EMA303: Assignment Two

11501113

EMA303 Creative Arts 2:

Content & Context of
Creative Arts K-6

Assessment 2: Planning,
preparing and assessing the
Arts

Josie Morrow
11501113

Page 1 of 27

EMA303: Assignment Two

Student's name
Lachlan
Average Student

James
Rural Area

Nicholas
ASD

Likes to learn when...

Working in a group setting
Given an opportunity to utilise
imagination and be creative
enjoys story writing.

11501113

Uncomfortable or struggles
with...
Numeracy
Working independently

Given an opportunity to observe

followed by the opportunity to
explore, discover and
manipulate his environment.
Learns best by doing and
working with his hands.
Working in a noisy environment,

enjoys being loud.

Remaining focused on the

task at hand. Struggles
concentrating for lengthy
periods of time. Becomes
agitated and restless after
being seated for a long
duration.
Listening and following
instructions, regularly being
reminded of what to
do/what not to do.
He is learning about things that Flexibility/change of classroom
are of great interest to him.
and lesson structure and
This encourages and supports
routine.
his learning as he can relate
to the task at hand.
Recording and reciting relevant
factual information.

Creative Arts strengths and

areas for improvement include...
Strength: Working cooperatively
with peers, expressing a range
of thoughts and ideas,
acknowledging differing
perspectives. Great at story
telling.
Area for improvement: Modifying
ideas and creativity so they are
appropriate and relevant for the
class and lesson.
Strength: Making the most of his
leaning space, expressing,
moving and incorporating
props/objects all around the
classroom to create greater
meaning when performing.
Area for improvement:
Improving expression. Could put
more energy into working and
moving creatively and
expressively.
Strength: Highly creative, strong
illustrative and descriptive skills.
Area for improvement: Could
improve on active participation,
listening and communicating
ideas.

Page 2 of 27

EMA303: Assignment Two

Chloe
Highly
unmotivated

Lillian
Family Migrated

Sarah
High achiever

11501113

Working collaboratively
alongside her peers in a
group/pair setting.
When explicitly shown working
demonstrations, prefers
discussing and explaining
ideas orally then in written
format.

Literacy
Numeracy
Participating in whole class
discussions.

Given an opportunity to relate

to her work, building
connections with her
everyday experiences/culture
and learning.

English as a Second
Language.
Interacting with her peers
Comprehension activities

Working independently
Working cooperatively with
peers, very dominant and
Given the opportunity to work in
likes to be in control of the
leadership roles
situation.
Interacting and being patient
with others.

Date: Week 2

Visual Arts Stage 1

Lesson title
Buy, Swap and Sell

Strength: Communicating with

others using voice, pitch and
tone.
Area for improvement: could
improve on participating within
performing situations and
independent learning. Lacks
expressive behaviour both when
speaking (tone, pitch etc.) and
when moving.
Strength: Expressing herself
through dance, creating
meaningful dance routines,
great body movement.
Area for improvement: Speaking
her thoughts and ideas in case
they are incorrect.
Strength: strong artistic and
rhythmic skills.
Area for improvement: Could
improve on allowing others to
express their thoughts and ideas
to reach a compromise when
working in a group situation.

Class/ Year
S1

Page 3 of 27

EMA303: Assignment Two

Learning Outcomes from
Syllabus/Curriculum
Knowledge and
Understanding Outcomes:
Making
VAS1.1 Makes artworks in a
particular way about
experiences of real and
imaginary things
VAS1.2 Uses the forms to make
artworks according to
varying requirements
Appreciating
VAS1.3 Realises what artists do,
who they are and what
they make.

11501113
Indicators:
VAS1.1
Draw on ideas from their past experiences,
imagination and other artists work.
Talks about significant features and relationships
within their artworks, referring to such things as size,
sale, proportion, colour.
VAS1.2
Thinks about how they can interpret the teachers or
others requirements for artmaking.
Experiments with the properties of different drawing
and paint media and tools to create particular effects
in an attempt to capture likenesses of things depicted.
Seeks to emphasise particular features suited to the
purpose of artmaking, e.g. distortion, exaggeration,
elongation, viewpoint, colour, scale etc.
VAS1.3
Identifies particular qualities in artworks such as the
way the subject matter is represented and the use of
particular techniques and the effects these have in the
artists work and on viewers.

