CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16

CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16
School of Education  CREATIVE TEACHING AND LEARNING Credit Points: 10 1783 Master of Teaching (Birth -5 Years/Birth – 12 Years)
UNIT COORDINATOR: JOANNE FROST
Summer A 2015-2016
102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16 HOW TO USE THIS LEARNING GUIDE ICON KEY  Reading  Activity  Important Information  Deadline  Online Activity  Warning Hint  Toolkit  Checklist This Learning Guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant sections of the Learning Guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation. The Learning Guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this. A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them.
STAFF CONTACTS
Unit Coordinator
Joanne Frost Phone: 0417 123330 Campus: Bankstown Campus for Lectures and Tutorial times and by appointment Email:j.frost@westernsydney.edu.au
Mail: School of Education University of Western Sydney Locked Bag 1797 Penrith NSW 2751
Tutors
Joanne Frost Phone: 0417 123330 Campus: Bankstown Campus for Lectures and Tutorial times and by appointment
Email: j.frost@westernsydney.edu.au
Director of Academic Program Name: Leonie Arthur Phone: 02 9772 6329
Email: l.arthur@uws.edu.au
Summer Academic Course Advisor
Name: Marion Sturges Phone: 97726430 Email: m.sturges@westernsydney.edu.au
Administration Support Officer Name: Vanessa Lane Phone: 02 9772 6551 Campus: Bankstown Building: 1 Room: 1.1.180 Email: ecenquiries@westernsydney.edu.au
CONSULTATION ARRANGEMENTS vUWS Use vUWS to contact your Unit Coordinator. Phone Phone your Tutor or Unit Coordinator or Administration Officer. On Campus By appointment with the Tutor or Unit Coordinator during the semester. Full-time teaching staff display their schedule on/next to their office door.
THIS LEARNING GUIDE IS DESIGNED TO SUPPORT YOUR LEARNING. It should be read in conjunction with the Unit Outline.
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015 – 16 TABLE OF CONTENTS
How to use this Learning Guide ………………………………………………………………………………… 2
Special Requirements ……………………………………………………………………………………………… 4
Course learning outcomes and how this unit relates to your course ………………………………… 4
Unit Learning Outcomes ………………………………………………………………………………………….. 5
Assessment Summary ……………………………………………………………………………………………… 6
Assignment 1 Details ………………………………………………………… Error! Bookmark not defined.
Assignment 2 Details ………………………………………………………… Error! Bookmark not defined.
Assignment Submission Details……………………………………………………………………………….. 14
Learning and Teaching Schedule ……………………………………………………………………………… 20
Learning Resources …………………………………………………………… Error! Bookmark not defined.
Academic literacy support for assignment preparation ……………………………………………….. 23
You and This Unit …………………………………………………………………………………………………. 24
Links to Key Policies and Student Information ……………………………………………………………. 26
Assignment Cover Sheet ……………………………………………………. Error! Bookmark not defined.
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16 STUDENT FEEDBACK AND IMPROVEMENTS TO THE UNIT
The University values student feedback in order to improve the quality of its educational programs. As a result of students’ feedback on this Unit, the following key areas of good practice have been identified: • The tutorials are engaging • The unit is good overall • The unit is well organised
Based on student feedback the following changes and improvements to this unit have been made: • Assignment 1 presentation and discussion time clarified • Additional direction and template changes for assignment 1 • Scope for evidence in assignment 3 broadened.
SPECIAL REQUIREMENTS You need to have access to a computer/mobile device where the Internet can be used to logon to elearning (vUWS) and with access to Adobe Acrobat Reader (downloadable from e-learning link at UWS http://www.uws.edu.au/students/onlinesupport. Computer labs are located on each campus for student use and there are provisions for students to access online materials at each campus library.
COURSE LEARNING OUTCOMES AND HOW THIS UNIT RELATES TO YOUR COURSE This unit explores and supports your developing understanding of the creative arts, both in content knowledge and pedagogies for prior to school settings and Kindergarten to Year 6. In completing assignments for this unit you will research current theories and practices in the creative arts and design experiences that support children’s creativity. You will also develop your own skills in the creative arts through university workshops and professional learning in the community. This unit is one of many that provide opportunities for students as pre-service teachers to prepare for their future employment as a graduate teacher in the Masters of Teaching (Birth – 5 Years/Birth – 12 Years.
You will develop skills in pedagogy and practice within The Early Years Learning Framework, the NSW Creative Arts K-6 Syllabus and the Draft Australian Curriculum: The Arts Foundation to Year 10. The knowledge and skills developed in the other units of study in the course can be applied in this unit and the learnings from this unit can be applied in your Professional Experience units.
Creative Teaching and Learning is a core unit for students in the Master of Teaching (Birth-5 Year /Birth12 Years). This unit is offered on-campus as a lecture/tutorial series.
Creative Teaching and Learning provides opportunities for you to develop skills in relation to the Australian Children’s Education and Care Quality Authority (ACECQA) and the Board of Studies, Teaching and School Leadership (BOSTES) standards for graduate teachers. For ACECQA this includes Areas 1 (Psychology and child development), 2 (Education and curriculum studies) in the area of creative arts, 3 (Early childhood pedagogies), 4 (Family and community contexts) and 6 (Professional practice). For BOSTES it includes Standard 1 (Know students and how they learn), Standard 2 (Know the content and how to teach it) in relation to the arts, Standard 3 (Plan for and implement effective teaching and learning) and Standard 4 (Create and maintain supportive and safe learning environments). These areas are mapped to the unit learning outcomes below.
This unit contributes most prominently to the following WSU graduate attributes: 4
102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015 – 16 1. Commands multiple skills and literacies to enable adaptable lifelong learning 2. “Indigenous Australian Knowledge” – Demonstrates knowledge of Indigenous Australia through cultural competency and professional capacity. 3. Demonstrates comprehensive, coherent and connected knowledge 4. Applies knowledge through intellectual inquiry in professional or applied contexts 5. Brings knowledge to life through responsible engagement & appreciation of diversity in an evolving world.
