Unit Outline

In this unit you will learn about Music and the Visual Arts as key areas of the Early Years Learning Framework (EYLF) and the Australian Curriculum: The Arts. You will become familiar with the research that supports the practice of the Arts in education and apply this to your planning, teaching and reflection. You will experiment with, reflect on and apply the elements of Music and Visual Arts to Early Childhood and Primary contexts and to key Australian curriculum documents. As a culminating performance of your learning you will plan, teach and reflect on a short Music or Visual Arts teaching session.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Demonstrate, experiment with and reflect on the elements of Music and Visual Arts
2	Apply and reflect on Arts learning in the curriculum and in Early Childhood or Primary education
3	Recall and relate research in Arts education to primary or early childhood education.
4	Communicate using Arts language with due attention to spelling, grammar, punctuation and referencing of sources (APA 6th).
5	Apply your knowledge and skills in Arts education to teach a short lesson in Musical or Visual Arts education.

Requisites


REQUISITE TYPE	REQUISITES
Anti-requisite (mutual excl)	Mutual exclusion: ESH130

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Module 1: Completion of Music and Visual Arts Activities and Reflection	Week 4	20 %	LO1, LO3, LO4
Assessment Task 2:	Module 2: Completion of Music and Visual Arts Activities, Reflection and Application	Week 8	30 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Textbook Chapter Quiz	Week 13	10 %	LO3
Assessment Task 4:	Module 3: Completion of Music and Visual Arts Activities and Reflection, Micro-Teaching Session, Planning, Video and Reflection	Week 13	40 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: Module 1: Completion of Music and Visual Arts Activities and Reflection

Task Description:

Task Length:

Evidence plus 600 words

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Provides evidence of experimentation with the elements of Music and Visual Arts	LO1
2	Reflects on experimentation with the elements of Music and Visual Arts	LO1
3	Recalls and relates research in Arts education to Early Childhood or Primary education	LO3
4	Communicates using Arts language with due attention to spelling, grammar, punctuation and referencing of sources	LO4

Assessment Task 2: Module 2: Completion of Music and Visual Arts Activities, Reflection and Application

Task Description:

In a single MSWord document you are required to:
1. Submit evidence (video links and photographs as explained on the EPR130 MyLO site) of your completion of Identified Learning Activities (ILAs) in Music and Visual Arts (a total of between two and eight completed ILAs). The more ILAs you complete and submit the higher your grade is for this criterion.
2. Reflect on your completion of ONE Music ILA and ONE Visual Arts ILA, discussing your use of the elements of Music and Visual Arts in each (200 words each, 400 words total maximum).
3. Design a short plan to implement EITHER Music OR Visual Arts learning, thematically linked to Aboriginal and Torres Strait Islander Histories and Cultures, to a small group of children. This should include: 1) a statement of purpose (why children are doing this); 2) a list of the learning goals (what they will be able to do at the end); 3) a plan for teaching/supporting learning (the proposed content and sequence); 4) an explanation of how the learning relates to either the Australian Curriculum: The Arts content descriptions; or to EYLF Outcome 5 points (B. Ed. Early Childhood students); and, 5) describe how your plan relates to research (600 words total maximum).
Note: If you are completing the Associate Degree (Education Support) you may choose to focus your plan on the support you would provide to assist the teacher and/or child(ren). Faculty of Education rules/guidelines regarding word count, late submission, referencing and academic integrity will be applied. Please provide a word count for each (sub)section of your submission, excluding the Reference List. Specific details of how to complete and submit this assessment task are on the EPR130 MyLO site.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 2.3, 2.4, 3.2.

Components of this task are suitable for inclusion in your portfolio.

Task Length:

Evidence plus 1000 words

Due Date:

Week 8

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Provides evidence of experimentation with the elements of Music and Visual Arts	LO1
2	Reflects on experimentation with the elements of Music and Visual Arts	LO1
3	Applies Arts learning to Early Childhood or Primary education	LO2
4	Applies Arts learning to the appropriate curriculum document	LO2
5	Recalls and relates research in Arts education to Early Childhood or Primary education	LO3
6	Communicates using Arts language with due attention to spelling, grammar, punctuation and referencing sources	LO4

Assessment Task 3: Textbook Chapter Quiz

Task Description:

This task is designed to ensure that you are familiar with the fundamental knowledge and research that supports the practice of the Arts in education. For weeks 1-4, 6-8, and 10-12 (a total of 10 weeks), you will complete a weekly, open book, multiple choice quiz based on your set reading from the textbook for that week. You may attempt each quiz 3 times, and your highest score will be automatically recorded. Each quiz will remain open until the end of the unit and each quiz is valued at 1% of the unit, with the total
allocated for this task over the whole unit being 10%.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1.

