| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Art, movement and music |
| Unit ID: | ECCOP2004 |
| Credit Points: | 30.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit explores music, movement, drama, and visual arts as essential learning experiences that support children's development, communication, creativity, and wellbeing in early childhood education. PSTs will explore a range of elements, language and intentional teaching strategies to support children’s interest and active participation in arts experiences. Through theory and practice, PSTs will develop their confidence and capacity to design, implement, and assess inclusive arts education. This unit includes a 10-day placement. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 10 days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Articulate the role of the arts in children’s development, learning and expression. |
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| K2. | Identify core elements and principles of music, drama, movement, and visual arts. |
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| K3. | Understand how to nurture children’s creativity and imagination through the arts. |
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| Skills: |
| S1. | Demonstrate practical skills in music, movement, art and drama. |
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| S2. | Evaluate teaching strategies and resources including ICT for their effectiveness, inclusiveness and sustainability in arts education. |
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| S3. | Reflect on confidence and explore how personal teaching practices in arts education may influence children’s participation learning. |
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| Application of knowledge and skills: |
| A1. | Plan, implement and assess inclusive and engaging arts experiences for children aged from birth to 5 years. |
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| A2. | Facilitate children's exploration of the arts using inclusive pedagogical strategies. |
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| Unit Content: |
Topics to be covered include: · Arts and arts pedagogy for young children · Music, drama, visual art and movement · Integrated arts approaches to planning and implementation with young children · Art, music, drama and movement resources for young children including ICT; selection, quality, cultural considerations, sustainability, safety and use of equipment · Contemporary and traditional arts practices of Indigenous Australians · Relevant learning frameworks and how they relate to arts · Artistic behaviour and development of young children · Planning, implementing and assessing children's visual art, music, drama and movement experiences · Working responsively and respectfully with young children when creating and performing · The value of the arts in making connections from the early childhood contexts and the wider community |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, A1, A2 | Develop an arts portfolio of experiences, for children aged from birth to 5 years, containing the following: Part A • A recording of a singing/music performance • A visual arts resource or artefact • A drama script • A dance/movement plan
| Portfolio | 50%-70% | | 2. | K1, K2, K3, S2, S3, A2 | Evaluation of implemented experiences with children. Assess children’s learning of arts elements, development, creativity and expression. Seek feedback from a colleague on your teaching. Reflect on teaching including personal skills and confidence in facilitating arts experiences in the early years and how this influenced children’s participation and outcomes. | Reflection | 30%-50% | | 3. | K1, K2, K3, S1, S2, S3, A1, A2 | Professional experience – 10 days total 5 days with children under 3 years and 5 days with children over 3 years
| Placement. Not available for supplementary assessment. | Hurdle S/U |
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