This unit supports the following course outcomes Graduates of the Master of Teaching (Birth – 5 Years /Birth – 12 Years) will be provided with the opportunities to: 1. Demonstrate mastery of theories, principles, and concepts of childhood, family, community and education and their application in diverse contexts. 2. Demonstrate knowledge of theories of leadership and management, relevant legislative, and administrative and organisational policies and processes. 3. Critically analyse, synthesize and reflect on complex information and theories and apply these understandings within diverse childhood and education contexts. 4. Apply knowledge of educational research principles and methods to design, conduct and evaluate research that investigates and contributes to understandings of theory and practice in childhood and education studies. 5. Interpret and communicate current research findings and theoretical propositions to colleagues and other professionals, families and community members. 6. Justify pedagogical practices and provide professional advice that is informed by established research. 7. Integrate knowledge of curriculum content, concepts and processes and a repertoire of pedagogies to design innovative and inclusive educational environments that extend children’s learning. 8. Conduct substantial research that fosters professional and collegial learning and strengthens community connections. 9. Integrate professional knowledge drawing on different theories and practices to develop as a critically reflective practitioner, leader and decision-maker. UNIT LEARNING OUTCOMES The following unit learning outcomes are aligned to the course learning outcomes (CLO) and the Australian Professional Standards for Teachers (APST) for teaching courses. On successful completion of this unit, you should be able to: 1. Identify the physical, social, creative and intellectual capabilities of birth -12 year olds as they relate to drama, music, dance, visual arts and media arts education. (ACECQA 1.1, 2.2,2.7,3.4; BOSTES 1.2) and course learning outcomes (CLOs 4,5, 6, 10). 2. Reflect the importance of creative teaching and learning across the curriculum in the design of creative sequential learning experiences consistent with the Early Years Learning Framework and the NSW K – 6 Creative Arts Syllabus and related support documents. (ACECQA 2.1,2.2,3.2,3.4; BOSTES 2.1, 2.2, 2.3, 2.6, 3.2) and (CLOs 3, 5, 6, 7, 10). 3. Apply arts concepts and elements as they relate to cultural diversity and in particular Aboriginal and Torres Strait Islander peoples and the cultures of the Asia region. (ACECQA 1.6, 4.2, 4.3, 4.5; BOSTES 1.1) and (CLOs 1, 2, 3, 4, 6, 7, 10)) 4. Develop pedagogies, resources, experiences and projects that encourage divergent thinking, creative expression and meaning making and that assist children to communicate their ideas. (ACECQA 1.1,3.2,3.4,3.7; BOSTES 4.2) and (CLOs 1, 3, 6, 7, 10)) 5. Display practical skills and knowledge in the areas of drama, music, dance, visual and media 5
102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015 – 16
arts. (ACECQA 2.1,2.2, 2.3; BOSTES 3.4, 3.5) and (CLOs 1, 4, 7, 10). 6. Explain the socio-cultural place of the arts in contemporary society that incorporates diversity and appreciation of difference.(ACECQA 1.6,3.7, 4.2,4.3,4.5,6.4; BOSTES 1.3, 2.4) and (CLOs 1, 3, 4, 5, 6, 7, 10.) 7. Demonstrate commitment to and advocacy for arts learning across early childhood and primary educational contexts. (ACECQA 2.2,2.7,6.4) and (CLOs 1, 2, 3, 4, 5, 6.)
THE UNIT LEARNING OUTCOMES RELATE TO THE COURSE LEARNING OUTCOMES This unit will help you to identify, establish and justify pedagogical practices that are informed by established research, and to develop resources, experiences and projects that encourage divergent thinking and creative expression for children. It will also help you to integrate knowledge of curriculum content, concepts and processes and your pedagogies to design innovative and inclusive educational experiences that are underpinned by a deep appreciation of the socio-cultural place of the arts in contemporary society. Your understanding of the importance of creative teaching and learning across the early years and primary school curriculum will be supported through critical analysis, synthesis and reflection of complex learning theories which will be applied in learning experiences that encourage children to reflect their meaning making and to communicate concepts.
ASSESSMENT SUMMARY  Summary of assignments – Assessment for this unit will be based on the following components:
ASSIGNMENT ITEM DUE DATE WEIGHTING
LINK TO UNIT LEARNING OUTCOMES
Assignment 1 – Creative Presentation: Group presentation using two of the five art forms that creatively responds to a scholarly article by an arts educator and incorporates cultural diversity. Length 5 minutes
Due in class tutorial 5 Monday 14 December 2015
No Turnitin for this assignment
20% 3,5,6 & 7
Assignment 2 – Planning: A series of creative arts experiences for children that demonstrate knowledge of the key arts elements, cultural diversity and integrated learning. Length: 2000 words Draft due to Turnitin Friday 8 January 2016 at 11.55pm Due to Turnitin Friday 15 January 2016 at 11.55pm
40% 1,2,3,4,6 & 7
Assignment 3 – Creative Arts Learning Portfolio: Portfolio that demonstrates 15 hours of learning in three art forms (5 hours x 3 forms) that are different to Assignment 1 and documents the participation and learning in these art forms. Word Limit: 2000 words
Draft due to Turnitin Wednesday 27 January 2016 at 11.55pm
Due to Turnitin Wednesday 3 February 2016 at 11.55pm
40% 5 & 7
A combined overall mark of at least 50% is required to pass the unit.
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015 – 16 ASSIGNMENT 1: CREATIVE PRESENTATION AND DISCUSSION– RESPONSE TO AN ARTS ARTICLE This assignment requires you to work in groups of 3 to 5 people to develop and perform a creative/artistic response to an article by an arts educator.
 You need to form a group in Tutorial 1 so you have time to work on this assignment. LENGTH: 5 MINUTES FOR PRESENTATION AND UP TO 5 MINUTES FOR FACILITATED DISCUSSION WHAT DO I NEED TO SUBMIT? GROUP RESPONSE – • A 5 minute creative group presentation and up to 5 minute facilitated discussion • One page outline of individual group members contributions • A list of references of the scholarly resources used to develop your group presentation • A document containing trigger questions or activities that will stimulate discussion. Discussion will be facilitated by the presenting group after their presentation. See the questions template on vUWS for facilitating discussion. • A signed cover sheet (found at the end of this Learning Guide) • Marking standards for Assignment 1 (found in this Learning Guide) •  There is no Turnitin component for this assignment.
•  SUBMISSION DETAILS • The group presentation for this assignment will be conducted on Monday 14 December 2015 in tutorial 5. Written components will be presented to your lecturer during the tutorial. • Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per day for late submission. • You must keep a copy of your assignment.
ASSIGNMENT 1 DETAILS In order to complete this assignment you need to: Research the physical, social, creative and intellectual capabilities of children from birth through to 12 years. The creative group response to a specified arts educator article will support in-depth understandings about the importance of creative teaching and learning across the curriculum. You will have an appreciation of the role of the arts in the development of thinking skills and have practiced skills in the creation of an arts experience that incorporates two arts forms from the five forms in focus throughout this unit. The five art forms include visual arts, dance, drama, media arts and music (choose two art forms for this assignment). You will begin to reflect on issues of diversity and difference as they relate to the arts and appreciate the role that the arts can play in communication. Through this assignment you will meet outcomes 3, 5, 6 & 7.
PROCESSES  Form groups of 3-5 students in Tutorial 1.  Read current articles by arts educators, which can be found in the readings folder on the vUWS site for this unit. You need to select one of these articles as a group to respond to.  Collaborate and present your response as a group. This means that as a group you need to collaboratively decide on what the key elements of the article are, how they are socially and culturally situated and how and why they are important in education. Having done so, you will be able to make decisions about how you will creatively portray the above concepts and elements using two of the five arts forms. The performed work might be a play or a song, or a story or rhyme that the group has created. It may involve creating a dance presentation or an animated story presentation with visual arts elements or combining some of the preceding activities. This assignment does not involve a PowerPoint presentation o\r discussion of what was created –
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015 – 16
you need to creatively present your response to the article.
 Decide on three trigger questions that you can use at the conclusion of the presentation to stimulate broader audience discussion about the key concepts being explored in the presentation, the messages received by the audience, the importance of creative teaching and learning across the curriculum, related art elements in the creative response and why they were chosen, and how these have been socially and culturally situated. This will also allow your group to make reference to scholarly resources researched in the development of the presentation. See the questions template on vUWS for facilitating this discussion
DETAILS OF REQUIREMENTS  You are required to respond to a current article artistically in a 5 minute creative group presentation.  You need to do more than reflect the key concepts of the article in your presentation. You are expected to take a broad position about the key concepts in the article and situate them contextually by including relevant references (creatively articulated references) to social, cultural or historical influences and practices.  Your presentation also needs to reflect the value of the arts in education. Given you are responding to an article by an arts educator this should be a key element of your presentation. There is a specific focus on this topic in tutorials which will assist you in this process so your attendance is recommended.  You will develop three trigger questions to generate thoughtful audience discussion and reflection on your presentation. You will provide the marker with a copy of the trigger questions.  You will provide the marker with a list of scholarly resources used in the presentation development, and a page outlining group members’ individual and combined contributions. Please see the contribution template in the assessment folder on vUWS. ASSESSMENT CRITERIA • A prepared piece of creative work using two arts forms that demonstrates meaningful interaction and creative collaboration between members of the group • Presentation reflects the key concepts of an article by an arts educator using two art forms • Presentation reflects the value of creative teaching and learning • Group work is professional, with clear written components, within time limits and adheres to APA referencing style. EXAMPLES OF ASSIGNMENT 1 Past exemplars/excerpts of assignments identified as a distinction/credit/pass can be found in the assessment folder on the Unit’s vUWS site.
