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GroupandIndividualInstallationAssessmentTask|EDAR422EDAR462|2015
GROUPNAME:Thursday8amPurple
GroupMembersNames

IndividualName:AlexandraHarveys00129253
ArtsArea

OtherCurriculumLearning
Area

IndividualProcessVideo

1.ShivonBell

Mediaarts

HumanandSocialscience

http://warandart.weebly.com/shivon.html

2.AlexHarvey

Visualarts

Maths

http://warandart.weebly.com/alex.html

3.BriannaRobinson

Drama

P.E

http://warandart.weebly.com/brianna.html

4SineadDowling

Music

English

http://warandart.weebly.com/sinead.html

5JamesSikaris

Visualarts

HumanandSocialscience

http://warandart.weebly.com/james.html

6CharlotteIreland

Drama

Languages

http://warandart.weebly.com/charlotte.htm
l

7StephenNugent

Music

Science

http://warandart.weebly.com/steve.html

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GroupNotes:
Overarchingtopic:war
Groupvideoon,http://warandart.weebly.com/alongwithindividualprocessvideos.Toseeindividualprocessvideosclickonindividualpages.
IndividualNotes:
AfterreadingthearticleWAR:whatisthepoint(locatedonLEO,linkwillnolongeropen),Iwasinspiredbythetopic.Iproposedtheideato
thegroupandfromthereourinstallationexpanded.Pleasevisithttp://warandart.weebly.com/alex.htmlforfurtherinformation.
URL:http://warandart.weebly.com/alex.html

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ReferenceList:
Amorson,A.(2001).Learntomovemovetolearn.Jigsaw.21,67
AustralianCurriculum,AssessmentandReportingAuthority.(2012).Australian
Curriculum:TheArtsFoundationtoYear10.Retrievedfrom
http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundation_to_Year_10_July_2012.pdf
AusVELS.(2013).VictorianCurriculummathematics.Retrievedfromhttp://ausvels.vcaa.vic.edu.au/Science/Curriculum/F
10#level=2&search=3525904ae12c47bfb6be9e4600a2dbba
AustraliaCouncilfortheArts.(2009).Firstwesee:TheNationalReviewofVisualEducation.Retrievedfrom
http://www.australiacouncil.gov.au/resources/reports_and_publications/subjects/education/first_we_see_the_national_review_of_visual_e
ducation
Dinham,J.(2011).Media.Indeliveringauthenticartseducation:Visual,drama,music,dance,media(pp.273305).Victoria,Australia:
CengageLearningAustralia.
Laird,J.(2012).Primaryschoolvisualartseducation:Teachersperspectives.CurriculumMatters,8,4869.
Mezirow,J.(2009).Anoverviewontransformativelearning.I.Kund(Ed.),
Contemporarytheoriesoflearning:Learningtheoristsintheirownwords,9294.London,UK:Routledge.

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Robinson, K. (2001). Out of our minds; learning to be creative. Chinchester, West Sussex. Capstone Publishing Ltd
Appendix D | Music Art Installation & Process Video for INDIVIDUAL Assessment | marking sheet | EDAR422/462 | Semester 2, 2015
Name: Alexandra Harvey
Alexandra Harvey
ACU Academic Grading
Descriptors

Creative Arts Strand: Visual Arts

Learning Area Addressed: Mathematics

HD - Exceptional

DI - Accomplished

CR - Good

PA - Satisfactory

NN - Unsatisfactory

Consistent evidence of comprehensive

understanding of the unit content;
demonstration of an extremely high level
of interpretive and analytical ability and
intellectual initiative; substantial
originality and insight in identifying,
creating and developing arguments,
perspectives and critical evaluation of
problems; and high level of
communication and application
appropriate to the discipline.

Consistent evidence of very high

level of understanding of unit
content; development of
relevant skills to a high level;
evidence of creative insight and
ability to apply relevant skills
and theories as well as
interpretive and analytical
ability; and demonstration of
appropriate and highly effective
communication.

Evidence of a good level of

understanding, knowledge and
skill development in relation to
unit content; and
demonstration of high level of
interpretive and analytical
ability.

Evidence of satisfactory
understanding of basic unit
content; development of
relevant skills to a competent
level; adequate interpretive and
analytical ability; and adequate
communication of information
and concepts in terms of
disciplinary requirements or
conventions.

Little or no attainment of learning

outcomes, with limited
understanding of course content or
skill development.

Exceptional evidence that the

process of creating the installation
is integrated with another learning
area and is informed by the
Australian Curriculum

Strong evidence that the

process of creating the
installation is integrated
with another learning area
and is informed by the
Australian Curriculum

Good evidence that the

process of creating the
installation is integrated
with another learning area
and is informed by the
Australian Curriculum

Satisfactory that the

process of creating the
installation is integrated
with another learning area
and is informed by the
Australian Curriculum

Little or no evidence that the

process of creating the
installation is integrated with
another learning area and is
informed by the Australian
Curriculum

Strong evidence that the

process of creating an
installation facilitates an
ongoing development of the
creative arts and other
learning areas in the school

Good that the process of

creating an installation
facilitates an ongoing
development of the
creative arts and other
learning areas in the

Some evidence that the

process of creating an
installation facilitates an
ongoing development of the
creative arts and other
learning areas in the school

Little or no evidence that the

process of creating an
installation facilitates an
ongoing development of the
creative arts and other
learning areas in the school

Individual Component
40%
Clearly integrates
creative arts with
another learning area
and is explicitly informed
by the Australian
Curriculum (20 marks)
Clearly demonstrates an
understanding of
pedagogy and education
paradigms (20 marks)

Exceptional evidence that the

process of creating an installation
facilitates an ongoing development
of the creative arts and other
learning areas in the school

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school

Group Work 20%

Group work is presented
in an appealing,
innovative and
contemporary way and
is useful as a teaching
and learning resource
(20 marks)

Exceptional design and innovation

practice is evident throughout the
submission.

Accomplished design and

innovation practice is
evident throughout the
submission.

Good design and

innovation practice is
evident throughout the
submission.

Satisfactory design and

innovation practice is
evident throughout the
submission.

Little or no design and

innovation practice is evident
throughout the submission.

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