Page 4 of 27

EMA303: Assignment Two

11501113

Assessment Strategies
-

Presentation/Performance: students will create an oral presentation where they will attempt
to persuade their peers to buy their invention/toy.
Peer assessment: students will provide verbal feed back to their peers based on whether
they find other peers work appealing and whether they themselves would purchase their
invention/toy. Students will make a point of noting something that their peer did well and
one thing that could be improved/they would do next time.
Observation: I will observe and provide students with feedback consistently, timely and
continually.
Checklist: I will use a checklist that identifies every student and the appropriate stage 1
outcomes and indicators according to this lesson.

Modifications
Include visuals: throughout the lesson I will provide students with extensive visual cues and
explicit demonstrations that will guide and support their learning and provide them with
appropriate prompts.
Increase time/variations: as students progress throughout the lesson, I will endeavour to
provide the students with consistent and regular time deadlines, notifying them of where they
should be in order to complete the task at hand. However if students are struggling to fulfil
these requirements modifications will be put in place extending the amount of time allocated to
certain sections along with implementing variations e.g. focus more time on the
creation/drawing of their invention/toy and less emphasis on the marketing slogans etc. as
these can be demonstrated orally when the students are presenting.
Teacher Resources
Lesson plan

Student materials
Creative and imaginative
thinking

Equipment
Story book: Dotty Inventions
and some real ones too
Selection of toys/inventions
(everyday ones)
Whiteboard
A3 paper
Range of art materials (e.g.

Page 5 of 27

EMA303: Assignment Two

11501113

crayons, textas, pencils, glue,

glitter, paper etc)
CD player
Soft music CDs

Safety issues
- No obstructions in the room
- Student behaviour classroom management strategies put in place
- In the presence of scissors the appropriate method of safe handling
- Point out potential danger (power cord etc.)
Teaching and Learning Plan
Tim
e

Introduction
As students arrive they are invited to have a seat on the floor. The teacher begins the
lesson by providing students with a visual outline of what todays lesson will involve (e.g.
learning intention and success criteria) which will assist and guide students in the right
direction.
Learning intention: To use a variety of different art materials and skills to create an
appealing poster based on an invention/toy.
Success criteria: a completed poster including, heading, picture, colour etc. (teacher will
provide an example of one she made earlier)
To begin the lesson, the teacher will read the storybook: Dotty Inventions and some real
ones too, by Roger McGough (illustrated by Holly Swain). Published by Frances Collins
Childrens Books (2005) to get childrens imagination and creativity flowing.
Class

discussion:
Different types of inventions/toys mentioned in the story
Everyday inventions/toys
What purpose they serve e.g. useful, for comfort etc.

Page 6 of 27

EMA303: Assignment Two

11501113

Body
Further enhancing student discussion, the teacher will provide students with some real
life examples of inventions/toys. Students will each be given an opportunity to hold and
manipulate their chosen item making discussion with their peers based on:
Together talking about whether they are appealing and/or
purposeful items.
Describing different features found on the objects
Recognising colour options and patterns (i.e. appealing)
Shape/size
Teacher will reinforce the importance of creating not only a useful/purposeful toy or
invention but also the need to make the poster fun, bright, interesting etc. in order to
capture an audience. After the teacher has explicitly stepped the students through the
process it took to her to create her artwork they will be instructed to let their creativity
and imagination go wild!
Students will spend the majority of their time inventing/creating their masterpiece at a
table with a small group of peers with quiet soothing background music playing.
As the students progress throughout their learning, the teacher will provide appropriate
and realistic feedback and timelines allowing students to recognise how much time and
effort needs to be applied accordingly.
Conclusion
Students will share with the rest of their peers the work they have completed, trying to
persuade their audience that their creation/invention is appealing and worth
having/buying

Page 7 of 27

EMA303: Assignment Two

11501113
Music Stage 1

Date

Lesson title
Lets Play!!

Learning Outcomes from

Syllabus/Curriculum
Knowledge and Understanding
Outcomes:
Performing
MUS1.1 Sings, plays and moves to a range of
music, demonstrating an awareness of
musical concepts
Organising Sound
MUS1.2 Explores, creates, selects and
organises sound in simple structures
Listening
MUS1.4 Responds to a range of music,
expressing likes and dislikes and the
reasons for these

Class/
Year
S1
Indicators:
MUS1.1
Plays music using body percussion,
percussion instruments and self-made
sound sources to explore the concepts
of duration, dynamics, tone colour and
structure.
MUS1.2
Explores ways of varying known musical
material
Creates simple musical compositions
Explores ways of creating sounds on
instruments or sound sources.
MUS1.4
Identifies simple musical features of the
music that is performed and listened to.