ASSESSMENT STANDARDS The assessment standards outline what is expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment.
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Student Name:
1. 2. 3. 4. 5.
Student Number
1. 2. 3. 4. 5.
Marker /20
Assessment Standards for 102105 Creative Teaching and Learning Assignment 1 – Creative Presentation – Response to an Arts Article Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION 0-24.5 / 50 25 – 32 / 50 32.5 – 37 / 50 37.5 – 42 / 50 42.5 – 50 / 50 Creative work in two arts forms demonstrating meaningful interaction and creative collaboration 5 marks Uneven involvement from the group in responding creatively, with little evidence of developing ideas from tutorials. No submission of outline of group processes. Clear, appropriate response that shows significant involvement of all members of the group, using two art forms and highlighting elements in the arts modes utilised. Group processes submitted. Meaningful response that shows significant involvement of all members of the group, using two art forms and highlighting elements in the arts modes utilised. Response is creative, well developed and representative of the article chosen. Group processes submitted. Engaging response involving all members of the group, using two or more art forms and explicitly emphasising particular elements of them. Response creatively and comprehensively realised and highly representative of the article chosen. Group processes submitted. Imaginative response involving all members of the group, using two or more art forms and strongly emphasising particular concepts or elements of them. Creative meaning and group response is innovatively and comprehensively realised. Group processes submitted Presentation reflects the key concepts of an article by an arts educator 5 marks Reflection of key concepts of article by arts educator not apparent Some key concepts of the article creatively presented. Inclusive references made to social, cultural and/or historical contexts. Presentation and discussion reflect some relevant reading. Reference list included. Key concepts clearly and creatively presented. Inclusive social, cultural and/or historical perspectives included as an integrated part of the creative presentation. Presentation and discussion reflect relevant reading beyond set texts. Reference list included. Engaging and clear representation of key concepts. Social, cultural and historical contexts are integrated substantially and portrayed inclusively and imaginatively. Presentation and discussion reflect wide and relevant reading. Reference list included. All of D + Innovative and comprehensive representation of key concepts. . Presentation reflects the value of creative teaching and learning 5 marks Value of creative teaching and learning not apparent Presentation creatively makes some reference to the importance of creative teaching and learning across the curriculum and the development of divergent thinking and communication skills. Presentation clearly and creatively highlights the importance of creative teaching and learning across the curriculum and the development of divergent thinking and communication skills with reference to more than one art form. Clear links to theory and readings are evident. Presentation creatively integrates the importance of creative teaching and learning across the curriculum and the development of divergent thinking and communication skills with reference to more than one art form and links this to the key concepts in the article by the arts educator. Strong integration of theory and readings. All of D+ comprehensive integration of the value of creative teaching and learning linked throughout the presentation. Group work is professional, with clear written components, within time limits and adheres to APA referencing style. 5 marks Group presentation lacks structure; not professionally presented; little evidence presentation rehearsed; terminology inappropriate; poor time management. Group presentation including discussion is generally clear; professionally presented; terminology appropriate; within time limit; generally accurate APA referencing. . Group presentation including discussion is clear and professionally presented; within time limit; mostly accurate APA referencing. Group presentation including discussion/activity is innovative and/or informative; within time limit; consistently accurate APA referencing. Group presentation including discussion/activity is innovative and informative; adheres to time length; consistently accurate APA referencing Comments:
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16
ASSIGNMENT 2: PLANNING ARTS EXPERIENCES FOR CHILDREN This assignment requires you to plan five creative arts experiences for children birth – 12 years – one from each of the art forms – and to design evaluation questions for these experiences. You are not required to implement the experiences.
LENGTH: 2000 WORDS WHAT DO I NEED TO SUBMIT?
• Three planned experiences for children birth – five years • Two planned experiences/lessons for primary school children (Early Stage 1, Stage 1, Stage 2 or Stage 3) • Proposed questions for evaluation of each experience/lesson and a rationale for their selection
 SUBMISSION DETAILS
• Submit a draft of your assignment to Turnitin by Friday 8 January 2016 so you have time to review your Originality Report and edit your work. • Submit an electronic copy of your final assignment to Turnitin by Friday 15 January 2016 by 11:55 pm. Include your reference list. Do not include a cover sheet. • Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per day for late submission. • You must keep a copy of your assignment.
 The above documents should all be in one MS Word file.
ASSIGNMENT 2 DETAILS PURPOSE The purpose of this assignment is for you to link theory and practice by planning creative arts experiences for children birth – 12 years. This assignment will provide the opportunity for you to use your knowledge of development, learning and teaching in the creative arts to plan creative arts experiences. Through this assessment item you will meet outcomes 1, 2, 3, 4, 6 and 7.
PROCESS Complete your assignment in the sections outlined below, ensuring each section has a clear heading.
1. PLANNED LEARNING EXPERIENCES FOR CHILDREN AGED BIRTH – FIVE YEARS Plan in detail three possible experiences/investigations that reflect your approaches and current thinking in creative arts teaching and learning with children aged birth – five years. These may be a sequence of experiences based on the same subject matter or three stand alone experiences but they must reflect three different art forms.
These experiences should reflect an awareness of relevant key elements and concepts in the art forms studied in this unit and should link to the principles, practices and learning outcomes in The Early Years Learning Framework (DEEWR, 2009), in particular learning outcome 5: Children are effective communicators, as well as other relevant learning outcomes.
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015 – 16
Give a brief rationale for each individual experience and the details of each experience, including creative arts learning focus with specific reference to key elements and concepts, resources, and strategies. Also refer to why this arts experience is relevant for a child in this age group.
For these planned experiences, you may use the proformas for planning learning experiences for children on vUWS. If you do not, ensure that your planned experiences include:
 The name of the experience,  The age group the experience is planned for (under threes, three – five years)  The learning focus, including specific identification of the key elements you will focus on for the arts mode you are planning for, with links to a relevant aspect of EYLF Learning Outcome 5 and other EYLF learning outcomes that may be relevant,  The rationale (this should clearly link back to the learning focus and to your personal philosophy of creative arts learning and teaching, supported by readings),  Resources, with specific details,  How you will interact with the children to support their learning, with specific examples (use the ideas in the EYLF and your readings as a guide to strategies)
2. TWO PLANNED LEARNING EXPERIENCES/LESSONS FOR PRIMARY SCHOOL CHILDREN (KINDERGARTEN – YEAR 6). Plan two creative arts learning experience/lessons for children in primary school using two different art forms (choose the two you have not addressed in the birth to 5 year old experiences). These experiences/lessons need to be for Early Stage 1, Stage 1, Stage 2 or Stage 3 and must link to the relevant outcomes and indicators for that stage in the Creative Arts K-6 Syllabus and Support Document (Board of Studies, NSW, 2006). Give a brief rationale for each individual experience/lesson and the details of each experience, including the creative arts learning focus with specific reference to key elements and concepts, resources, and strategies and reference to your philosophy of creative arts teaching and learning and relevant readings.