Task Length:

Due Date:

Week 13

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Recall current research that supports the practice of the Arts in education	LO3

Assessment Task 4: Module 3: Completion of Music and Visual Arts Activities and Reflection, Micro-Teaching Session, Planning, Video and Reflection

Task Description:

In a single MSWord document you are required to:
1. Submit evidence (video links and photographs as explained on the EPR130 MyLO site) of your completion of Identified Learning Activities (ILAs) in Music and Visual Arts (a total of between two and eight completed ILAs). The more ILAs you complete and submit the higher your grade is for this criterion.
2. Reflect on your completion of ONE Music ILA and ONE Visual Arts ILA, discussing your use of the elements of Music and Visual Arts in each (200 words each, 400 words total maximum).
3. Present a plan for a micro-teaching session using EITHER Music OR Visual Arts, thematically related to Literacy learning, to a small group of children. This should include: 1) a statement of purpose (why children are doing this); 2) a list of the learning goals (what they will be able to do at the end); 3) a plan for teaching/supporting learning (the proposed content and sequence); 4) an explanation of how the learning relates to either the Australian Curriculum: The Arts content descriptions; or to EYLF Outcome 5 points (B. Ed. Early Childhood students); and, 5) describe how your plan relates to research (600 words total maximum).
4. Teach your chosen activity to your learner or small group of learners and, with documented, full parental consent, video record the maximum 10-minute session (a Parental Consent Form is available in MyLO).
5. Analyse and reflect on your micro-teaching session (300 words maximum).
Note: If you are completing the Associate Degree (Education Support) you may choose to focus your plan on the support you would provide to assist the teacher and/or child(ren). Faculty of Education rules/guidelines regarding word count, late submission, referencing and academic integrity will be applied. Please provide a word count for each (sub)section of your submission, excluding the Reference List.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 2.3, 3.2, 3.3, 3.5, 4.2, 5.2.

Components of this task are suitable for inclusion in your portfolio.

Task Length:

Evidence plus 10 minute video and 1300 words

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Provides evidence of experimentation with the elements of Music and Visual Arts	LO1
2	Reflects on experimentation with the elements of Music and Visual Arts	LO1
3	Applies Arts learning to Early Childhood or Primary education	LO2
4	Applies Arts learning to the appropriate curriculum document	LO2
5	Provides evidence of teaching Musical/Visual Arts to a learner or learners	LO5
6	Reflects on the application of Musical or Visual Arts learning to Early Childhood or Primary education	LO2
7	Recalls and relates research in Arts education to Early Childhood or Primary education	LO3
8	Communicates using Arts language with due attention to spelling, grammar, punctuation and referencing of sources	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Roy, D., Baker, W., & Hamilton, A. (2019). Teaching the Arts: Early childhood and primary education (3rd ed.). Cambridge University Press.

Recommended reading materials

Bamford, A. (2006). The wow factor: Global research compendium on the impact of the Arts in education. Waxmann Verlag.
Deasy, Richard. J. (Ed.). (2002). Critical links: Learning in the Arts and social development. Washington, DC: Arts Education Partnership & National Endowment for the Arts. https://www.issuelab.org/resource/critical-links-learning-in-the-arts-and-student-academic-and-social-development.html
Ewing, R. (2010). The Arts and Australian education: Realising potential. Australian Council for Educational Research. Retrieved from https://research.acer.edu.au/aer/11/
Fiske, E. (Ed.) (1999). Champions of change: The impact of the Arts on learning. Washington, DC: The Arts Partnership and the President's Committee on the Arts and Humanities. Retrieved from: http://artsedge.kennedy-center.org/champions/pdfs/ChampsReport.pdf
Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the Arts. Palgrave Macmillan.

Other required resources

All students must have access to a digital recording device with sound and image capture (such as a mobile phone), software/capacity to upload recordings and images to your computer, and sufficient internet capacity to transfer large files over the internet. All students must have access to some basic musical instruments and visual arts materials to be able to complete the assessment. On campus students will have access to these in workshops and need not purchase these, with the exception of a cheap A4 Visual Diary. Online students MUST ensure access to the resources described below to be able to complete the assessment.

Music: Small educational percussion instruments are used in many educational contexts. Two or three instruments would be best, I have provided links below (this is just to give you an idea of what these instruments are), you can purchase these anywhere, and in fact stores like Kmart, Target, Big W and bargain shops do them really cheaply, or from your local music store such as Barratts Music in Launceston.
Do not go for expensive items – cheap is fine. A tuned instrument such as a xylophone is essential. If you already play an instrument such as piano or guitar, just use that. Piano apps such as virtual piano can also be used instead of a xylophone. A note of caution: The most important instrument is a tuned instrument. If you buy a cheap xylophone for example make sure each note sounds a different note i.e. that it is not just the indiscriminate sound of wood on metal. If you use a piano app make sure that there is no ‘lag’ between when you play a note and the sound that comes out, and make sure that it is easy to use so that you can play from one note to the other really easily.
1. A small xylophone. AND one or two other small percussion instruments such as a
2. Hand drum AND/OR
3. Claves (rhythm sticks) AND/OR
4. Maracas

Visual Arts: You can’t explore the Visual Arts without some materials. I have provided links below (this is just to give you an idea of what these resources are), you can purchase these anywhere, the choice is yours, and in fact stores like Kmart, Target, Big W and bargain shops do them really cheaply! Purchase some or all of:
1. A cheap visual diary
2. A start-up set of acrylic paint at least including these colours (blue, yellow, red, white and black)
3. A start-up set of brushes
4. A basic set of coloured pencils
5. A 2B pencil
6. An eraser
7. A small bottle of craft glue
8. Masking tape

If you go for the minimum number of least expensive items for music and visual art as above this should cost as little as $40.00 for the unit. Tailor this to your budget.