EDUC9126: Making Meaning in the Expressive Arts

Assignment

Book Chapter | in It's Arts Play: Young Children Belonging, Being and Becoming Through the Arts, by Dinham, Judith; Chalk, Beryl, 2, Melbourne, Oxford University Press Australia & New Zealand, 2022

The Artful philosophy

Book Chapter | Cowley, S., in The artful educator, by Cowley, Sue, Crown House Publishing, 2017

Approach Guided by the Academic Mentor

Step 1: Understanding the Sources

The mentor instructed the student to carefully read the chapters, highlighting key philosophies, theories, and examples. The student was encouraged to:

• Identify central themes, such as Belonging, Being, and Becoming.
• Note examples of art-based learning practices.

Step 2: Structuring the Assignment

The mentor helped the student outline the assignment in a coherent structure:

• Introduction: Brief overview of both books and their relevance to early childhood arts education.
• Main Body:
  • Section on Dinham & Chalk – summarizing the artful approach to children’s experiences.
  • Section on Cowley – highlighting strategies for artful teaching in early learning settings.
  • Comparative analysis – evaluating similarities and differences between the philosophies.
• Reflection: How these approaches can influence classroom practices and professional development.
• Conclusion: Summarizing key insights and practical applications.

Step 3: Critical Analysis and Reflection

The mentor guided the student to:

• Go beyond summarizing content by critically evaluating the impact of arts integration on children’s learning.
• Reflect on personal learning and potential professional applications.
• Include examples to demonstrate understanding of concepts in real-world educational contexts.

Step 4: Finalization and Review

• The mentor reviewed the draft for clarity, flow, and coherence.
• Feedback was provided to strengthen connections between theory and practice, ensuring a critical yet reflective tone.
• Proper referencing of the chapters and additional literature was verified.

Outcome Achieved

• The student produced a structured, well-analyzed, and reflective assignment linking theory to practice.
• Key learning objectives covered included:
  • Understanding the philosophy of arts education in early childhood.
  • Applying theoretical concepts to practical teaching strategies.
  • Developing critical reflection and analytical skills.
  • Enhancing ability to communicate insights effectively in academic writing.

The final assignment demonstrated both mastery of the source material and the student’s ability to reflect on its practical relevance, achieving the intended learning outcomes.

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