For these planned experiences/lessons, you may use the proformas for planning learning experiences for children on vUWS. If you do not, ensure that your planned experiences include:
 The name of the experience/lesson,  The stage the experience/lesson is planned for (ES1, S1, S2 or S3)  The learning focus, including specific identification of the key elements you will focus on for the arts mode you are planning for, with links to at least one outcome and related indicators from the Creative Arts K-6 Syllabus relevant to your nominated stage, and identification of the potential of the experience to foster understandings of cultural diversity,  The rationale (this should clearly link back to the learning focus as well as to your personal philosophy of the arts, supported by links to readings),  Resources, with specific details,  How you will interact with the children to support their learning, with specific examples (use the ideas in the syllabus and your readings as a guide to strategies).
3. PROPOSED EVALUATION Create questions to evaluate the planning and implementation of these learning experiences/lessons that are relevant to your experiences/lessons and reflect your reading. Remember you are not asked to implement your experiences but to include questions to ask to evaluate them as if you were. Ensure
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they address all elements of the planning and implementation process including children’s strengths and interests in the creative arts, the resources and strategies these experiences would use and the learning children would gain from them.
This should be one set of questions relevant to the experiences/lessons for birth – 5 years and primary school years, although you may want to add additional questions if necessary for the two different groups.
Include a rationale for your questions linked to your personal philosophy of creative arts teaching and learning and supported by readings.
ASSESSMENT CRITERIA • Clear and detailed documentation of three experiences in creative arts for children birth – 5 years (including clear links to The Early Years Learning Framework and clear learning focus and specific details of the key elements of the arts modes identified, rationale, resources and strategies). • Clear and detailed documentation of two experiences/lessons in creative arts for primary school children (including clear links to The Creative Arts K-6 Syllabus and cultural diversity, and specific details of the key elements of the arts modes identified, rationale, resources and strategies). • Clear questions for evaluation of all elements of the planning and implementation process and clear rationales supported by readings. • Work is presented professionally, with clear academic writing and appropriate referencing using APA referencing style within the word limit.
EXAMPLES OF ASSIGNMENT 2 Past exemplars/excepts of assignments can be found in the assessment folder on the Unit’s vUWS site.
ASSESSMENT STANDARDS The assessment standards outline the standards expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment.
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015 – 2016
Student Name: Student Number Marker /40 Assessment Standards for 102105 Creative Teaching and Learning Assignment 2: Planning Arts Experiences for Children Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION 0-7.4 7.5 – 8.9 9- 10.74 10.75 – 12.74 12.74 – 15 Clear and detailed documentation of three experiences in creative arts for children birth – _5 years
15 marks
Very little awareness of arts concepts or elements, or of the EYLF. Activities minimally described. Little detail of resources or strategies. No reference to personal philosophy or to readings.
Three plans included that show some awareness of relevant arts concepts and key elements as well as the EYLF. Explicit links to aspects of learning outcome 5 and one other outcome . Strategies to engage children are included with some resources detailed. Rationale includes some reference to personal philosophy on the arts and/or readings.
All three plans show consideration of the EYLF principles and practices and learning outcomes and a clear understanding of relevant arts concepts and key elements. Well considered strategies to engage children are documented with resources detailed. Rationale includes clear specific connections to own philosophy on the arts.
Each plan is carefully considered and clearly reflects the EYLF principles and practices and learning outcomes. Each plan shows a sound understanding of relevant concepts and key elements. Comprehensive strategies to engage children are documented and resources detailed. Clearly articulated philosophy, with literature used to support rationale.
Each plan is imaginatively considered and shows complex understandings of relevant concepts and key elements of the arts as well as the EYLF. Comprehensive and innovative strategies to engage children are documented and resources detailed. Well theorised philosophy strongly supported by literature used in rationale.
Clear and detailed documentation of two experiences in creative arts for primary school. 15 marks
Very little awareness of arts concepts or elements, or of the Creative Arts K-6 syllabus. Activities minimally described with little attempt to evaluate children’s resources.
Two plans included that show some awareness of relevant arts concepts and key elements as well as the Creative Arts K-6 Syllabus. Some links to outcome/s and indicators and to potential to foster appreciation of cultural diversity. Strategies to engage children are included with some resources detailed. Rationale includes some reference to personal philosophy on the arts and/or readings relevant to K-6.
Both plans show careful consideration of the Creative Arts K-6 Syllabus with clear specific links to outcome/s and indicators and to potential to foster appreciation of cultural diversity. The plans show a clear understanding of relevant arts concepts and key elements. Well considered strategies to engage children are documented with resources detailed. Rationale includes clear specific connections to own philosophy on the arts and readings relevant to K-6.
Each plan is carefully considered in relation to specific aspects of the Creative Arts K-6 Syllabus outcome/s and indicators and content areas and to issues of cultural diversity. Each plan shows a sound understanding of relevant concepts and key elements in the arts. Comprehensive strategies to engage children are documented and resources detailed. Clearly articulated philosophy, supported by relevant literature used to support rationale.
Each plan is imaginatively considered and shows complex understandings of relevant concepts and key elements of the arts and of the Creative Arts K-6 Syllabus. Strong understandings of the connections between creative arts and appreciation of cultural diversity. Comprehensive and innovative strategies/ activities to engage children are documented and resources detailed. Well theorised philosophy strongly supported by literature used in rationale. 0- 2.45 2. 5 – 3.2 3. 25 – 3.7 3.75 – 4.2 4.25 – 5 Questions for evaluation of all elements of the planning and implementation process. 5 Marks Questions are general and do not target the elements of the planning and implementation process. No rationale. Questions generally cover all elements of the planned experience but could be more specific. They reflect appropriate methods of documentation to record outcomes. At least one reference to relevant literature is included. Questions are clear and target all areas of the experiences planned. Questions incorporating methods of documentation are used and show the nexus between the experience and the potential learning outcomes. More than one reference to relevant literature is included. Questions relate to and provide for specific answers to all elements of the planning and implementation process. The questions reflect high-level understanding of intended learning outcomes for children in arts experiences and more than two references to relevant literature are included. Questions clearly relate to and provide for specific answers to all elements of the planning and implementation process. The questions reflect excellent understanding of intended learning outcomes for children in arts experiences. There are references to a range of relevant literature. Presents work professionally, with clear academic writing and within the word limit and uses APA referencing style correctly, including competently integrating evidence. Work lacks structure; little evidence paper has been edited; terminology inappropriate; frequent spelling/ typographic errors. Poor paraphrasing; over reliance on quotes; no or inaccurate reference list and poor in-text referencing; not submitted to Turnitin or high level of matches. Generally clear; paper/presentation has appropriate sections; developed with student’s voice; sentences coherent and grammatically correct; within word/time length; some typographic and /or spelling errors. Generally accurate APA referencing; submitted to Turnitin; originality report detects some insignificant matches. Some appropriate use of evidence but needs to be better integrated. Well structured and coherent text; effective grammatical expression; adheres to word/time length; uses appropriate terminology; minor typographic and /or spelling errors. Mostly accurate APA referencing; submitted to Turnitin; low percentage for originality report. Analysis well developed with student’s voice and supported by literature and research. Clear and concise structure; strengthened by relevant research; grammar and syntax mostly correct; cohesive text within word/time length; discriminating use of appropriate vocabulary; few typographic or spelling errors. Consistently accurate APA referencing; competent integration of evidence, low percentage for Turnitin; original work with insignificant matches. Well structured paper or innovative presentation; explicitly identifies the key issues; cohesive, grammatically correct structure; very few typographic or spelling errors. Consistently accurate APA referencing; highly competent integration of evidence, submitted to Turnitin; original work with insignificant matches. Comments:
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16
ASSIGNMENT 3: CREATIVE ARTS LEARNING PORTFOLIO (40%) This assignment requires you to engage in learning in three major art forms. These three arts forms must be those that you did not address in Assignment 1. This means that across Assignments 1 and 3 you must have covered all of the following areas: Drama, Dance, Music, Media Arts and Visual Arts.