Assessment Strategies
-

Observation: I will observe and provide students with feedback consistently, timely and
continually.
Posing/prompting questions: during whole class discussion and individual working time I will
demonstrate the use and importance of questions and the role they play when exploring
and enquiring.
Performance: students together will create a musical piece by improvising and producing
sound from everyday objects.
Checklist: I will use a checklist where appropriate identifying every student and the
appropriate stage 1 outcomes and indicators according to this lesson.

Page 8 of 27

EMA303: Assignment Two

11501113

Modifications
Include visuals: throughout the lesson I will provide students with extensive visual cues and
explicit demonstrations that will guide and support their learning and provide them with
appropriate prompts. This lesson will incorporate the use of instruments (hands on tasks)
thereby appealing to students and keeping them interested and motivated within the learning
environment.
Change: students will be given an opportunity to work with a variety of instruments and
materials as they will be frequently promoted to transition between areas within the classroom
changing up the learning environment and their learning material
Teacher Resources
Lesson plan

Human resources
Assistants to support
students

Student materials
A good listening ear

Equipment
Cd player
Music cds
Whiteboard
Musical
instruments
Classroom objects
(i.e. glass jars,
table top, chair
leg, tissue box,
string/rubber
bands

Safety issues
- Student behaviour classroom management strategies put in place
- No obstructions in the room
- In the presence of scissors the appropriate method of safe handling
- Safe/careful handling of instruments and objects around the room
- Point out potential danger (power cord etc.)
Teaching and Learning Plan
Tim

Introduction
As students enter the classroom the teacher will greet them and instruct for them to be

Page 9 of 27

EMA303: Assignment Two

e

11501113

seated on the floor. As students are being seated a variety of instrumental music will be
playing in the background ranging in rhythm etc. As students sit quietly they are
instructed to pay close attention to what sort of instruments might be heard within the
song.
Body
Instrumental song finishes.
Class discussion: (teacher will record brain stormed answers)
Identify different sounds and instruments
As the students identify correct instruments, the little helpers that are hidden round the
room will come out from their position playing the instrument = engaging, exciting,
interesting for the students. This will lead into further class discussion:
Recognising what these instruments have in common
How they produce sound
What type of type of sound they produce (tone, pitch etc.)
Together students will sort the instruments/helpers into groups based on similar features.
Once sorted into specific groups (i.e. large small, wooden, brass, string, how theyre
played etc.) students will spending time transitioning between all instrumental groups
(with the assistance of the helpers) observing, experimenting/playing etc. the
instruments as they get a feel for them.
- Can be a noisy task so instructional time does need to be spend time demonstrating
what is appropriate and what isnt.
- The loud instruments may be best played outside
Students will be instructed to meet back on the floor after a certain amount of time to
discuss sound.
- What have they learnt?
- What is sound?
Teacher will do an explicit demonstration of sound and the relationship between our ears
and sound waves.

Page 10 of 27

EMA303: Assignment Two

11501113

Once having learnt about sound and the exploration of particular instruments, students
will be informed that they will be creating musical instruments/a band of their own from
classroom objects.
- Explicit demonstration will be required as an example = glass jar and water.
- After of which students will explore, discover and manipulate environment to create
simple instruments/sounds.
- Students will practice playing their instruments; along with peers.
- Time limit required
Conclusion
To conclude the lesson students will work together to produce similar rhythmic beats,
sounds (i.e. pitch), soft/loud music as well as practicing a musical piece of their own
guided and conducted by their teacher.
Drama Stage 1
Date

Lesson title
Once upon a time

Class/
Year
S1

Page 11 of 27

EMA303: Assignment Two

Learning Outcomes from
Syllabus/Curriculum
Knowledge and Understanding
Outcomes:
Making
DRAS1.1 Takes on roles in drama to explore
familiar and imagined situations.
DRAS1.2 Conveys story, depicts events and
expresses feelings by using the
elements of drama and the
expressive skills of movement and
voice.
Performing
DRAS1.3 Interacts collaboratively to
communicate the action of drama
with others

11501113
Indicators:
DRAS1.1
Creates a range of stories and situations
adapted from their imagination and
everyday experiences.
Interprets a dramatic context by
responding in a drama form e.g.
improvisation, movement and mime.
DRAS1.2
Creates and adapts stories for
enactment
Expresses feelings and dramatic
meaning through movement and voice.
Responds to the elements of drama to
create shared meaning.
DRAS1.3
Interacts abstractly or in role to
communicate meaning to an audience.
Incorporates props to communicate role,
situation and place.

