EDAR516: VISUAL ARTS CURRICULUM AND TEACHING 1

Assessment 2: Resource e-Portfolio and critical reflection

Part a:
Create an e-Portfolio that you can use as an archive of useful teaching resources. During this course, select at
least 6 teaching resources (artefacts) relevant to teaching the Victorian Curriculum, The Arts. These resources
should be based on your learning in this unit, covering a range of topics and relevant skills, within which you
demonstrate an understanding of:
curriculum content specific to teaching your elected strand/s of The Arts
catering for diverse learner backgrounds and needs and incorporating Cross Curricular priorities
and General Capabilities of the Australian curriculum;
promoting student higher-order thinking;
assessment of student learning, feedback and reporting;
Part b:
Critically reflect on the ways in which each of the relevant dot points above are addressed in the resources
(artefacts) identified. In your reflection refer to art education theory and practice, as encountered in your learning
in this unit.
The selected resources can be chosen from physical references (e.g. books, journal articles, reviews, artworks,
posters, museums/galleries, exhibition/catalogues, public space, etc.) and virtual references (e.g. websites,
films, apps, etc.). You should select a variety of primary and secondary sources of physical and virtual
references that can be used to support students learning.
Each resource should be appropriately reference using the APA referencing conventions. Be mindful of
copyright issues. Ensure correct attribution of artworks.
Due date:

Week 8: Thursday 5 May 2016

Weighting:

30%

Length and/or format:

1500 words

Purpose: This task documents your learning across the unit. Resources (artefacts) will be collated throughout
the unit. On-going reflection will enable engagement with resources and experiences with a focus on examining
relationships between curriculum, teaching strategies, learning task design, student learning and expertise,
higher order thinking, assessment, feedback and reporting in Visual Arts, in relation to the development of
teaching practice.
Learning outcomes assessed:
1.
demonstrate mastery of the concepts, substance and structure of the content and teaching strategies of
Visual Arts Education, and an in-depth understanding of how students learn in Visual Arts (GA5; APST 1.2, 2.1)
2.
describe, design, evaluate and implement a variety of teaching strategies which cater for individual
differences in student learning (e.g. cognitive, physical, social, cultural) and
3.
integrate general capabilities and cross curriculum priorities in Visual Arts (GA1, GA4, GA5, GA9; APST
1.3, 1.5 , 2.5, 3.3, 4.1)
4.
analyse the relationships between learning task design, student learning and expertise, higher order
thinking, assessment, feedback and reporting in Visual Arts, and apply to the development and modification of
own teaching practice (GA4, GA5, GA9; APST 2.3, 5.1, 5.2).
How to submit:

e-Portfolio (Mahara)

Return of assignment:

3 weeks following

Assessment 2: Resource folio and critical reflection (6 resources)

Student:
CRITERIA

HD

DI

CR

PA

Understanding of the
central concepts, aims and
structure of teaching and
learning in Visual
arts/VCD/Media arts
education and the
selection and justification
of resources to support
this understanding (LO1)

Comprehensive, unambiguous
understanding of concepts, aims
and structure of teaching and
learning in (visual) arts education.
Evidence of higher order insights
through the selection and
justification of six support
resources.

Clear, well informed

understanding of concepts, aims
and structure of teaching and
learning in (visual) arts
education. There is a degree of
cross-referencing and diversity
evident through the selection and
justification of six support
resources.

Clear understanding of
concepts, aims and structure
of teaching and learning in
(visual) arts education. Some
critical insights and
justification are evident in the
six resources selected.

General understanding of
concepts, aims and structure
of teaching and learning in
(visual) arts education.
There is scope for further
linking and justification of the
six resources selected and
depth of thinking about their
application.

Understanding of student
learning, how to
cater for individual
differences and how to
integrate general
capabilities and cross
curriculum priorities
(LO3)

Comprehensive, unambiguous
understanding of how students
learn, how to cater for diversity
and how to integrate GCs and
CCPs. Higher order insights are
evident and strategies are highly
informed, engaging and
elaborated.

Clear, well informed

understanding of how students
learn, how to cater for diversity
and how to integrate GCs and
CCPs. Strategies are
appropriate and engaging.

Clear, understanding of how

students learn, how to cater
for diversity and how to
integrate GCs and CCPs.
Strategies are appropriate
and demonstrate some
linking of ideas

Ability to analyse
relationships between
learning task design,
student learning and
expertise, higher order
thinking, assessment,
feedback and reporting.
(LO4)

Exceptionally developed
ability to critically analyse
relationships between learning
task design, student learning and
expertise, higher order thinking,
assessment, feedback and
reporting. All areas have been
comprehensively considered and
addressed in a relational
manner.

Highly developed ability to

analyse relationships between
learning task design, student
learning and expertise, higher
order thinking, assessment,
feedback and reporting. All areas
have been considered and
addressed with some critical
insights.

Comment

General understanding of
how students learn, how to
cater for diversity and how to
integrate GCs and CCPs.
Some areas are more
developed than others.
Strategies are generally
appropriate. Further detail
may be advantageous.
Well-developed ability to
Satisfactory ability to analyse
analyse relationships
relationships between
between learning task design, learning task design, student
student learning and
learning and expertise,
expertise, higher order
higher order thinking,
thinking, assessment,
assessment, feedback and
feedback and reporting. All
reporting. Relations have
areas have been considered. been generally considered.
Some areas have been more
adequately addressed than
others.

NN
Limited understanding of
concepts, aims and
structure of teaching and
learning in (visual) arts
education. Selection and
justification of the
resources is vague and/or
poorly presented.

Limited understanding of
how students learn, how to
cater for diversity and/or
how to integrate GCs and
CCPs. Strategies are
lacking or not appropriate.

Limited ability to identify

and explain relationships
between learning task
design, student learning
and expertise, higher order
thinking, assessment,
feedback and reporting.
Some areas may not have
been considered or
addressed in adequate
detail