Unit Outline

This unit focuses on multiple facets of the overall professional practice of secondary Arts teachers. It will explore and build on the knowledge and experience you gained in the successful completion of EMT552 and will enable you to critically examine current innovations, theories, practices and pedagogy in an inclusive Arts curriculum specific to your identified Arts area. This unit aims to support you in the development of a philosophy of Arts teaching that demonstrates a consistency of approach across pedagogy, curriculum and assessment. There is a strong emphasis on the practical aspect of curriculum design, authentic assessment and the linking of theory to practice. The unit is taught in a modular structure that will allow to you to focus exclusively on your main secondary teaching area - either drama, music, media or visual arts for the majority of the semester.

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	review, analyse and synthesise research and resources relevant to the ways in which students learn in the arts.
2	apply content knowledge of arts teaching and learning processes to authentic contexts.
3	identify, design for and evaluate quality teaching and learning sequences for arts education.
4	articulate ways in which to apply arts education strategies to meet the needs of diverse learners.
5	incorporate into teaching practice the qualities and skills of a reflective and creative arts education practitioner.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EMT552

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:	Arts Education Unit Plan	Week 6	50 %	LO2, LO3, LO4, LO5
Assessment Task 2:	Art Pedagogies Portfolio	Week 12	50 %	LO1, LO3, LO5

Assessment details

Assessment Task 1: Arts Education Unit Plan

Task Description:

You are required to submit a two-part Unit Plan:
Part 1. A Unit Overview and Rationale (1200 words) that includes the following:
• A statement of the purpose and positioning of the learning sequence in context (i.e. secondary Australian Curriculum Arts subject OR senior secondary TASC Arts course)
• A summary of how the Arts Curriculum four strands of exploring and responding, developing practices and skills, creating and making, and presenting and performing are integrated in the unit
• An explanation of how the lessons in the sequence become increasingly challenging and incorporate spacing and retrieval practices, particularly of arts-specific knowledge and skills (cc2.1, 2.2)
• A rationale for the choice of formative assessment processes and summative tasks that enable opportunities for evaluation of student progress for both teacher decision-making and student feedback (cc2.3)
• A discussion on how your plan offers scope for differentiation and inclusion to address all learning needs
Part 2. An Annotated Sequence of 6-8 Lesson Plans (800 words total) using the MYLO provided template that includes:
• Unit Intended Learning Outcomes
• Lesson topics and activities
• Links to Curriculum
• Opportunities for assessment
• Assessment Criteria
• Lesson resources

NOTES
Secondary (Australian Curriculum):
You should choose The Australian Curriculum – The Arts (Version 9.0) in your identified first Arts teaching area (i.e. drama, music, media or visual art). The unit is to be planned for your choice of secondary grade i.e grade 7, 8, 9 or 10), using information from either band 7/8 or 9/10. https://v9.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts

Senior Secondary (TASC):
You should use the pre-tertiary/senior secondary syllabus/curriculum of the Australian State or Territory in which you currently reside as the basis for your planning. If you are working in Tasmania, please head to TASC’s ‘The Arts’ courses for ‘The Arts’, and plan a unit overview from the course content for a Level 2 or 3 course. All information pertaining to TASC’s ‘The Arts’ courses can be found here: https://www.tasc.tas.gov.au/students/courses/the-arts/

You may like to write a plan that you could discuss with a colleague teacher and/or use during an upcoming PE.

Articulate how aspects of the plan can be differentiated for particular learning needs. You can contextualise as appropriate for the diverse learning needs AND/OR culturally and linguistically diverse groups you identify.

