ECE504: Creativity and the Arts in the Early Years Assessment 1

Assessment 1

Assessment Description

The purpose of this assessment is to demonstrate your ability to design, justify, and critically reflect on arts-based learning experiences that integrate five art forms into early childhood education, drawing on theoretical knowledge, curriculum frameworks, and personal professional growth.

Portfolio

Showcase early childhood arts activities (one each) across all art forms for children aged 0-5 years old. Please ensure to choose different age groups in each of the experiences.

• Drama
• Movement/Dance
• Music
• Visual Arts
• Media Arts

Focus on real-world resources and age-appropriate strategies.

Each activity must be completed based on the following planning format

• A clear description/instructions
• Links to EYLF 2.0 Outcomes
• Critical evaluation/justification of why it belongs in an arts curriculum
• A referenced source (e.g. book, article, video, website)

Summary of Assessment Requirements

The assessment required students to design, justify, and critically reflect on arts-based learning experiences that integrate five distinct art forms Drama, Movement/Dance, Music, Visual Arts, and Media Arts within the context of early childhood education (ages 0–5 years). Each activity was to be planned for a different age group to ensure developmental appropriateness and variety.

For every art form, students were required to:

• Provide a clear description and step-by-step instructions for the learning experience.
• Establish explicit links to the EYLF 2.0 Outcomes, ensuring that each activity supports children’s holistic learning and development.
• Include a critical justification explaining why the chosen activity contributes meaningfully to the arts curriculum and how it fosters creativity, expression, and engagement in early childhood.
• Cite at least one referenced source (book, article, video, or website) to support the theoretical and pedagogical foundation of the activity.

The goal of the assessment was to demonstrate students’ understanding of arts pedagogy, curriculum integration, and reflective practice aligned with EYLF principles and professional growth in early childhood teaching.

How the Assessment Was Approached by the Academic Mentor

The Academic Mentor guided the student through a structured, step-by-step process to ensure conceptual clarity, alignment with learning outcomes, and coherence across all five art forms:

Step 1: Understanding the Assessment Framework

The mentor began by helping the student interpret the assessment criteria, emphasizing the need to balance creativity with curriculum alignment. The student reviewed the EYLF 2.0 Outcomes and arts education frameworks to understand how arts experiences promote belonging, being, and becoming.

Step 2: Selecting Age Groups and Art Forms

The mentor advised choosing five distinct age ranges (infant to preschool) to show progression in developmental learning. This ensured the portfolio demonstrated a broad understanding of children’s evolving capabilities and learning needs.

Step 3: Designing Each Learning Experience

For each art form, the mentor guided the student to design age-appropriate, resource-based, and inclusive learning activities. For example:

• Drama: Role-play inspired by familiar stories.
• Movement/Dance: Rhythmic movement responding to music.
• Music: Exploration of sound using simple instruments.
• Visual Arts: Painting using natural materials.
• Media Arts: Digital storytelling through images or videos.

Step 4: Linking to EYLF Outcomes

The mentor reinforced how each activity should connect to relevant EYLF outcomes, such as Outcome 3 (Children have a strong sense of wellbeing) and Outcome 4 (Children are confident and involved learners). This step ensured curriculum relevance and educational value.

Step 5: Critical Evaluation and Justification

Students were guided to critically justify why each activity supports arts education focusing on creativity, expression, emotional development, and cognitive engagement. The mentor emphasized the use of scholarly references to validate pedagogical choices.

Step 6: Reflection and Final Structuring

Finally, the mentor helped the student reflect on personal growth as an early childhood educator, discussing how the process improved their confidence in integrating the arts and adapting to diverse learning styles.

Final Outcome and Learning Achievements

By the end of the assessment, the student successfully:

• Demonstrated comprehensive understanding of integrating multiple art forms into early learning.
• Linked creative experiences with EYLF 2.0 outcomes and theoretical frameworks.
• Developed skills in lesson planning, critical reflection, and professional articulation.
• Showed growth in understanding how arts education enhances emotional, cognitive, and social development in children aged 0–5 years.

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