Assessment Notes (from EDUC 5143)

Create a Video and power point for your ePortfolio titled Critical Reflection: Foundations for Specialist Arts Educators.

Guidance for setting up your ePortfolio is available from the link on the learnonline site. 

Please note that original images of people may only be used if they have signed a UniSA talent release form, which can be located on the course Learnonline site. No images of children or young people under 18 may be included. All other sources need to be referenced. 

The Foundations for Specialist Arts Educators video for your ePortfolio will provide a place for you to create a coherent multi-modal critical reflection that documents your initial learning about arts education in this course. The video should be approximately 7minutes. The title in your ePortfolio should be as follows:

E:Portfolio Video: Assignment 1

For your design, creation and production of the multi-modal critical reflection you will need to consider the visual, aural and linguistic affordances of the ePortfolio.  (*equivalent: this means that the multi-modal assignment should not exceed 2250 words). Your ePortfolio will communicate the above specifications through a balanced range of modes such as the written word, visual content (for example photography/video/graphics/animation), and sound (for example your voice/others’ voices/music/sound effects).

CRITERIA FOR ASSESSMENT (each section weighted 25%).

The ePortfolio will demonstrate evidence of:

a) Understanding of the arts learning area:
An overview of the core elements and practices of one of the arts subjects of your choice.

b) Examination of arts pedagogy:
Outline of the distinctive features of arts education, discussed generally and also in relation to the specific curriculum documents used in Australia.

c) Reflection on your background:
Inclusion of the 'funds of knowledge' you bring to becoming a generalist arts educator including consideration of your values, attitudes, interests, skills and knowledge.

d) References to reading and course experiences:
Insight into arts education with references to course readings, wider literature, relevant curriculum documents (included in the reference list at the end of the power point).

The assignment aims to develop your understanding of unit planning within your specialist arts area. This assessment task acknowledges that you are a beginning teacher with a developing body of knowledge that can be strengthened by identifying and communicating goals for your role as a professional arts educator (Graduate Qualities 1.6). This project is an ongoing project that will culminate into a Unit of Inquiry (unit plan covering three lessons) that will be submitted online. However, 5% of this assignment is your microteach. Please read the document and rubric regarding your microteach in the assessment folder.

Plan a Unit of Inquiry based on the examples provided by Dinham (Part 3) based on your area of specialisation. Complete the unit plan and the sequence of three lessons or learning experiences from the templates provided. The unit should include well-organised and sequential learning experiences with reference to curriculum documents. (In this project focus on the National Curriculum: ACARA). Provide an overview paragraph (500 words) of how your micro-teach informed your understanding of the complexity of planning and assessment. The unit plan and microteach paragraph will be uploaded as one word document to the curriculum planning project on the learnonline site.

As a learner in this course, you are expected to conform to UniSA's policies on academic integrity in issues related to the originality of your own work, citation and referencing conventions when the ideas contained in assessment submissions are not your own, and the related issue of plagiarism. When submitting work for assessment, your submission goes with tacit acknowledgement of the following statement:

I/We certify that the attached material is my/our original work. No other person's work has been used without due acknowledgement. Except where I/we have clearly stated that I/we have used some of this material elsewhere, it has not been presented by me/us for assessment in any other course or subject at this or any other institution In the case where any portion of the work has been submitted for assessment at this or any other institution, this must be negotiated with the course teaching staff prior to submission and explicitly acknowledged in writing within the piece of written assessment.

Academic integrity information

Referencing

Referencing is an essential academic skill.  It helps you link your assignment work to the original source material and develop strong, well supported academic writing.

Extensive Referencing support site

Plagiarism

Plagiarism is using another person's thoughts, words or arguments in an unacknowledged way, thus implying that they are your own. It is a form of intellectual dishonesty and can range from copying whole passages verbatim without acknowledging the source, to failing to indicate that a sentence or phrase is quoted. Paraphrasing without adequate citation, is also a form of plagiarism.

Plagiarism and how to avoid it

About Turnitin

Turnitin is a tool that identifies levels of similarity between your writing and other student assignments and published work.  You can also use it to check your work before submitting to identify unintended plagarism

Find out how to use Turnitin