This assignment provides an opportunity for you to reflect on arts theory and to practice and apply knowledge of the arts in a variety of settings in the community. It is predominantly participatory engagement but may include limited spectator engagement in the dramatic arts. You will develop a portfolio to demonstrate 15 hours of engagement in the arts. This time is made up of five hours for each of the three art forms relevant to this assignment. This means you will do five hours of arts in each of the three art forms. You will also describe and reflect on your development of practical skills and your understanding of and advocacy in the area of arts education for early childhood and primary educational contexts. What do I need to submit?  You need to submit a creative arts portfolio that includes:  Evidence of 15 hours of engagement in the arts (five hours x three areas different to those in Assignment 1). This evidence consists of a portfolio and other digital files showing engagement in three arts forms (see below).  A description of your learning and skill development and the benefits of learning in these art forms for children from birth – 12 years. The key arts elements should be highlighted in your portfolio. (1500 words)  A 500 word personal reflection
 Submission details:  Submit a draft of your assignment to Turnitin by Wednesday 27 January 2016 so you have time to review your Originality Report and edit your work.  Submit an electronic copy of your final assignment to Turnitin by Wednesday 3 February 2016. (Do not include your cover sheet but do include your reference list)  Submit digital files showing engagement or artefacts in the assignment box on vUWS by Wednesday 3 February 2016. This may be short videos, wikis, music mashups, photoshop collages, sound files and photographs.  Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per day for late submission.  You must keep a copy of your assignment.
ASSIGNMENT 3 DETAILS The creative arts engagement program and portfolio are about doing the arts. They encourage you to develop your personal skills in each art form.
PROCESS During this unit you will engage in a total of 15 hours of arts experiences. You will engage in the three arts modes studied in this assignment for five hours each.
You need to provide two types of evidence of this engagement and they are written and digital files.
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WRITTEN EVIDENCE IN PORTFOLIO The written evidence is proof of your engagement and will be included in your portfolio. Your engagement does not specifically require you to engage in paid tuition – receipts for which would be evidence of engagement in the arts. You might take lessons in an art form from a friend or relative where there is no payment involved. Where this is the case you will need to create your own evidence by way of a journal where you write a paragraph for each session that you attend outlining how it related to the key arts elements. You may also engage in online tuition or purchase an inexpensive DVD/Book kit. In this case you will also create a journal as indicated above. This portfolio is uploaded to Turnitin.
DIGITAL FILES IN VUWS ASSIGNMENT BOX The dance, music, media arts and visual arts sections of the portfolio all require documentation that shows hands on engagement and meaningful learning throughout the semester for five hours for each of your focus arts areas. You need to provide evidence that shows you either engaged in these activities or that represent artefacts you have developed as a result of your engagement. This includes short (1 to 2 minute) videos of you conducting a dance, playing a musical instrument or acting in a dramatic production, a sound file of you playing an instrument, a series of photographs showing the development of a painting, sculpture, or other form of visual art artifact, a photoshop collage or multimedia audio visual file (2 minutes only).
However, if one of your three focus areas is drama, there are three options.
They include:
Option A: Writing Directing and/or Performing a Drama Piece (video or written script as evidence) Option B: Participating in a Drama Workshop (video evidence) Option C: Attending Drama Performances (this can only account for half the 5 hours of drama)
You will also narrate/describe your learning in each of the three areas in your portfolio and the digital evidence should match the descriptions of your learning in the portfolio. You also need to complete a 500 word personal reflection on your learning and the role of the arts in early childhood and primary educational contexts. This reflection should include implications of your role as an educator.
The template for all sections of the portfolio is on vUWS in the Assessment 3 Folder.
 DETAIL OF REQUIREMENTS Documentation of your experiences must show a progression of learning over the semester and give an overview of the understanding about the arts that you have developed through them. For the three art forms you have chosen, you will show evidence of your engagement for five hours each. Each of the art forms (Drama, dance, music, media arts or visual arts – the three you have chosen) should be established as a separate section of the portfolio and each should contain the following:
 A cover sheet  A contents sheet that lists the dates and times of your engagement in this art form, the number of hours for each event and the total number of hours. No more than one page.
 A description of what you did in this art form over the semester, and the benefits of learning in
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16
the art form for children from birth – 12 years. The key arts elements should be highlighted in your portfolio. Maximum 1 page per art form.
 Evidence: This may include invoices for lessons attended, signed letters from tutors with the number of hours of tutoring included, tickets for drama performances, or receipts from internet tutoring sites with a screen shot of each lesson. Where you engage in informal learning using DVDs/Books or other self-learning kits or with a friend or relative where you are not paying for tuition, you need to journal your engagement in the art form. For each session write a paragraph that shows the focus for the lesson, the relevant key art form element and how the lesson added to your understanding of the art form. Attach this journal to your portfolio as an appendix.
 Multimedia evidence of your engagement and progress in the three chosen art forms. This may be a sound or movie file of you playing an instrument, a short video of you engaging in a particular style of dance, photographs of visual arts artefacts you have created, a script you have written or short video of you acting in a stage drama or participating in a drama workshop. It could also include multimedia artefacts such as a photoshop collage, music wiki or other multimedia file. You need to ensure that this evidence tallies with the evidence of attendance in the previous section and that the information about what you have done and learned is included in the description section of the portfolio.
Finally you need to include a section on your overall critical reflection.  Critical reflection: This reflection requires that you: • Summarise what you have learned about teaching and learning through your experiences in the arts; • Discuss the social, cultural and historical context of the arts in education; and • Identify strategies that will assist you to meaningfully incorporate creative arts teaching into the early childhood and primary curriculum to support children’s creative development, individual learning styles, multiple intelligences, divergent thinking and communication. This section should be approximately 500 words. Assessment Criteria • Presentation: Evidence of your engagement and learning in the arts for 15 hours • Evidence of learning in the key elements of the arts and the ways in which they relate to diversity and culture in teaching • Knowledge of creative arts concepts that support children’s individual learning styles, communication, divergent thinking and meaning making in the different art forms. • Work is presented professionally, with clear academic writing and appropriate referencing using APA referencing style within the word limit.
Examples of assignment 3 Past exemplars/excepts of assignments can be found in the assessment folder on the Unit’s vUWS site. Assessment Standards The assessment standards outline the standards expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment.