Page 12 of 27

EMA303: Assignment Two

11501113

Assessment Strategies
-

Checklist: I will use a checklist that identifies every student and the appropriate stage 1
outcomes and indicators according to this lesson.
- Observation: I will observe and provide students with feedback consistently, timely and
continually.
- Performance: students will work in small groups improvising and creating a mini
performance with a particular theme/challenge.
- Peer assessment: students will participate as part of an audience, observing and providing
feedback for students on their ability to work cooperatively, create a meaningful and
expressive mini performance along with their ability to convey specific thoughts and ideas
etc.
Modifications
Peer/group work: students will be given an opportunity to work in small groups so that further
developed and capable students will be able to assist students lacking in confidence and
motivation support.
Increase time: When students are working within their groups allow them longer if required to
collaborate and interact with one another, express thoughts and ideas and practice routines.
Explicit instruction: provide students with explicit instruction of what they are required to do,
breaking the lesson down into steps with a mini demonstration prior to each stage.
Teacher Resources
Lesson plan

Human resources
N/A

Student materials
Equipment
Enthusiasm
Button
Whiteboard
Pen and paper
Props

Safety issues
- No obstructions in the room
- Warm ups and cool downs are appropriate
- Student behaviour classroom management strategies put in place

Page 13 of 27

EMA303: Assignment Two

11501113

Teaching and Learning Plan

Tim
e

Introduction
Warm up game 1:
Ask students to sit in a circle.
2. Select a student as the beginner (Student 1).
3. Student 2 (person on the left) turns to Student 1 and asks,
What are you doing?
4. Student 1 (doing nothing) says I m rowing a boat.
5. Student 2 mimes rowing a boat.
6. Student 3 turns to student 2 and asks
What are you doing?
7. Student 2 describes a different action such as Im blowing up a balloon or Im
having a bath
8. Student 3 mimes this action.
9. Continue around the circle until all students have had a turn at miming an action.
Warm up game 2:
Remaining in their circle
2. Show students a button.
3. Tell students it s not really a button; it s really the eye fallen off from my imaginary
friend.
4. Pass the button to a student.
5. Explain to students that they are meant to think of a different purpose for the prop.
Instruct the first student to say No, it isnt an eye from your imaginary friend it s
really... , and they add their own idea, such as a key to open every single door ever
invented.
6. Continue passing the button around the circle, with each student disclaiming the
previous student s idea and stating his or her own idea.
-

Preparing them for their lesson miming/acting, improvising

Body
Written on the whiteboard students are explicitly shown and guided through what they

Page 14 of 27

EMA303: Assignment Two

11501113

will be learning toady.

Learning intention: using a range of skills (i.e. improvisation, miming etc.) to create a
story put together by single sentences and produce an ending with the help of your
peers/group members.
Success criteria: performing a meaningful mini routine/act (interpreted easily by the
audience)
The teacher will develop a sentence with the students
Today I met a Pirate named Bill along with the teacher, students will take it in turns
and produce a sentence that builds on the previous one on their own. These will be
written on the whiteboard for everyone to see and read along. Students may choose to
add actions as they recite their sentence.
Before the funny, crazy story ends all students will be instructed to freeze The teacher
explain to students that they are now going to be placed into small groups of 4 students
to completed the story by planning, practicing and performing their very own mimed
ending to the story, the way they want the story to finish. To help assist their ending,
students will be provided with a prop/toy of which will be the main feature

Conclusion
Once students have had enough time practicing a simple act they will perform their
concluding scene to their peers (audience) in mime. The chosen prop will help add
meaning to their play and hopefully allow the audience to follow and understand the
range of concluding scenes.

