Assessment Item Task Sheet
| Course Code and Name | |
| EDM8020 Arts and Technologies through play | |
| Assessment Item Number and Name | Assessment Item Type |
| Assignment1:Exploration of play-based learning in the arts and design | Portfolio |
| Due Date & Time | Length |
| Week 5 Friday 10 October 11:59 pm | 2000 word equivalent*(1900+/-10%+artefacts) |
| Marks and Weighting | Assessed Course Learning Outcomes |
| Marks out of 50; Weighting 50% of course total | CLO1,CLO2,CLO5 |
| Rationale | |
This assessment explores learning in visual arts and design in a play-based environment. The arts are integral to learning and teaching in the early years. A playful approach to the arts and design supports educators and young children to co-construct learning in ways that offer creativity, imagination and problem solving along with knowledge of arts and design literacies and practices. At times, educators can feel that they lack specific arts knowledge and techniques or even question their own abilities in the arts which can, inturn, influence the types of activities and learning experiences undertaken in their work with young children. This assignment task is designed as your own experiential learning opportunity to playfully explore visual arts and design and reflect on the experience as an early years educator. There are four interrelated parts to this assessment, based upon Kolb’s (1984) experiential learning cycle, which will allow this assignment to be creative, experiential, reflective and applicable to an early years learning environment. You will complete all four elements as outlined in the task instructions below and submit the required responses for each element.
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| Task Instructions | |
Kolb’s (1984) experiential learning cycle was designed with adult learners in mind. This task will step you through arts/design making (concrete experience) and a reflection (reflective observation) of your own creative process before turning this new knowledge to the question of how teaching and learning in the arts occurs in early years settings (abstract conceptualisation and active experimentation). Concrete experience(arts play and documentation)
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Consider a problem or opportunity that requires a design solution. This may be imaginative or practical, for example, designing a water park for birds at kindy. Consider creative, imaginative possibilities and potential alternative uses for the selected materials. This should then lead you to envision a design solution: something that can be designed and created with your materials.Document the experience and process of arts/design making through a photo story. Use photos or video evidence of your experience and jottings to tell the story of how you came to the final product.
* Photos must be placed into the Word document (Assignment 1 Submission template). It is expected that several photos will be required to share the sequence of your arts/design making, as well as the final product.
**If a video is provided, please insert a link in the Word document. The file may be stored in your university u:drive (Google drive). Make sure the file is available to anyone with the link.
***While this experience is your own ‘arts and design play’, you are welcome to invite others to join in with you, adults or children.
The next step is a reflection on your personal decision making. Reflect on the process you engaged in, identifying key elements that reveal the learning that was occurring such as:
The aim of this section is to go beyond describing the experience and look critically at the attitudes, values and decision making that have influenced the choices made as well as the learning that occurred for you. What did you learn about how you approached this design task and what did you learn as you completed this design task? This section should be supported with references to the early childhood literature, theories of learning and relating with the world.
The next section moves wider towards learning and teaching with young children.
Using a paragraph format, explain and justify the use of arts and design play, materials and environments for learning and teaching the arts and design in the early years.
Look at the language of the Early Years Learning Framework. Where can you identify EYLF principles and practices that were genuinely embedded in your own experience for example, Play based learning and intentionality or Learning environments. What similarities did you see in your experience and these practices?
Note how the Australian Curriculum: The Arts v9.0, Visual Arts is discussed in the rationale, aims and subject. How would you describe your experience in relation to the language of the Australian curriculum?
Support your argument with course readings, relevant literature and framework documents. Incorporate literature that particularly refers to the selected age range. A minimum of eight sources should be cited in the list of references, using APA 7th style. It would also be appropriate to support your argument with reference to your own design experience and how it exemplifies some of the wider principles you have discussed.
Imagine a scenario in an early years setting in which young children are making with arts materials and working towards their own design solution. Describe and explain some of the strategies that you would employ in supporting the children in this experience. In approximately three paragraphs, using references to the course readings and texts, paint a picture of your involvement in this arts/design experience with young children. You may include examples of what you might say, such as using the language of the visual arts discipline or how you would scaffold skills. You may include examples of what you would do to invite and support children’s creativity, imagination or design thinking.
For this Assessment Item, acceptable AI use is set at:
Description: Artificial intelligence (AI) is not to be used in this Assessment Item beyond basic editing features (spelling, grammar and text prediction)in Microsoft Word, Apple Pages, Grammarly and similar tools. There are many websites and apps that use AI text generation. Some websites will make small changes to ensure your grammar is correct, however, use of any websites or applications to re-write or paraphrase your work for you is poor academic practice and is an inappropriate and unauthorised use of AI.
Additional Information Required: It is good practice to regularly save drafts of your Assessment Items as you work on them, as these can be used by you to support any claims that you have not used AI beyond what is permitted for this level.
| Academic Integrity |
| Students should be familiar with, and abide by, UniSQ’s policy on Academic Integrity and the definition of Academic Misconduct. Penalties apply to students found to have breached these policies and procedures. Please ensure you have completed the mandatory Academic Integrity training and have familiarised yourself with Academic Integrity at UniSQ. |
| Relevant Information and Resources |
| Support your argument with course readings, relevant literature and framework documents. A minimum of eight sources should be cited in the list of references. |
| Assessment Marking Criteria |
| Refer to the rubric below. |
| Submission Information |
| Name the file as your course code, final name, assignment number-e.g.EDM8020_Delaney_A1. Please use the Assignment 1 submission template and retain as a word document. This document will be returned to you with feedback when results are released. Submit your assignment through Study Desk. Keep in mind that there are two steps to submitting. Check the status is 'Submitted' and not 'Draft'. |
| Return of Assessment Items and Feedback for Learning |
Marking will be finalised within three weeks of the due date or with an extension, the date of submission of your assignment. All University staff who areassessing your work meet to discuss and compare their judgements of assignments based on the given rubric. Marks are moderated prior to grades being finalised. At times, receiving feedback can bring up strong emotions, from joy, relief and satisfaction to disappointment, frustration or anger. Please keep in mind that the markers do not know how much effort has gone into an assessment. Their task is to judge how well the assignment has met the marking criteria and make suggestions that can help with your future assessments. Please take some time to sit with the comments and consider how feedback can be taken into the next assignments and your future study. Further questions are welcome, please contact the Course Coordinator. |
| Extensions and Penalties for Late Submission |
| Information on extensions can be found here, and late penalties here.Please apply for an extension prior to the due date to avoid late penalties. |
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