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16 Student Name: Student Number Marker /40 Assessment Standards for 102105 Creative Teaching and Learning Assignment 3: Creative Arts Portfolio Fail PASS CREDIT DINSTINCTION HIGH DINSTINCTION Evidence of engagement and learning in the arts for 15 hours 10 Marks 0 – 4.9 5 – 6.4 6.5 – 7.4 7.5 – 8.4 8.5. – 10 Portfolio does not contain evidence of 15 hours of engagement in three art forms different to those for Assignment 1. All 3 relevant arts modes are represented in a range of formats. The key elements from each arts mode and the required hours of engagement are evident in the portfolio. All 3 relevant arts modes are represented in a range of formats. The key elements from each arts mode are strongly represented and the required hours of engagement are evident in the portfolio. All 3 relevant arts modes are represented in a range of formats. The key elements from each are artistically and creatively represented and the required hours of engagement are evident in the portfolio. Evidence of additional arts exploration in the community is included. All 3 arts modes are represented in a range of formats. The key elements from each are innovatively and creatively represented and the required hours of engagement are evident in the portfolio. An innovative example of integrating arts modes into a learning experience is given. Strong evidence of additional arts exploration and high levels of engagement in the community is included. Evidence of learning in the key elements of the arts and the ways in which they relate to diversity and culture in teaching 10 marks 0 – 4.9 5 – 6.4 6.5 – 7.4 7.5 – 8.4 8.5. – 10 Examples of learning in the key elements in the arts and the way in which they relate to diversity and culture in teaching not present. Some examples of learning in the key elements in the arts and the way in which they relate to diversity and culture in teaching are present. A reference to arts literature is included. Strong examples of learning in the key elements in the arts and the way in which they relate to diversity and culture in teaching are included. More than one reference to arts literature included. Strong and well Integrated examples of learning in the key elements in the arts and the way in which they relate to diversity and culture in teaching are included. More than five references to arts literature included. All for D+ high level of synthesis of a range of references and strong analysis of the type of approach that will be taken in incorporating arts into the early childhood program. Knowledge of creative arts concepts that support children’s communication, individual learning styles, divergent thinking and meaning making in the different art forms. 10 marks 0 – 4.9 5 – 6.4 6.5 – 7.4 7.5 – 8.4 8.5. – 10 Poor quality examples of the, way in which the arts support children’s communication, individual learning styles, divergent thinking skills and meaning making in the different art forms. Some examples of the ways in which the arts support children’s communication, individual learning styles, divergent thinking skills and meaning making in the different art forms. A reference to Multiple Intelligences is included. A reference to arts literature included. Strong examples of the ways in which the arts support children’s communication, individual learning styles, divergent thinking skills and meaning making in the different art forms. Concepts in Multiple Intelligences used explicitly. Some references to arts literature included. Strong and detailed examples of the ways in which the arts support children’s communication, individual learning styles, divergent thinking skills and meaning making in the different art forms. Strong links to concepts in Multiple Intelligences. More than 5 references to arts literature included. Innovative and explicit examples of the ways in which the arts support children’s communication, individual learning styles, divergent thinking skills and meaning making in the different art forms. Concepts in Multiple Intelligences integrated effectively. A range of references to arts literature synthesised and integrated. Work is presented professionally, with clear academic writing and appropriate referencing using APA referencing style within the word limit 10 marks 0-4.9 5 – 6.4 6.5 – 7.4 7.5 – 8.4 8.5. – 10 Portfolio lacks structure; not professionally presented; little evidence portfolio written components have been edited; terminology inappropriate; frequent spelling/ typographic errors or mispronunciations; over reliance on quotes; no or inaccurate reference list Portfolio generally clear; professionally presented; terminology appropriate; coherent and grammatically correct; within word length; some typographic and /or spelling errors; generally accurate APA referencing. Portfolio well structured and coherent; effective grammatical expression with appropriate terminology; analysis well developed and professionally presented and supported by literature and research; adheres to word length; minor typographic and /or spelling errors; mostly accurate APA referencing. Portfolio is innovative and/or informative; effective grammatical expression with discriminating use of appropriate terminology; analysis well developed and innovatively presented and supported by literature and research; adheres to word length; few typographic and /or spelling errors; consistently accurate APA referencing. Portfolio is innovative and/or informative; explicitly identifies the key issues; excellent grammatical expression with highly discriminating use of appropriate terminology and extensive vocabulary; analysis comprehensively developed and innovatively presented and supported by literature and research; adheres to word length; very few typographic and /or spelling errors; consistently accurate APA referencing. Comments:
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16
ASSIGNMENT SUBMISSION DETAILS
COVER SHEET All paper copies of assignments must be submitted with a cover sheet. This can be found on the last page of this Learning Guide. If submitting your assignment through Turnitin, you do not need to submit a signed cover sheet. You agree to the declaration on the cover sheet as part of the online submission process.
TURNITIN Assignments must be submitted to Turnitin. Include your reference list in your submission. After the due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date and time).
What is Turnitin? Turnitin is an online web-based text-matching software that identifies and reports on similarities between documents. It is widely utilised as a tool to improve academic writing skills. Help with Turnitin is available through the library. You will find links to video clips, FAQ and help sheets at: http://library.uws.edu.au/uws_library/guides/turnitin
Why Turnitin? Turnitin supports the development of your academic writing and referencing skills. You will find the Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other’s work and plagiarism. Students in the past have found it has helped them refine their skills; however you do need to provide yourself with enough time to consider the Originality Report and to edit your work.
EXTENSION OF ASSESSMENT DUE DATE If you need to apply for an extension of time to complete an assessment task, then please contact the Unit Coordinator with an extension form, which is available from the UWS website or Student Central. Where special consideration is sought for misadventure or extenuating circumstances during a teaching period, you should complete a Special Consideration online application, which will be processed by the Unit Coordinator.
You may apply for an Extension up to two days after the assignment is due. Applications must be submitted no later than 5.00pm on the second working day after the due date of the assessment task. If the extension is not approved late penalties will apply. You will need to provide documentary evidence to explain your situation when requesting an assignment extension (e.g. a medical certificate or letter
• Remember to submit your assignment one week prior to the due date to give yourself time to check referencing through Turnitin.
• Originality Check Reports may take 24 hours or longer to be returned, usually longer closer to the due date, therefore do not leave this important step to the last minute.
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102105 CREATIVE TEACHING AND LEARNING SUMMER A 2015- 16
from a counsellor). An extension will not be granted if you have not provided this evidence. You may be asked to show evidence that you have completed a draft of your assignment.
LATE SUBMISSION OF ASSIGNMENTS A student who submits an assessment late without approval for an extension will be penalised by 10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a “flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day; Saturday and Sunday each count as one day. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time.
RETURN OF ASSIGNMENTS  Your marks and feedback on your assignments will be available via one of the following ways: on the unit’s vUWS site if assignments are marked online; or, if marked in hard copy they will be handed back during a scheduled lecture; or, at a nominated time period when the assignments can be collected from the Unit Coordinator’s office or School of Education Office; or, posted to you if you attach a selfaddressed-stamped envelope when submitting your assignment.
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102105 CREATIVE TEACHING AND LEARNING S
LEARNING AND TEACHING SCHEDULE
Unit Calendar – Summer A/B 2015 – 2106 5
Semester Week
Week Beginning  Topic  Learning Activities  Reading and other Preparations Links to Outcomes
49
30/11/15 Creativity and the Arts in EC. What is drama? Drama and context. Storytelling and playing.
