Learning outcome

After successfully completing the course, the candidate will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence.

Knowledge

The candidate has:

• Gained insight into the subject area’s historical development, theoretical grounding, distinct character and cultural significance
• Knowledge of pupils’ aesthetic learning processes
• Thorough knowledge of the general curriculum theory and curriculum development and understanding of relevant curricula and formulation of learning objectives and assessment criteria
• Knowledge of the challenges and opportunities in using information and communication technologies in teaching

Skills

The candidate can:

• Apply fundamental didactic thinking and key concepts orally and in writing
• Reflect on the subject’s significance in relation to the development of the individual, cultural life and society

• Plan, implement and evaluate his/her and others’ teaching, and demonstrate how to place content, teaching methods, formulation of goals and assessment criteria in a context that facilitates learning
• Use various teaching aids and varied instruction practices in teaching

General competence

The candidate can:

• Demonstrate the ability to develop change skills as a basis for working in the future school
• Facilitate expertise in design, arts and crafts
• Demonstrate social and professional-ethical expertise
• Facilitate the use of digital learning arenas in instruction concerning subject material and in relation to his/her professional development
• Exploit the subject’s opportunities concerning re-use and sustainable development

Course Description

Design, Art and Handicrafts has its roots in art and design culture, various handicrafts and creative fields such as pictorial art, art handicrafts, design, film and architecture. The subject is characterised by accomplishment and creative work in two and three dimensions, where materials, tools and techniques are important factors. The subject field is anchored in tradition and related to creative and innovative work. Knowledge, skills and approach related to design culture in historic and contemporary perspectives are important aspects of the subject. Cultural roots, idea development, problem solutions and research into new materials are important factors to take into consideration in the development of new knowledge. Activities within the field impinge on the shaping of our everyday existence and affect our lives. Design, art and handicrafts represents an important contribution to understanding and respect for our own and other people’s cultures. Subject didactics questions are concerned with the legitimisation of the subject area and its place within the educational system. In this context, the curricula are important with regards to the discussion of content, and planning and organising in order to achieve designated aims. Teaching is related to the five basic skills as described in the National Curriculum, Knowledge Promotion. It is important that pedagogy and didactics are related to each other and placed in a professional and relevant overall context.

Design, Art and Handicrafts – Didactics is primarily aimed at teaching in lower and upper secondary schools. In the context of the lower secondary school (5th – 10th grades), the focus is on the teaching of art and handicrafts. In the upper secondary school, teaching is related to studies specialisation with a focus on arts and design subjects.

Teaching and Learning Methods

This course in didactics is organised in such a way that it alternates between theory and practice, in which teaching practice in educational institutions forms an important basis for reflection on the didactics aspect of the subject.

Organisational and study methods should be chosen that bind together the various parts of the course, i.e. subject didactics, teaching practice and pedagogy.

The study of subject didactics should be associated with the most common or principal themes within several subjects or subject areas of the field of design, art and handicrafts. Students should also relate their written, practical and oral work in the course to themes from their own fields of specialisation or subject background. The study of subject didactics should, in other words, be based on practical teaching applications. Group work involving didactic reflection and related to practical workshop activities is an integral part of the course; consequently, substantial parts of the course teaching and activities are mandatory.

Structure

Students with several subjects in their range of subjects may take subject didactics for 15 ECTS within Design, Art and Handicrafts, in combination with 15 ECTS from another subject area. Students who have all their training within the subject area Design, Art and Handicrafts will take Didactics in Design, Art and Handicrafts for the entire 30 ECTS.

Teaching plans

Based on the course curriculum and practice teaching, semester plans will be drafted which will provide information on the work requirements / obligatory assignments, and an overview of the parts of the teaching where attendance is obligatory. The target areas in the general curriculum and course curriculum are obligatory. Within each target area, the teacher and student must reach a mutual agreement on prioritising. In the obligatory areas of study that are specified in the semester schedule, students must fulfil a minimum requirement of 80 % attendance before they will be permitted to sit the examination.

Teaching and learning methods

The primary objective for the course is to guarantee high standards within the teaching profession and within the subject. Throughout the course, teaching and learning methods are used which aim at developing teaching skills. There should be a combination of individual and group work in the course. The students will, in experiencing different teaching and learning methods, develop their ability to reflect, evaluate, create, take initiative and mediate.

Teaching and learning methods in the course may include: lectures, individual study, group work, projects, research and development work, fieldwork, study trips, practical creative efforts, and exhibitions etc.

The results of student work may be documented through practical teaching work, written presentations, oral presentations, dramatisations, exhibitions, video programmes and home pages.

Responsibility for one’s own learning is a fundamental principle of the course, and students also have a common responsibility for group efforts. Experience with varying forms of cooperation is an important element in preparation for future professional responsibilities.

Assessment Methods

Before candidates may take the examination they must have fulfilled the obligatory participation requirement and have submitted and received approval for all the course’s obligatory assignments. These assignments, both practical and theoretical, will be assessed pass/fail.

The student must also have successfully completed his/her period of teaching practice.

The examination consists of:

Individual, written examination, 5 hours, weighted 2.

Individual written assignment in didactics, weighted 1.

A single graded mark is entered on the diploma, graded from A to F, where A is the highest, and E the lowest passing grade. Each part of the assessment must receive a passing grade in order to achieve a final passing grade for the course.

Please refer to Telemark University College’s examination regulations for further information.

Minor adjustments may occur during the academic year, subject to the decision of the Dean