Student name: Amber
EDUC 5143 Arts for Secondary and Primary Middle Teaching
Word limit: 1350 words equivalent
Assessment Criteria
(each section weighted 20%)
Identify and interpret the
core elements and practices
of specialist arts subject
area
Examine the distinctive
features of arts education,
both generally and in
relation to specific
curriculum documents used
in Australia
Critically reflect on personal
funds of knowledge in
relation to the role as a
specialist arts educator, to
include consideration of the
values, attributes, interests,
skills and knowledge
required
High Distinction
Core elements and
practices of the arts subject
are identified succinctly and
interpretation provides a
sophisticated synthesis with
other areas of the students
knowledge and experience,
including but not limited to
personal funds of
knowledge and course
readings.
Scholarly examination
incorporates a wide range
of perspectives to establish
a clear, rigorously argued
point of view about arts
education in contemporary
Australia
Critical reflection on funds
of knowledge demonstrates funds of knowledge
outstanding insight into the
connections between past
experiences, current
knowledge, and future role
as an arts educator.
Assessment 2: Teaching Resouce- ePortfolio (30% of the total assessment)
Distinction Credit Pass Level 1 Pass Level 2 Fail
Core elements and The core elements and The core elements and The core elements Elements and
practices of the arts practices of the arts practices of the arts and practices of the practices are
subject are identified and subject are identified subject are identified arts subject are misidentified or
accompanying with accurate accurately. Accurate identified without incomplete.
interpretations draw accompanying explanations are interpretation. OR, Accompanying
accurately on other explanation. provided for some but some of the elements explanations, if
areas of the students not all of the identified and practices are present, are
knowledge and elements and identified with some inaccurate.
experience, including but practices. or mostly accurate
not limited to personal explanation.
funds of knowledge and
course readings.
An emerging scholarly Examination reflects on Distinctive features of Distinctive features of Examination of
examination incorporates general traditions of arts education are arts education are distinctive features
a range of perspectives, arts education and identified but not identified but not of arts education
connecting ideas about specific curriculum discussed. OR, discussed. OR, missing. OR,
arts education in general contexts, accurately discussion is narrowly discussion is examination
with specific representing a range of focussed on one narrowly focussed on misinterprets key
contemporary contexts. perspectives. specific feature. one specific feature documents and
and does not account texts.
for a range of
perspectives.
Thorough reflection on Reflection on funds of Reflection on funds of Reflection on funds Prior knowledge
knowledge shows knowledge is largely of knowledge is and experiences in
draws insightful some elements of descriptive and makes largely descriptive the arts are
connections to future criticality and draws strong explicit and makes weak dismissed as
role of arts educators some explicit connections to the role connections to the insignificant OR are
with strong elements of connections with the of arts educator. OR, role as a specialist not referenced at
criticality throughout. role of arts educator. reflection moves arts educator. all.
beyond the purely
descriptive but
connections to the role
of arts educator are not
explicitly drawn.
Apply understanding of
multi-modal arts literacies in
creating a coherent
ePortfolio that balances
visual, aural, and
linguistic/text-based content
Make references to relevant
curriculum documents,
assigned course readings,
the wider literature in arts
education and experiential
learning.
A highly sophisticated
submission that makes use
of an outstanding balance
of multi-modal literacies
throughout. The relationship
between various elements
is not only clear but serves
to further the
communication of the
submission as a whole.
References are used in a
highly scholarly way to
underpin content throughout
the ePortfolio. They are
drawn from across relevant
curriculum documents,
assigned course readings,
learning experiences, and
the wider literature in a way
that demonstrates excellent
synthesis.
A refined submission that Application of multi- The ePortfolio makes Some use of multi- Scant evidence of
makes use of an modal arts literacies is use of multi-media modal application of multi-
excellent balance of good, showing balance elements in a largely communication is modal literacies in
multi-modal literacies. across the ePortfolio. coherent way reflecting apparent, but the creation of the
The relationship between The relationship a satisfactory ability to elements lack ePortfolio. The
the elements is between the elements apply multi-modal arts balance and do not submission is
extremely coherent. OR, is clear and literacies. There is cohere. overly reliant on
a submission that shows considered. OR, the some evidence of written text.
evidence of some submission shows balance between the
outstanding features in some evidence of elements.
the application of multi- excellent work in
modal literacies but that application of multi-
does not maintain that modal literacies but the
standard throughout. submission is not fully
coherent.
A wide selection of Pertinent references References are made A small selection of References are
references are used to are made to relevant to the set text, relevant references are made missing. OR,
underpin the content of curriculum documents, curriculum documents, to the set text, references fail to
the ePortfolio in a way assigned course and to learning relevant curriculum conform to UniSA-
that demonstrates the readings, and to experiences. documents, and to Harvard style.
beginnings of good learning experiences. experiences.
scholarly technique. There is some
evidence of
engagement with the
wider literature in arts
education.

Summary comment:

Amber, thank you for presenting your eportfolio. What an incredible interpretation of this assignment. I am impressed with your
commitment to understanding what arts education is about and then showing where your arts knowledge connects with this. A powerful
component of the eportfolio is sharing the message using multiple modes. This presentation includes a wonderful balance throughout
the portfolio, with every image (still or video) bringing to life what you have written.

I have enjoyed reading about your own journey as a visual artist and how you can see transferrable skills from artist to arts educator. The
examples of your own work titled Life Vortex and Status of Refugees are beautiful and moving. Thank you for sharing. The synthesising
of theory and practice is clearly interwoven throughout this portfolio. The only suggestion that I can make is to keep reading arts
literature and including this into your repertoire.

An exemplary piece of work.

Assignment grade High Distinction Marker: SH
Grade Notati Notational% Grade Description
The Graduate qualities being assessed by this assignment are indicated below:
on
High HD 85-100 Outstanding performance on all GQ1: operates effectively with and upon a body of knowledge of sufficient depth to begin
distinction learning outcomes professional practice
GQ2: is prepared for lifelong learning in pursuit of personal development and excellence in
Distinction D 7584 Excellent performance on all
professional practice
learning outcomes
GQ3. is an effective problem solver, capable of applying logical, critical, and creative
Credit C 6574 High performance on all learning thinking to a range of problems
outcomes, OR excellent GQ4. can work both autonomously and collaboratively as a professional
performance on the majority of GQ6. communicates effectively in professional practice and as a member of the community
learning outcomes GQ7. demonstrates international perspectives as a professional and as a citizen
Pass level 1 P1 5564 Satisfactory performance on all
learning outcomes, OR high
performance on some learning
outcomes which compensates for
unsatisfactory performance on
other, resulting in an overall
satisfactory performance
Pass level 2 P2 5054 Satisfactory performance on the
majority of learning outcomes
Fail level 1 F1 40-49 Unsatisfactory performance on a
number of learning outcomes,
OR failure to meet specified
assessment requirements
Fail level 2 F2 Below 40 Unsatisfactory performance on
the majority of learning outcomes