Creative play/dramatic play/role play Drama and storytelling /educators supporting development of dramatic and play skills. Establish groups for Assignment 1
Wright (2012). Chapters 1 and 5 Board of Studies (c2006). K-6 Creative Arts. Pages 14, 15, 24-25, 32, 42-45, 68-75, 96-99. Mooney, M., & Nicholls, J. (Eds.). (2004). Chapter 12 Ewing, R., Simons, J., & Hertzberg, M. (2004). Ch 1
1,2,3,4,5,7
49 1/12/15 Visual arts Exploration, representation and appreciation. Supporting visual arts Key elements in visual art forms Building blocks and technique in the arts Guided instruction and creativity Painting, Drawing, Sculpture, Collage and textiles
Wright (2012). Chapter 2 Board of Studies (c2006). K-6 Creative Arts. Pages 10-11, 20-21, 30, 34-37, 52-60, 86-90. Kolbe, U. (2009). Pages 102-111 Vecchi, V. (2010). Chapter 7
1,2,3,4,6,7
50 7/12/15 Dance and movement with young children Dance as communication and as interpreter of meaning
Dance Action and kinaesthetics, time, dynamics and imagination. Moving in space – relationships, structure and pattern
Wright (2012). Chapter 4 Board of Studies (c2006). K-6 Creative Arts. Pages 16 – 17, 27, 33, 46-49, 76-84. 100-102. Russell-Bowie, D. (2009). Chapter 6 Dow, C. B (2011). Chapter 17-40
2,4,5,6,7
50 8/12/15 Music and movement in the world of the young child The role of music and movement in education and socialisation
Musical play and improvisation Pitch, Duration Tone, Dynamics, structure Creating songs with and for children
Wright (2012). Chapter 3 Board of Studies (c2006). K-6 Creative Arts Pages. 12-13, 22-23, 31, 38-41, 60-67, 91-95. Edwards, L. C., Bayless, K. M., & Ramsey, M. E. (2009). Chapter 1 Beach, N., Evans, J., & Spruce, G. (2011). Chapter 4 Hedden, D. G. (2010). Chapter 3
1,2,4,5,6,7
51 14/12/15 Assignment 1 due Assignment 1 Presentations in Tutorial Assignment 1 due
21/12/15 – 3/1/16 Inter-session break 1 4/1/16 Arts as social capital. Arts for health and well being Independent Study – No Lecture/Tutorial this week
Danks & Schofield (2007). Pages 92 – 113 Addison, N., Burgess, L., Steers, J. & Trowell, J. (2010). Pages 134 -147 Wright (2012) Chapter 9 Hampshire, K. R., Mathilde, M. (2010) Pages 708-716 Atkinson, S. & Robinson, M., (2012) pages 1348-1355
2,4,5,6,7
2 8/1/16 Skills Workshop Assignment 2 Consultation 9-10.30am
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102105 CREATIVE TEACHING AND LEARNING S
1 11/1/16 Vygotskyan perspectives on dramatic play and creativity and communication Arts, play and diversity in the early childhood classroom.
Independent Study – No Lecture/Tutorial this week
Assignment 2 due 15 January 2016 at 11.55pm
Gupta, A. (2009). Pages 1041-1054 Crook, S., & Farmer, B. (2002). Nwokah, E. E., & MyiLibrary. (2010). Chapter 5 Wright (2012). Chapter 8. Soundy, C. & Drucker, M. (2010) pp. 447-460 Edwards, L.C. (2010). Chapter 2 Pramling-Samuelsson, I., & Fleer, M. (eds) (2008). Pages 51-80
1,2,3,4,6,7
3 18/1/16 Art as a continuum from 19th Century perceptions to ICTs and the arts
Independent Study No Lecture/Tutorial this week
Carter, D & Curtis, M. (2003). Chapter 4 Thornton, L., & Brunton, P. (2010). Chapter 4 Seider, S., & Gardner, H. (2009). Pages 635 – 638 Rogers, K. (2008). Pages 75 – 93 Dow, B.C (2011) Pages 17 – 40
1,2,3,4,5,6,7
3 22/1/16 Skills Workshop Assignment 3 Consultation 9-10.30am 4 25/1/16 Creative learning environments and Multiple Intelligences Independent Study Wright (2012). Chapter 6 Miyazaki, K. (2010). Pages 33-44 Anderson, M., Carroll, J. D., & Cameron, D. (2009). Pages 7-23 1,2,3,4,5,6,7 5 1/2/16 Assignment 3 due Assignment 3 due 3 February 2016 at 11.55pm
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LEARNING RESOURCES  PRESCRIBED TEXTS AVAILABILITY Board of Studies NSW. (2006). Creative arts K-6 syllabus and support document. Sydney, Australia: Author. Available Online Wright, S. (Ed.). (2012). Children, meaning-making and the arts (2nd ed.). Frenchs Forest, Australia: Pearson Australia. Check Library catalogue for Availability  ESSENTIAL READING AVAILABILITY American Psychological Association, (2010). Publication manual of the American Psychological Association. (6th ed.). Washington, D.C.: Author. There is a link on the library page. Beach, N., Evans, J., & Spruce, G. (Eds.). (2011). Promoting an inclusive music classroom. In Making music in the primary school: Whole class instrumental and vocal teaching (pp. 33-44). London, UK: Routledge. Available Online Crook, S., & Farmer, B. (2002). Just imagine: Creative play experiences for children under six (2nd ed.). Croydon, Australia: Tertiary Press. Check Library catalogue for Availability Curtis, D., & Carter, M. (2003). Designing natural environments that engage our senses. In Designs for living and learning: Transforming early childhood environments. (pp. 93-120). St Paul, MN: Redleaf Press. Available on vUWS Note file size : 10Mb Danks, F., & Scholfiled, J. (2005) Nature’s Playground: Activities, cfafts and Games to Encourage Children to Get Outdoors, (pp. 92-113) Chicago Review Press, Illinoi Available on vUWS Dow, C. B (2011). Start the day with dance and music. In One, two, what can I do?: Dance and music for the whole day (pp. 17-40). St Paul, MN: Redleaf Press. Available on vUWS Edwards, L. C., Bayless, K. M., & Ramsey, M. E. (2009). Beginning the music and movement journey. In Music and movement: A way of life for the young child (pp. 1-29). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Available on vUWS Edwards, L. C. (2010). Understanding the creative process. In The creative arts: A process approach for teachers and children. (5th ed., pp. 37-63). Boston, MA: Merrill. Available on vUWS Ewing, R., Simons, J., & Hertzberg, M. (2004). What is educational drama?. In Beyond the script: Take 2: Drama in the classroom (pp. 3-12). Newtown, Australia: Primary English Teaching Association. Available on vUWS Giudici, C., & Rinaldi, C. (Eds.). (2001). The curiosity to understand. In Making learning visible: Children as individual and group learners (pp. 158-215). Cambridge, MA: Project Zero, Harvard Graduate School of Education. Available on vUWS Hedden, D. G. (2010). The concept of threading. In Threading the concept: Powerful learning for the music classroom (pp. 21-34). Lanham, MD: Rowman & Littlefield Education. Available Online Kolbe, U. (2009). Sharing interests and passions. In Rapunzel’s supermarket (pp. 102-111). Byron Bay, Australia: Available on vUWS
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KEY WEBLINKS There is a comprehensive range of helpful web links on vUWS.
ACADEMIC LITERACY SUPPORT FOR ASSIGNMENT PREPARATION  FINDING INFORMATION – SUCCESSFUL SEARCHING The UWS library website provides online resources that will assist you with selecting relevant readings for your assignments. Go to http://library.uws.edu.au/uws_library/guides/online-tutorials It is strongly suggested that you complete the following two online modules if you have not done so already: Successful Searching http://library.uws.edu.au/uws_library/guides/online-tutorials/successfulsearching and Arts Information Basics http://library.uws.edu.au/uws_library/guides/onlinetutorials/arts-info-basics.  Make use of the library staff and the School of Education Liaison Librarian – they are there to help you. Have you tried the online librarian? You can chat with a librarian from home. This facility can be accessed from the library home page. REFERENCING
Peppinot Press. McCallum, J., Nicholls, J., & Mooney, M. (Eds.). (2004). Appreciating drama. In Drama journeys: Inside drama learning (pp. 163-78). Strawberry Hills, Australia: Currency Press.
Available on vUWS
Miyazaki, K. (2010). Teacher as the imaginative learner. In K. Egan & K. Madej (Eds.), Engaging imagination and developing creativity in education (pp. 33-44). Newcastle upon Tyne, UK: Cambridge Scholars.
Available Online
Pramling-Samuelsson, I., & Fleer, M. (Eds.). (2008). Play and learning in early childhood settings. London, UK: Springer.
