This task involves developing your own arts learning across all 5 Arts learning areas (Visual Art, Media Arts, Drama, Music and Dance) through a series of Arts Challenges.

Work from the six challenges will be used or adapted in your second assessment task for this unit.

1. Complete all six arts challenges, documenting your process, outcomes and learning using your own blog. * Ensure that you have made your blog public to enable sharing.

a. Consider how each challenge could be adapted for implementation in a particular classroom.

b. Include Australian Curriculum links (band level, strands – making and responding, content descriptors, opportunities for formative assessment).

c. Each challenge post on your blog should contain:

• examples of resources;
• outcomes of praxis;
• written reflection on and evaluation of the activity as authentic arts learning;
• reflection on your own learning, developing skills and experiences, extending these through engaging with examples from the world of the arts (each 300 – 400 words).

d. Post a link on the Challenges Forum each week for sharing your work as it progresses.

2. Develop and present a formal written account on the nature of arts learning to demonstrate your understanding of the purposes of the arts (reflecting key ideas in the arts rationale), and the learning intent of the Arts, including the 5 learning areas. The account must:

• identify contributions that the Arts make to learning (including the formation and expression of social values, beliefs and identity);
• include references to relevant academic literature as well as curriculum documents. (800 – 1000 words)

• Completion of arts challenges 1–6 (including reflections on learning and teaching)
• Demonstrated knowledge and understanding of the value of the arts in education, drawing on relevant readings which are appropriately referenced
• Creation, selection and reflection on arts works, own and others, with appropriate analysis
• Demonstrated application of appropriate arts elements in creation and presentation of the blog
• Concise and coherent communication and presentation of ideas and outcomes of challenges

This task involves applying your own arts learning across both the Visual (Visual Art, Media Arts) and Performing Arts (Dance, Drama and Music) by selecting a source for stimulus of learning, creating an original pre-text, planning a series of learning experiences or workshop activities, conducting one of these with a class or group of children, and evaluating and reflecting upon your learning.

***The task can be completed individually if unavoidable (some flex students), however wherever possible should be planned and implemented as a group to fulfill relevant components of APST Standard 6.

1. In small groups:

• create an Arts workshop or learning experience based on a theme of Diversity that links to a specific band of the curriculum, builds on your learning from the arts challenges, integrates both visual and performing arts, and could be used within a formal/informal arts learning context. This should:

• make and use an effective pre-text which will be a key stimulus for the presentation (we recommend using a piece of literature or story – suggestions attached, and creating your own digital pre-text product (monologue/image series/video, etc) from this;
• be supported by the creation of other relevant resources including teacher instruction materials (eg. lesson plan, justification, teaching resources, etc) and student materials (eg resource booklet, worksheets, etc) for implementation.

• deliver your learning experience, presentation or workshop (on campus students will present in groups, in a school or a context to be negotiated with your lecturer/tutor; distance students may need to present individually). The facilitated session should go for approximately 20+ minutes duration (this is a guide for time and will need to be negotiated with the teacher/organiser) and equally utilise each group members personal presentation and performing arts skills.

(Where the implementation is not attended by a CQU supervisor, students must have a mentor teacher or responsible adult verify that the session was delivered and be willing to provide brief written feedback).

2. Individually:

• design and submit appropriate lesson plans and resources to further support the experience, with an Arts focus and drawing on your learning in the arts challenges (two additional lessons – one visual and one performing). Lessons may be linked, but each one needs to have its own specific focus e.g. they could focus on different art forms, or they could focus on a different part of a process that might run over several lessons.

• complete an individual written reflection and evaluation. Evaluate the effectiveness of the selected arts strategies used in the presentation/workshop; reflect on your personal arts learning as a result of the planning and presentation aspects of this task; and identify the professional understandings you have developed throughout this Arts unit, with reference to appropriate literature.

Suggested texts as a starting point for development of an original pretext:

Fox, M. (2018). I’m Australian too; Fox, M (2007). Whoever you are; Parr, T. (2009). It’s okay to be different; Lionni, L. (2017). Little blue and little yellow; Jennings, J. (2015). I am Jazz; Britt, P. (2017). Why am I me? Kostecki-shaw, J.S. (2011). Same, same but different; O’Hara, M. (2016). More people to love me; Nowell, B. (2017). Who’s got a normal family? Malbunka, M. (2005). When I was little, like you; Say, A. (2013). The favorite daughter; Baker, J. (2010). Mirror (negotiate other choices through your tutor).

• Application of arts challenges to planning and implementation of arts teaching and learning
• Structure and development of arts learning experience with appropriate selection of content and strategies for targeted audience
• Demonstrated presentation and performance skills to engage learners and communicate meaningfully
• Creation and presentation of supporting documentation which clearly links to appropriate arts curriculum and relevant learning
• Demonstrated evaluation and reflective skills through written communications