| Module Title |
Visual Arts, Music Education and Drama Education |
| Module Code |
EDP1157 |
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Faculty |
DCU Institute of Education |
School |
Arts Education & Movement |
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NFQ level |
8 |
Credit Rating |
5 |
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Description
This module builds on the foundational competencies established in B Ed 1 and advances students' capacities to teach Drama, Art, and Music in alignment with the new unified Primary Arts Education specification. The module equips student teachers to support children as active, agentic arts-makers through Exploring and Creating, Responding and Connecting, and Performing and Presenting. There is a special focus on understanding the practical and theoretical aspects of teaching the arts at primary level. In drama, students will develop an understanding of the role and significance of the body in creative expression and communication and drama strategies which facilitate active engagement with the elements/concepts of drama. In Art, students develop understanding of concepts and skills for print, construction, and working with creative possibilities for fabric and fibre as a visual art medium, and pedagogical approaches for integration of fabric and fibre and digital media. The music component focuses on developing an understanding of music concepts and pedagogical approaches to composing, singing, and listening to music. Assessment and lesson planning for senior classes is integrated throughout all the module components. Challenging, creative, playful, active arts based learning experiences will underpin the module. Students will continue to be guided towards an understanding and appreciation of aesthetic experiences that can provide children with opportunities to develop a life-long interest in the arts.
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Learning Outcomes
1. Demonstrate a deepened understanding of the nature and purpose of the arts.
2. Advance understanding of the role and significance of the body as a means of creative expression and artistic communication.
3. Demonstrate increased confidence and advanced skill in creating art and music while incorporating digital media in creating, recording, and teaching.
4. Design, teach, and assess imaginative and engaging learning activities for children in the arts.
5. Identify and apply appropriate pedagogical approaches in teaching the arts.
6. Understand how to support children’s arts making to nurture creative skills and deepen awareness of the expressive potential of the arts.
7. Respond insightfully to artworks using specialist vocabulary, considering both technical and affective aspects.
8. Develop ways to support children in meaning making through the arts.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Group Based Workshops | 22 | Visual Art Education:
Printing
Construction
Work in fabric and fibre
Art appreciation
Classroom application/ Scheme and Lesson planning | | Independent Study | 19.6 | Visual Art Education: Completion of art works
Digital recording of art works
Visit to art gallery
Reading
Independent drawing | | Group Based Workshops | 22 | Music Education: These are practical music making workshops, playful and interactive. Students participate in structured music activities with opportunities for reflection at the end of each class. Students also work on a collaborative composing task. Furthermore, lesson planning design and discussion on theory and practice play a central role throughout. | | Independent Study | 19.6 | Music Education: Reading and review of music education materials; Planning for lessons and for progressional scheme
Planning in small groups | | Group Based Workshops | 22 | Drama Education workshops involve improvisation, role-play, story and embodiment, supporting creative expression and collaboration. Students participate in structured drama activities, reflect on the role of drama in children’s social and creative development, and explore inclusive approaches to facilitating drama in the the classroom | | Independent Study | 19.6 | Drama Education: Reflective log on drama workshops; preparing warms ups, role play and story-based strategies; peer rehearsal and practice; reading drama education texts and curriculum documents; reviewing a performance with reflection. Compile a resource file of drama strategies, select and organise activities to demonstrate learning, and prepare a short presentation on approaches to inclusive drama pedagogy. |
| Total Workload: 124.8 |
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| Section Breakdown | | CRN | 21450 | Part of Term | Semester 2 | | Coursework | 100% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | N | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Lucy Hill | Module Teacher | Colin MacAulay |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Group presentation | DRAMA Group presentation. (85%) | 28.2% | n/a | | In Class Test | DRAMA In-class tasks: Exploring and creating, responding and connecting, performing and presenting | 5.2% | n/a | | Professional Portfolio | ART Continuous assessment including a portfolio of practical artworks, art journal (art process and classroom
application), and photographs of 3D artworks. | 33.3% | n/a | | Written Exam | MUSIC: Continuous assessment via individual submission of a written submission (2 interconnected lesson plans for senior classes) (60%) | 20% | n/a | | In Class Test | in-class tasks i.e. planning documents based on a Listening and Responding & song-singing video (40%) | 13.3% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
Drama Education
Revision of the principles of making drama.
The ‘Language’ of drama, including the physical body, symbol, metaphor, and distance.
