARNER'S RESULTS AND ARE THE BASIS FOR REPORTING LEARNER ACHIEVEMENT.
The summative assessment events in this module are
- brief written comments (150-300 words per text) on the way meaning is
conveyed by the distinguishing features of two texts from different
creative arts areas of study (drama and performance, film and media,
fine arts and literature)
- an individual oral presentation based on one of the texts
- a written critical response (750-1000 words) to an individual text
- an essay (1400-1600 words) which compares and contrasts two texts of
different textual forms
- participation in group work.
These events are assessed by the teacher according to guidelines and criteria
established centrally.
As far as possible, assessment events should be integrated across learning
outcomes and modules.
Students will be provided with a variety of opportunities to show evidence of
achievement of the Module Purpose according to the criteria in the Learning
Outcomes.
This module is designated as an "Australian English Language Rich" module.
Language Rich modules should demonstrate a broad range of language skills in the
learning process and should primarily develop the key competency "communicating
ideas and information".
6b. Conditions of Assessment
1. Students studying for the Tertiary Preparation Certificate must complete
Standard Assessment Events (SAEs). SAEs will be centrally set and are the
same for all students studying this module.
2. SAEs are assessed by the teacher according to guidelines and criteria
established centrally.
3. The Standard Assessment Events in this module are:
Standard Assessment Event 1: Written Comments
Standard Assessment Event 2: Oral Presentation
Standard Assessment Event 3: Critical Response
Standard Assessment Event 4: Essay
4. The teacher must ensure that the student has achieved the module purpose.
5. Timing of SAEs may be negotiated at the college level. Weeks listed for
submission in the Assessment Event Table, are the latest possible date.
6. The final module mark is entered on SCIS by college officers
Group Work
Students must participate in group work for at least one of the learning
outcomes. Group work must also be used as a teaching strategy for at LEAST ONE
of the following:
- group organisation of oral presentations in order to present as a
group texts from all four areas of study on a similar theme or concept
- group input into written comments in order to present as a group texts
from all four areas of study on a similar theme or concept
- group research to identify the criteria for critical responses to a
textual form.
Where students are studying this module through distance learning, their teacher
will organise group work through Internet chat sessions, e-mail or
teleconference.
Learning Outcome 1
Students must write brief comments on the way meaning is conveyed by the
distinguishing features of two texts from different areas of study (drama and
performance, film and media, literature and fine arts). The two texts must be on
the same theme. Comments may be done in any form the teacher feels is suitable.
Students must write between 150 to 300 words per text.
The Oral Presentation must be from 3 to 6 minutes in length.
Students should select texts and theme in consultation with the teacher who must
ensure that
- at least THREE of the FOUR areas of study are covered by the class as
a whole (four areas of study should be covered if possible)
- a broad range of textual forms is covered by the class as a whole
- the size/length of the texts is manageable (eg. a 3-5 minute excerpt
from a film, 200-300 words of prose, a short poem)
Learning Outcome 2
The critical response to a chosen text must be from 750-1000 words in length.
Students should select texts in consultation with the teacher who must ensure
that
- at least TWO of the FOUR areas of study are covered by the class as a
whole
- a broad range of textual forms is covered by the class as a whole
A student must not choose texts that he/she has studied in Learning Outcome 1.
Learning Outcome 3
The essay must be on at least two texts of different textual forms. The two
textual forms may be from the same area of study.
The essay must be between 1400-1600 words in length.
Students should select theme and texts in consultation with the class teacher.
A student must not choose texts that he/she has studied in Learning Outcome 1 or
2. If a student chooses complex texts then two texts are sufficient. If a
student chooses less complex texts then he/she must consider a collection of
texts by the same auteur. The teacher should determine the level of complexity.
Students who choose performed or exhibited texts are encouraged to view the text
in the intended context (eg. watch a film at the cinema, see a painting in a
gallery, watch a ballet performance at the theatre). They should then be
encouraged to study the text in a reproduced form (eg. video, art book, script).
POLICY ON LATE SUBMISSION OF ASSIGNMENTS OR PROJECTS
Where the student has a medical certificate or other valid evidence to support
late submission or misadventure, the teacher should discuss the issue with their
head of section or co-ordinator. A decision needs to be conveyed to the student
as to the appropriate submission of the assessment or award of an estimated mark
based on previous work.
7. LEARNING OUTCOME DETAILS
7.1 Learning Outcome 1:
Explain how meaning is conveyed by different textual forms.
ASSESSMENT CRITERIA
1.1 Collect two texts on the same theme from different creative arts areas of
study (drama and performance, film and media, literature, fine arts).
1.2 Identify at least five distinguishing features of each text.
1.3 Explain how meaning is conveyed by the distinguishing features identified.
1.4 Write brief comments on the way meaning is conveyed by the chosen texts.
1.5 Make an effective oral presentation on one of the texts.
Conditions and Methods of Assessment
The students must write brief comments on the way meaning is conveyed by the
distinguishing features of two texts from different areas of study (drama and
performance, film and media, literature and fine arts). The two texts must be on
the same theme. Comments may be in any form the teacher feels is suitable.
Students must write 150 to 300 words per text.
The Oral Presentation must be from 3 to 6 minutes in length.