Page 15 of 27

EMA303: Assignment Two

11501113

Page 16 of 27

EMA303: Assignment Two

Date

Dance Stage 1
Lesson title:
Toys come to life.
Im a real boy quote Pinocchio

11501113

Class/
Year
S1

Page 17 of 27

EMA303: Assignment Two

Learning Outcomes from
Syllabus/Curriculum
Knowledge and Understanding
Outcomes:
Performing
DAS1.1 Performs dances demonstrating
expressive qualities and control over a
range of locomotor and non-locomotor
movement
Composing
DAS1.2 Explores and selects movement using
the elements of dance to express
ideas, feelings or moods
Appreciating
DAS1.3 Gives personal opinions about the
dances and their purpose that they
view and/or experience

11501113
Indicators:
DAS1.1
Uses a range of body parts and shapes
with expressive intention.
Uses movement with control,
confidence, awareness of skilful
techniques and a range of expressive
techniques.
DAS1.2
Uses the elements of dance to explore
movements ideas based on a theme.
Shows imagination in selecting
movement following exploration.
Works collaboratively to explore and
select movement to express ideas,
feelings and moods.
DAS1.3
Participates as an audience member
Observes and identifies elements of
dance that they have explored in the
creating and performing.

Assessment Strategies
-

Checklist: I will use a checklist that identifies every student and the appropriate stage 1
outcomes and indicators according to this lesson.
Observation: I will observe and provide students with feedback consistently, timely and
continually.

Page 18 of 27

EMA303: Assignment Two

11501113

Modifications
Peer/group work: students will be given an opportunity to work in small groups so that further
developed and capable students will be able to assist students lacking in confidence and
motivation support.
Explicit instruction: provide students with explicit instruction of what they are required to do,
breaking the lesson down into steps with a mini demonstration prior to each stage.
Visual cues: students will be visually provided with prompts on the board allowing them to
recognise the type of work they will be doing etc.
Teacher Resources
Lesson plan

Human resources
N/A

Student materials
Equipment
Creativity
CD player
Music CDs
Toy props

Safety issues
- No obstructions in the room
- Point out potential danger (power cord etc.)
- Warm ups and cool downs are appropriate
- Student behaviour classroom management strategies put in place
Teaching and Learning Plan
Tim
e

Introduction
Warm up: whilst music is playing
Ask students to walk around the room anywhere they want to go. Encourage them to be
creative and careful with the directions they are making; they can make curves and
straight lines whilst paying attention to where their peers are so that they do not bump
into them.
As they travel, give them a series of commands such as walk, run, gallop, change
direction, travel in a straight line, travel backwards, stop, hop or jog on the spot.
Next, instruct the students to have a number of body parts touching the floor/wall etc.
4 body parts touching the floor once this is achieved students jump up and continue
making creative pathways.

Page 19 of 27

EMA303: Assignment Two

11501113

Body
Students will continue standing in the open learning area as they will transition from one
dance activity to another. Students will be informed to listen carefully to instructions as
background music will be a main feature of lesson thereby adding another context
/distraction to the classroom environment.
Students will begin by copying the teachers dance moves simple more complex
moves
- These might be in relation to speed, rhythm, complexity (a number of stages to make
a move) etc.
- The teacher will then introduce a number of small simple props (i.e. ribbon, wooden
stick encouraging students to become familiar with them and begin
improvising/moving creatively with them.
- Whilst students are working independently or with peers with theyre props the
teacher will place a range of toys (animals, cars etc) around the room.
After experimenting/gaining a feel for their props the teacher will instruct hem to be
seated on the floor in the middle of the room.
Whole class discussion:
- How did you use your prop?
- Why move in specific ways for specific props? (i.e. soft movements with the ribbon)
Teacher will locate particular toys and together students will discuss how they would
move as that toy and to what kind of music toys come to life.
-

Teacher has prearranged the CD mix to suit particular order of toys, will follow this
music pattern when directing students to dance to a particular toy.

Students return to a standing position and as the teacher holds up a particular toy the
students will independently move how they think it would look/move to music like.
Conclusion

Page 20 of 27

EMA303: Assignment Two

11501113

Students will reflect on how they used body movements and music to move in different
ways, with and without prompting props.