Building belief in drama, context, and role.
Teacher-in-Role in practice.
Building tension in drama through planning and facilitating small group and paired improvisation.
Analysis of published lesson material.
Planning for drama in senior classes using stimuli, elements, and conventions.
Assessment and SEN in primary drama.
Facilitation and presentation skills.
Art Education
Appreciating, creating, and teaching art concepts and skills including technical aspects of print, construction, and working in fabric and fibre.
Integrating art with digital media for creating and recording approaches to teaching and making processes..
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Planning for thematic approaches to classroom application of progressional scheme and lesson planning.
Responding and connecting art with education for sustainable thinking, art and activism and art in the contemporary world.
Presenting artwork for display, presentation and artful communication of personal understanding of the art curriculum.
Music Education
Lesson planning and progressional schemes of work for senior classes.
Assessing children’s learning and considerations for inclusive music making.
Listening and responding to music in senior classes through text, art, movement, and creating new music.
Performing through song singing and playing instruments, including rounds, partner songs, and basic chords.
Workshops in composing, focusing on refining compositions in senior classes and linking with musical literacy.
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Indicative Reading List
Books:
- Ackroyd, J., & Boulton, J.: 2013, Drama lessons: Ages 4-7,, 2nd ed. Routledge.,
- Baldwin, P.: 2012, With drama in mind (Second ed.)., London: Bloomsbury,
- Barnes, Rob: 2002, Teaching art to young children 4 – 9:, Routledge, 2nd.ed,
- Burnard, P & Murphy, R.: 2013, Teaching Music Creatively., London: Routledge,
- Department of Education and Youth: 2025, Arts Education Specification for Primary and Special Schools, Government of Ireland,
- Department of Arts, Heritage and the Gaeltacht & Department of Education and Skills.: 2013, Arts in education charter., Government of Ireland,
- Department of Children, Equality, Disability, Integration and Youth.: 2023, Principles for engaging with the arts: a guide for early learning and care and school-age childcare,, Government of Ireland.,
- Feierabend, John M.: 2014, The Book of Canons,, Chicago: Gia Publications,
- Geoghegan, L.: 2005, Singing Games and Rhymes for Middle Years.,, National Youth Choir of Scotland,
- Glover, J: 2002, Children Composing 4-15,, London: Routledge,
- Hanke, M: 2007, Developing Musical Skills,, London: A&C Black,
- Heathcote, D. & O'Neill, C. (2015)..: 2015, Dorothy Heathcote on education and drama: Essential writings, Oxon: Routledge.,
- Hennessy, S: 2002, Music 7-11: Developing Primary Teaching Skills,, London: Routledge,
- Imray, S: 2022, Sewing with young children: A Froebelian approach., Froebel Trust,
- Kaschub, M., & Smith, J.: 2009, Minds on music: Composition for creative and critical thinking., R&L Education.,
- McCabe, U.: 2008, Classroom drama: A practical guide., Dublin: C.J Fallon Ltd.,
- Murphy P. & O’Keeffe M.: 2006, Discovering Drama: Theory and Practice for the Primary School., Dublin: Gill & Macmillan,
- National Council for Curriculum and Assessment: 1999, Arts education: Visual Arts Curriculum / Visual Arts Teacher Guidelines, Dublin: Stationery Office,
- Parkes, J., FitzGibbon, S., & National Association for Youth Drama.: 2006, Step by step educational drama: A cross curricular use of drama in the primary classroom., Dublin: National Association for Youth Drama.,
- Poulter, C.: 2018, Playing the Game: A drama workshop guide. (2nd ed), London: Red Globe Press,
- Ward, S & Glover: 1998, Primary Music: the later years, London: Routledge,
Articles:
None |
Other Resources
- 1: Baldwin, P., 2012, With drama in mind, Londion Bloomsbury,
- 421794: 1, Government of Ireland Dublin:, 1999, Primary School Curriculum, Music: Curriculum,,
- 421795: 1, Higgins, Y & Buckley, J., 2007, The Right Note 3rd & 4th Class,, Folens
- 421796: 1, Lally, M., 2009, Let’s Make Music Programme,
- 421797: 1, Murphy, R. & Espeland, M, 2007, Upbeat Programme,
- 421798: 1, Feierabend., J., 2003, The Book of Echo Songs: I’ll sing after you:,
- 421799: 1, Feierabend., J., 2000, The Book of Lullabies:,
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