The texts should be chosen in consultation with the teacher who must ensure that
- at least THREE of the four areas of study are covered by the class as
a whole (four areas of study should be covered if possible)
- a broad range of textual forms is covered by the class as a whole
- the size/length of the texts is manageable (eg. a 3-5 minute excerpt
from a film, 200-300 words of prose, a short poem).
Assessment Methods
Brief comments on the way meaning is conveyed by two texts from the four areas
of study of drama and performance, film and media, literature and fine arts
Oral presentation on ONE of the texts
7.2 Learning Outcome 2:
Use appropriate terminology and concepts to respond critically to texts.
ASSESSMENT CRITERIA
2.1 Identify the criteria for making critical responses to a selected textual
form with reference to at least three critics.
2.2 Apply the identified criteria in 2.1 to a chosen text from the selected
textual form.
2.3 Evaluate the use of the distinguishing features of the chosen text.
2.4 Support critical response with appropriate reference to the text.
2.5 Provide a list of at least three references in the Harvard referencing style
relevant to the textual form of the chosen text.
Conditions and Methods of Assessment
Students must write a critical response in the form of a review OR a short
essay.
The critical response to a chosen text must be from 750-1000 words in length.
The text should be chosen in consultation with the teacher who must ensure that
- at least TWO of the FOUR areas of study are covered by the class as a
whole
- a broad range of textual forms is covered by the class as a whole
A student must not choose texts that he/she has studied in Learning Outcome 1.
Assessment Methods
A review or short essay offering a critical response to a selected text
7.3 Learning Outcome 3:
7.3 Learning Outcome 3
Compare and contrast how meaning is conveyed by at least two selected texts of
different textual forms from one or two of the following areas of study: drama
and performance, film and media, fine arts and literature.
ASSESSMENT CRITERIA
3.1 Select at least TWO texts which differ in form but explore the same theme.
3.2 Compare and contrast the use of the distinguishing features of each textual
form in the exploration of the common theme.
3.3 Substantiate analysis and interpretations of the texts with appropriate
evidence from the texts.
3.4 Demonstrate clear, concise and correct written expression, observing
conventions and structure appropriate to the essay form including
referencing and bibliography using the Harvard system.
Conditions and Methods of Assessment
The essay must be on at least two texts of different textual forms (eg. not two
films, not two poems).
The essay must be between 1400-1600 words in length.
Students should select theme and texts in consultation with the class teacher.
A student must not choose texts that he/she has studied in Learning Outcome 1 or
2. If a student chooses complex texts then two texts are sufficient. If a
student chooses less complex texts then he/she must write about a collection of
texts by the same auteur. The level of complexity should be determined by the
teacher.
Students who choose performed or exhibited texts are encouraged to view the text
in the intended context (eg. watch a film at the cinema, see a painting in a
gallery, watch a ballet performance at the theatre). They should then be
encouraged to study the text in a reproduced form (eg. video, art book, script).
Assessment Methods
Essay
8. DELIVERY
8a. Delivery Strategy
This module is not suitable for workplace delivery. It can be taught in a TAFE
college or other suitable educational environment. This module may be delivered
by flexible delivery.
A range of learning activities and assessment tasks should be used. The teacher
should provide a co-operative learning environment to foster students'
acquisition of skills and knowledge.
Aboriginal students may make use of Aboriginal history, culture and issues in
their work for this module. In particular Aboriginal English may be used in
oral presentations.
The assessment strategy for this module begins with a broad focus on all four
creative arts areas where possible. In later assessment tasks the focus may
narrow to one or two creative arts areas.
Learning Outcome 1
The written comments are brief and teachers should not expect in depth analysis
at this stage.
Teachers should encourage students in class discussion to make observations
leading to the comparison and contrast of the way meaning is conveyed by
different textual forms.
Learning Outcome 2
Teachers should remember that students must work in groups for one activity in
the module as a whole. They may like to direct the students to work in groups
to research the criteria for making a critical response to a particular textual
form as well as to discuss how meaning is conveyed.
Teachers should ensure that the criteria for responding critically to a range
of textual forms are discussed across the class as a whole.
Teachers should encourage students to examine a range of critical material from
academic criticism to popular reviews when researching the criteria for making a
critical response to a textual form. This research may be on other texts within
the chosen textual form and need not be confined to the text the student has
chosen to evaluate.
The teacher should consider students' needs and skills when deciding on the
written form in which the students present the critical response.
Students are not required to do oral presentations in this learning outcome;
however some form of sharing of results would be appropriate.
Learning Outcome 3
The assessment for this learning outcome is by individual student essay; however
teachers may organise some group work in order to clarify ideas/concepts and the
criteria students will use for evaluation of their texts.
8b. Resource Requirements (Incl Teacher Qualifications)
Teacher's Qualifications and/or Experience
Essential
- Degree or equivalent in English Language and/or Literature and/or Linguistics
plus substantial study at undergraduate and/or post-graduate level
- Two years' relevant industrial experience or two years of teaching or training
adults
- Understanding of and capacity to apply contemporary adult teaching and
learning strategies
Desirable
- Qualifications/expertise/experience in more than one category of text
- Additional study at under-graduate and/or post-graduate level in relevant
disciplines
8c. OHS Requirements
Reference to occupational health and safety needs is to be reinforced and
applied throughout this module.
8d. Animal Use Category
99 Animals not used.