Assessment 2: Educational resource kit and reflection

Word limit: 1000 words combining resource and reflection for one art area for year 3 or year 4 student.

Assessment purpose

The purpose of this assessment is to demonstrate your professional learning and application of knowledge of teaching in the Arts areas.

Assessment description 

For this assessment, you will develop an educational resource kit that develops an area of the Arts for implementation in a primary classroom and reflect on the usefulness of your resources. You will then write an individual reflection on your own professional learning from the experience.

Assessment details

You are required to develop a resource kit made up of two (2) lesson tasks, one task for each of the Arts areas studied in the first part of the unit (drama/music or visual art/dance arts), that is appropriate for students in Year 3 or 4. You are then to write a reflection. 

Note: Both the ACARA Curriculum (and state jurisdictional Curriculum documents) are written in two-year bands. In your assessment, you must stipulate which year level you are planning for: Year 3 OR Year 4. 

The most important part is the reflection. 

Part 1: Creating the resource kit

Identify the content descriptors that your task and resource kit will address.

Your resource kit will be aimed at students in Year 3 OR Year 4.

It must include atleast 1 task One for each area of the Arts studied in the first part of this unit. Each task may include as many items as is required for carrying out the task/activity. But, as a minimum, there should be three items per task.

The resource kit is to be photographed and referred to in the reflection document. If a part of your resource kit includes a worksheet (or any word-based document) that you have designed and made, you must include it as an appendix. The photographs must be annotated and align with content descriptors and the reflection.  

Part 2: The reflection

The reflection should demonstrate your understanding of how children learn in the arts and describe how the choice of items in the resource kit would assist you in teaching the concept and addressing the content descriptors.

The tasks and resources should: 

be appropriate for Year 3 or 4 and develop their skills and conceptual understanding (LO1, LO2, LO3) 

align with the identified learning outcomes of the curriculum (include codes) (LO1) 

include the pedagogical approach, teaching strategies and the theoretical learning framework that underpins the ideas (LO2) 

be able to be adjusted for two (2) forms of student diversity (choose two children from the student list below) (LO3) 

would engage the learners in authentic Arts practice (LO2) 

be supported with reference to relevant literature. 

Part 3: Personal analysis

Include a personal learning analysis in your reflection document that demonstrates what you have learned from this process (LO1, LO2, LO3). This analysis should include:

What you learned about yourself as an Artist (drama/music or visual art/dance arts practitioner).

An explanation of how your resource kit will help you in your Arts teaching practice.

The identification of one strength and one area which you will continue to develop to build your skills and confidence.

What to submit

Your reflection document, which includes your resource kit photographs.

References.

An appendix if you have word-based items in the resource kit. 

Ensure your submission is professionally presented and adheres to academic conventions and uses APA7 referencing. It would be assumed that a pass grade task would include a minimum of seven (7) well chosen, relevant and recent references to support any claims made in addition to referencing the textbook, APSTs and the curriculum.

Case Study 1 - Jack has a diagnosis of autism spectrum disorder and generalised anxiety disorder. This is particularly aggravated when called on in class to perform or working in groups. Jack is sensitive to sound and has difficulty regulating emotions and frequently becomes distressed. When stressed, Jack strike out and often throws objects.

Case Study 2 – Rhylie has server hearing loss and has two cochlear implants. Ambient noise makes it difficult to hear instructions and word pronunciation. Rhylie has good lip-reading skills for common words in conversation. Some frequencies are amplified and piercing through the implants. Rhylie is a strong academic student who can get frustrated when the material is inaccessible to them.

Case Study 3 - Melissa has been having instrumental music lessons since she was three. Melissa has already successfully completed AMEB Grade 6 piano and Grade 4 Musicianship. Melissa also plays Violin at AMEB Grade 4. They have already joined the choir. Melissa has been invited into the senior school orchestra, but her friends are in the beginner string ensemble and you have noticed some tension because of this.

Case Study 4 - Theo has always been an active participant, and very successful in music class. Halfway through the semester, you have noticed Theo is no longer participating and becoming withdrawn. You overhear some of the students laughing and making squeaking sounds at Theo, and you realise that Theo is going through a difficult voice change.

Case Study 5 - Aimee has been having regular rounds of surgery since she was three. Aimee has missed a lot of school as a result of the surgery and recovery periods. She suffered extreme burns as a baby during a family camping trip and as a result, has serious scaring that affects her physically. She lost a number of fingers on one hand and some fingers on the other are fused together making fine motor skills very difficult. She also has scaring to the arms (inner elbow area) meaning that she can't fully extend either arm.

Case Study 6 - Sammi just recently won an international competition. They have been learning their cultural instrument (the sarangi) since they were five years old. The family is very heavily involved with their cultural community and regularly participate in the music and dance activities associated with festivals and ceremonies.

Case Study 7 – Ahmed has been involved in musical theatre since he was very young. He is considered a “triple threat” (extremely good at singing, dancing and acting). He has recently finished a season with the Major production of Bed Knobs and Broomsticks and is about to start rehearsals for the latest Harry Potter Musical. He misses a lot of school but has a tutor that works with him and the other child cast members. When he is at school, he can be very tired.