DRAS1.1: Takes on the roles in drama to explore familiar and imagined situations
DRAS1.2: Conveys story, depicts events and expresses feelings by using the elements of drama
and voice.
DRAS1.3: Interacts collaboratively to communicate the action of the drama with others.
Indicators
Lachlan
James
Nicholas
Chloe
Creates a range of
Allows
Competent
Can explicitly
Relays past
stories and
imagination to run
in creating
retell past
memories
situations adapted wild extremely
stories, allows events and
and experiences
from their
creative.
him to
stories.
with feeling,
imagination and
Verbally
enjoy/realate
Extremely
setting the
everyday
expressing
to drama
literal, learning
scene.
experiences.
thoughts and
lessons as he
the difference
Creativity,
feelings to others. can embed his between fiction
exploring the
culture and
and non-fiction
use of her
life
and the effects
imagination
experiences
of such within
into his
drama.
performing.
Interprets a
Story telling by Moves rigidly
Moves
Unable to
dramatic context
using
and with very
extremely well
express her
by responding in a
expressive
little
following clear
ideas, lacks skills
drama form e.g.
movement and a
expression.
instructions.
to use initiative
improvisation,
range of roles.
Learning the
Has trouble
and creatively
movement and
Movement
relationship
interpreting
improvise
mime.
reflects
between
emotions and
without being
appropriate
movement
feelings and
shown and
and
thereby doesnt
stepped through

and the expressive skills of movement

Lillian
Highly
competent and
motivated to
make up
situations that are
relevant to her
culture, great for
whole class to
understand and
accept diversity
amongst one
another,

Sarah
Very
enthusiastic and
animated when
communicating
and performing.
Strives to do
her best.
Working
cooperatively and
collaboratively
with her peers.

Lacks the
skills and
ability to
comprehend and
interpret
communication/co
ntext orally and
visually (through
body movement)

Displays
strong relevant
rhythmic and
dramatic skills.

Page 21 of 27

EMA303: Assignment Two

emotion/feeling
Improvising and
routine flexibility.

Creates and adapts

stories for
enactment

Creates very
imaginative
recounts
L Substituting
and modifying
stories to be
relevant for all
peers and reality
within the
classroom.

Expresses feelings
and dramatic
meaning through
movement and
voice.

Highly
creative/imaginati
ve thinking.
Learning how
to express his
ideas through
relevant and
expressive
movement and
voice (pitch, tone,

11501113
understand
context.

the process.
Has trouble
thinking for
herself.

Great at
retelling stories,
fact and
experiences.
L Lacks the
ability to create
fictional stories
for
entertainment.

Can be quite
dramatic with
voice, tone, pitch
and body
movement.
L Learning when
and how to
appropriately
express feelings
and emotions.

Learning the
relationship
between oral
story telling and
performance story
telling. Learning
to identify/use the
appropriate
expression and
body movements
to create
meaningful
experiences.

Extremely
creative and
imaginative when
story telling,
however only
takes into
consideration one
maybe two roles.
Rarely identifies a
number of
characters and
roles
independent
thinking

Understands
a range of
emotions and
feelings when
provided with a
visual cue.
Employing
his own
emotions and
feelings through
movement and

Participation and
disinterest
hinders Chloes
ability to
become actively
involved in
dramatic
meaning,
movement and
voice.
Discovering

Uses music as a
way of expressing
her emotions and
feelings. Great
body control. Can
associate
appropriate/releva
nt body
movements to
match particular
music (e.g. slow,

Expresses
feelings and
dramatic meaning
through
movement and
voice.

expression.

Can
capture an
audience
when story
telling emotive
L Confidence
boost when
expressing
himself with
his body
(expression,
actions,
behaviours
etc.)
Uses a range
of voice
techniques
(i.e. pitch,
tone, volume)
when acting
to express
feelings and
convey
meaning.
Gains

Page 22 of 27

EMA303: Assignment Two

11501113

volume etc.)

Responds to the
elements of drama
to create shared
meaning.

Working

voice.
listeners/audie
nces
attention.
Performing

Learning to
work
alongside peers
creating an
interactive
environment,
enhancing his
understanding of
his peers and
their
personalities.

things that
are relevant
and of interest to
her are
paramount.
Works well
with her peers
creating a
collaborative
environment.

collaboratively or
cooperatively with
peers to create a
shared drama
meaning and
experience.

collaboratively
and
cooperatively
with peers.

Interacts abstractly
or in role to
communicate
meaning to an
audience.

Recognises and
incorporates a
range of
characters.
Performing a
range of roles
from differing
perspectives.