Task Length:

2000 words

Due Date:

Week 6

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Structure of unit (including alignment of aims, activities and assessment), sequentially to support student learning.	LO2, LO3
2	Provision of differentiated teaching and learning opportunities that demonstrate your knowledge of teaching strategies, modelling, retrieval and scaffolding practices.	LO2, LO3, LO4, LO5
3	Critical discussion and rationale of your unit plan that effectively demonstrates your capacity to select a range of evidence-based assessment practices that allow you to evaluate progress.	LO2, LO3, LO4, LO5

Assessment Task 2: Art Pedagogies Portfolio

Task Description:

You are required to submit a PebblePad portfolio comprising completion of Part A plus Part B. The portfolio is to be shared for assessment, with the documentations therein comprising format/s of your choice: e.g. Text, visual, video, audio.

Part A:
Module 2 is where you encounter and engage with pedagogical content knowledge pertaining to your Arts teaching specialisation. Part A of your Art Pedagogies Portfolio asks you to document four concise critical reflections that speak to the learning outcomes you have arrived at following your completion of four exercises/activities described in Module 2.

There are a diverse range of learning exercises/activities described across the Module 2 pedagogical content that you will work through and complete over the duration of the module. Your four Part A documentations must indicate which four Module 2 exercises/activities provide the basis for critically reflecting upon your arrival at specific learning outcomes.

Having engaged fully with your Module 2 content and completed all learning activities described therein, it is expected that your Part A documentations will go beyond simply describing what you did in your completion of four Module 2 learning exercises/activities. Rather, your four documentations of learning provide opportunity for you to reflect upon and articulate the ways your Module 2 learning experience has furthered your pedagogical content knowledge.

Part B:
Contact a teacher currently working in your area of first arts subject specialisation and ask them about specific approaches relating to:
- Pedagogical preferences, strategies and resources
- Creation of generative and inclusive arts learning environments
- Planning for assessment in arts education
- Specific resources and teaching strategies implemented to teach different concepts/practices/processes

Refer to your required text (for your first discipline specialisation) to explore additional guidance to help you reflect upon identified opportunities, or alternative responses to challenges raised in conversation with your connected teacher.

Drawing on insights from your interviewed teacher and Module 2 learning materials, develop an evidence-informed critical reflection that examines the pedagogical and assessment strategies you anticipate implementing in your future arts teaching practice. Drawing on the interviewed teacher’s perspectives, Module 2 resources, and your textbook.

Your reflection should move beyond description to provide a compelling, evidence-informed rationale for the pedagogical approaches you envision yourself adopting. Clearly articulate why and how you feel these strategies will enable you to deliver on quality arts education, and the broader implications these present for effective arts teaching and learning experiences.

NOTES
Please use the Assessment Task 2 discussion board to share and troubleshoot ideas/possibilities for how you envisage documenting your responses for Part A and B at least two weeks in advance of the assessment task due date.

Regular participation in, review of and contribution to online discussions/zoom tutorials pertaining to Module 2 and this assessment task is advised.

It is up to you how you wish to distribute the total 2000 word count across your response to Part A and Part B. As a guide, past students usually opt for a slightly larger word count for Part A, around 1200 and Part B 800.

Task Length:

2000 words

Due Date:

Week 12

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)

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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.

Required Resources

Required reading materials

You will need the following text (please only purchase the text pertaining to your Arts teaching specialisation:
Drama: Anderson, M, (2012). MasterClass in Drama Education: Transforming Teaching and Learning. London: Continuum.
Media Arts: Dunscombe, R., Guimarra, V., Lamb, B., Tibaldi, K., & Young, R (2017). Heinemann Media Student (3rd ed.). Frenchs Forest, NSW: Pearson Australia.
Music: Please refer to the EMT652 MyLO Reading List for your required music readings.
*Visual art: Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2013). Studio thinking 2: The real benefits of visual arts education (2nd ed.). New York, NY: Teachers College Press.

*Please note - The 3rd Edition of Hetland et al's Studio Thinking was published in 2022. You are welcome to use the 2022 3rd edition as an alternative. Both are excellent and highly adaptable for enactment of Australian Curriculum

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can also access the Reading List for this unit from the link in MyLO.