Available Online
Rogers, K. (2008). How do natural play spaces meet developmental needs and interests. In S. Elliott (Ed.), The outdoor playspace naturally for children birth to 5 years (pp. 76-93). Baulkham Hills, Australia: Pademelon.
Available on vUWS
Russell-Bowie, D. (2009). Dance education. In MMADD about the arts: An introduction to primary arts education (2nd ed., pp. 188-224). Sydney, Australia: Pearson Prentice-Hall..
Available on vUWS
Seider, S., & Gardner, H. (2009). Multiple intelligences. In E. M. Anderman & L. H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 635-638). Detroit, MI: Macmillan Reference USA/Gale Cengage Learning.
Available Online
Shore, R., & Strasser, J. (2006). Music for their minds. YC Young Children, 61(2), 62-67.
Available Online
Tandy, M., & Howell, J. (2009). Creating drama with 4-7 year olds: Lesson ideas to integrate drama into the primary curriculum. London, UK: Routledge.
Available Online
Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. London, UK: Routledge. Pages 81 – 107.
Available Online
E-journals/Databases and E-resources Education e-resources (websites, databases and more) Available Online
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You are expected to use the American Psychological Association (APA) referencing style in all Education assignments. The UWS library provides a range of citing resources. For APA see http://library.uws.edu.au/uws_library/sites/default/files/cite_APA.pdf. Use this as a reference when preparing your assignment.
Following are other helpful APA resources: • APA referencing guides are available to borrow at the library or purchase at the bookshop • The library has a number of resources to help you with referencing including short video clips http://library.uws.edu.au/uws_library/guides/referencing-citation • APA has online tutorials to get you started http://www.apastyle.org/learn/index.aspx • APA also has a Frequently Asked Questions section http://www.apastyle.org/learn/faqs/index.aspx
ACADEMIC WRITING Your Creative Teaching and Learning vUWS site includes a folder titled Learning Materials which contains a comprehensive Academic Writing Guide. This resource is divided into 12 chapters that include understanding the task, reading and note-taking, essay writing, features of academic writing, academic argument and using evidence, and grammar in academic writing.
The Hub for Academic Literacy and Learning (HALL) home page at http://www.uws.edu.au/hall/hall provides information about academic writing and reading, critical thinking and using technology to support your learning. There is also a link to learning support, which provides information about library roving hours and PASS sessions.
The past exemplars/excerpts of assignments that are provided on this Unit’s vUWS site are also valuable in terms of understanding the expectations of your assignments. Additionally, the marking rubrics provide guidance for writing your assignments and it is important that, as you write, you consistently check your assignments against the criteria and standards.
NUMERACY In your program vUWS site you will find a folder titled School of Education Numeracy Support. In this site, you will find resources designed to assist you with preparation for the Numeracy Assessment Task. For ongoing numeracy support, you may also access further learning materials from the Mathematics Education Support Hub (MESH) vUWS site at http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1
YOU AND THIS UNIT ATTENDANCE On-campus classes are designed to scaffold your learning and assist you to complete your assessment tasks. You should endeavour to attend all scheduled classes. If there is a legitimate reason for an absence then the tutor should be emailed as a courtesy to explain the absence. Students who do not attend regularly and punctually may find that they are at risk of not passing their assessment tasks. Attendance rolls will be taken to verify attendance. You must attend the tutorial that you are registered in and continue to attend this tutorial throughout the semester. This practice enables all students to maintain continuity of their tutorial program and tutors to maintain contact with their students. BLENDED LEARNING
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This unit uses blended learning to enable you, as an independent learner, to engage with the key concepts and content in your own time and at your own pace. Your engagement with the online materials, and independent study, is essential to your successful completion of this unit.
WHAT IS EXPECTED OF YOU AND WHAT YOU CAN EXPECT FROM STAFF AT UWS STUDENT RESPONSIBILITIES AND CONDUCT
Student Responsibilities
Familiarise yourself with University policies on assessment and examinations. Familiarise yourself with the Inherent Requirements for your course: http://www.uws.edu.au/ir/inherent_requirements/ inherent_requirements_for_teaching_courses_postgraduate Ensure that you understand the requirements, including timetables, for examinations and other assessments tasks. Access the unit vUWS site at least weekly for learning activities, resources, information discussions and assignment submission. Ensure you read and understand the assessment requirements and note the submission dates, and seek assistance from the lecturer and/or unit coordinator when needed. Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior to, or at the beginning of, the semester to have special requirements accommodated. Submit your own individual and unassisted assessment work, except as otherwise permitted. Cheating, plagiarism, fabrication or falsification of data will be severely dealt with. Behave ethically and appropriately, avoiding any action or behaviour, which would unfairly disadvantage or advantage another student. Where group work is assigned, ensure that every group member has the opportunity to contribute in a meaningful way to the assignment. Allocate time for independent study when it suits you during each week to complete your readings, research and assignment preparation. It is expected you will have completed the nominated readings and any other required preparation prior to the on-campus tutorials.
Student Conduct and Behaviour
Attend all lectures and tutorials – failure to attend is often the main cause for low final grades. Respect the needs of other students who are participating in any class activities. Pay attention in lectures and tutorials – these provide key information for all examinable material. Do not use mobile phones to surf the web or check emails during the lecture and tutorials and do not have ongoing conversations with fellow students during the lecture or if another student is presenting work in the tutorials. Use vUWS discussion boards constructively – they are there for interaction between the students and between teaching staff and the students. Unfounded criticisms will be removed from the relevant discussion board. If you have a concern about this unit, other students or teaching staff, contact your Unit lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are advised to contact the Director of Academic Program responsible for the unit. Please note the Director of Academic Program may refer your concern to a delegate to review and to respond to you. The University also has a Complaints Resolution Unit (see link below). Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six-month timeframe. http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_re solution
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WHAT YOU EXPECT FROM THE TEACHING TEAM
Staff Responsibilities
Assess students’ work fairly, objectively and consistently and when in doubt consult initially with the Unit Coordinator, the Academic Course Advisor or the Director of Academic Program. Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment. Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed. Ensure deadlines for the submission of examination papers to the Academic Registrar are met. Immediately report to the unit coordinator any instances of student cheating, collusion and/or plagiarism.
LINKS TO KEY POLICIES AND STUDENT INFORMATION Refer to this web site for relevant UWS policies: http://policies.uws.edu.au/students.php
STUDENT MISCONDUCT Misconduct refers to plagiarism, cheating, collusion and other listed misconduct for which serious penalties potentially apply. It also includes, but is not limited to, the harassment, abuse and vilification of a member of the University directly or by other means of communication; the unreasonable disruption of staff or students or other UWS members from undertaking their normal activities at the University; a failure to follow reasonable directions of an employee of the University; or behaviour that is inappropriate in an activity.
You must make sure you read and sign the cover sheet before you attach this to your assignment if submitting in hard copy and/or read the disclaimer before you upload your assignment to Turnitin for online submission. By doing this you agree to the following:  I hold a copy of this assignment if the original is lost or damaged.  I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.  I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.  No part of the assignment/product has been written/ produced for me by any other person except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator concerned.  I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).
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Assignment Cover Sheet School of Education
Student details Student name: Student ID number:
Unit and tutorial details Unit name: Unit number: Tutorial group: Tutorial day and time: Lecturer or Tutor name:
Assignment details Title: Length: Due date: Date submitted: Home campus (where you are enrolled): Declaration I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment. I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer / Tutor / Unit Coordinator for this unit. No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned. I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).
Student’s signature: Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has not been signed.
Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.
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