| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Art, Movement and Music in Early Childhood |
| Unit ID: | EDECE3028 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit will explore music, movement and visual arts as a series of expressive and creative experiences that contribute to the development, learning and wellbeing of young children. The unit will introduce pre-service teachers (PSTs) to various strategies and resources to plan, implement and assess arts-based experiences for young children. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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 importance of art, movement, drama and music as modes of expression and ways of knowing |
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| K2. | Describe the arts elements for music, visual art, drama and movement and principles of teaching the arts |
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| K3. | Explore strategies for developing children’s dispositions of creativity and imagination while engaging in arts learning experiences |
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| Skills: |
| S1. | Perform relevant practical and expressive skills in music, movement, art and drama |
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| S2. | Develop inclusive teaching strategies to support children’s participation and learning in the arts |
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| S3. | Evaluate resources including ICT for their effectiveness, inclusiveness and sustainability in arts education |
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| S4. | Reflect on personal skill development and confidence in delivering arts experiences |
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| Application of knowledge and skills: |
| A1. | Plan a range of inclusive and engaging arts experiences for children aged from birth to 5 years |
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| A2. | Encourage young children's exploration of art, music and movement with the framework of an effective practical pedagogy |
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| Unit Content: |
Topics may include:
1. Arts and arts pedagogy for young children
2. Music, drama, visual art and movement
3. Integrated arts approaches to planning and implementation with young children
4. Art, music, drama and movement resources for young children including ICT; selection, quality, cultural considerations, sustainability, safety and use of equipment
5. Relevant learning frameworks and how they relate to arts
6. Artistic behaviour and development of young children
7. Planning, implementing and assessing children's visual art, music, drama and movement
8. Working responsively and respectfully with young children when creating and performing
9. 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 2 - Student demonstrates some independence within provided guidelines | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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, A2 | Describe what is meant by the arts and explain the value of arts for children’s learning, development and wellbeing in early childhood education. Provide a justification for including effective arts pedagogy in an early children education program. | Essay (1000 – 1500 words) | 30-50% | | 2. | S1, S2, S3, S4, A1 | Develop an arts portfolio containing the following Recording of PSTs music/singing performance (suitable for children aged birth to 2) Visual arts artefact (suitable for children aged 3-5) Drama script (suitable for children aged 3-5) Dance/movement plan (suitable for children aged birth to 2) Reflect on personal skill development and confidence in delivering arts experiences Entries 1-4 need to include arts concepts, resources and teaching strategies to foster creativity and expression. | Portfolio (2000-3000 words equiv) | 50-70% |
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