Enjoys
performing
and great at
transitioning
between
characters, bit
of a larrikin.

Struggles
understanding
differing
perspectives,
characters and
roles. Takes
everything
literally.

Excels at roleplay when the

character is of
interest to her.
Enjoys
pretending to be
another
character

Incorporates props
to communicate
role, situation and
place.

Setting the
scene. His
creative
imagination
allows Lachlan to

Without
planning or
intention
James
manipulates

Able to use
the props with a
true sense for
the purpose of
the drama

Props and
prompts assist
Chloe and
motivate her to
as she responds

flexible, flowing
movements with
soft wind
instrument music
etc.)
Comprehension is
an area of
imrpovement
however works
well when in a
small group
setting. Needs to
interpret/understa
nd herself before
being able to
create meaning.
When explicitly
shown/directed
Lillian is found to
be more
competent in role
play

Still learning
how to
appropriately
implement/use
props, however

Working well
with peers is
an area for
improvement,
once positive
interaction and
collaboration
occurs shared
meaning will
happen.

Loves
performing for an
audience, plays
her role with
confidence and
enthusiasm.
Sarah performs
well above her
stage of
development.
Extremely
resourceful and
aware of her
environment.

Page 23 of 27

EMA303: Assignment Two

11501113

naturally
improvise and
transform
everyday objects
into appropriate
props.

Area for improvementGood

and interacts
with his
environment
naturally.

performance.
Visual learner
understands the
element that
props add and
how they
complete the
setting/situation
of the particular
drama.

well to
visual/physical
cues.

Lillian also
responds well to
theses cues and
prompts.

Excellent

Page 24 of 27

EMA303: Assignment Two

11501113

I am a

Dear Lachlan,
out io
Today I really valued your effort and energy during our drama class. You worked extremely well youre your peers and showed great attempt at linking your thoughts and ideas with real practice.Was
Letsput
try and
an
Well done!!
Miss Morrow
Year One
Classroom
School of Drama

1234

By using a
specialist iPad
app, Nicholas
will be able to
photograph and
document his
work
along
with
This bingo
board
will be used of a number of
written
lessons, allowing James to place a sticker on the
comment that
is most appropriate to his
feedback
from
learning/development
during that lesson. His
both himself
aim is to have a card completely covered in
and
his teacher
stickers
a whole unit of work.
on work
samples and his
progress
creating a

This piece of feedback allows either

students (Lachlan) or teachers or
both to make a comment on the
students daily learning. Used for
when students accomplish something
out of the ordinary maybe hey were
challenged and succeeded

Thumbs up to
Nicholas will trace
James for his
his hand and at
Creativity
the beginning of
Use of the year will write
expression
5 goals for the
Variety of
body
year
on one side,
this will be
movements
Focusing on specific
photocopied and
skills based around his During Dance
used as a way of
ability to work and
providing regular,
communicate
meaningful
effectively with others.
feedback on the
opposite side from

Page 25 of 27

Inspirational quotes will be used to motivate

Chloe throughout Creative Arts as she learns
to become actively involved/invested in her
own learning. Little comments of feedback
will be written alongside the most
appropriate quote.

Lillian will utilise this chart to recognise and

acknowledge what it is that she did well during Dance
lessons. The visual element engages Lillian and
outlines what kind of skills she can be utilising whilst
participating in Dance together her and the teacher
This photo shows me working
may choose to circle words.

cooperatively with my friends in

Drama/Dance. I can do it!!
By using a visual with Sarah,
she is able to recognise and
acknowledge her positive
contribution
on to her peers and own
development.

11501113
Chloe your effort
and energy in
class today was
fantastic! Your
ability to blow
this balloon up
will reflect just
that and your
positive

Next
lesso
nIw
ill try
my b
est t
o

EMA303:
Assignment
Twonot okay to not try!
Its okay
to not
know, its

Together with her teacher,

Lillian will start creating/build
on her chain
bracelet/necklace lesson-bylesson, feedback-byfeedback. This provides
Lillian with a visual and
physical aspect to her

Frequent, relevant and timely feedback

aids to engage students (Sarah) in
their own learning, further developing
Can be completed by both the teacher and
their reflective skills
the student.

Page 26 of 27

References
NSW Board of Studies. (2006). Creative Arts K-6 syllabus. Sydney: Board of
Studies NSW.