Teaching and Assessing the creative arts in australian primary schools

I need to request the same writer as my current order. This is important. Job #A77021.\n\nDiagram: create a visually engaging diagram (e.g. mind map, flowchart) that maps one of the student work samples from PART A onto a creative arts continuum of learning K-12. WORD LIMIT: variable, depends on visual format selected.\n\nThere are two documents that students are to utilise as one creative arts continuum\n\nThe Arts: Sequence of Content F-10 - https://acaraweb.blob.core.windows.net/resources/The_Arts_-_Sequence_of_content.pdf\nThe Arts: Sequence of Achievement F-10 - https://acaraweb.blob.core.windows.net/resources/The_Arts_Sequence_of_achievement.pdf\n\nI have completed some of the diagram - please see attached ppt presentation. The parts in red is where I need the writers input. Please see other attachments for assistance.

Stage 2
Insect Drawings
Bobby
Purpose
Outcome VAS2.1
Visual Art drawing represents different
qualities of things and experiences
that are beautiful and interesting by
choice of subject matter focusing on
the details of the subject matter of the
insects and its features.
Means of Assessment
Means of Assessment used here is Summative Assessment where students learning is evaluated at the
end of an instructional unit based on some standard bench marks. There are various strategies through
which summative assessment can be done, here in this assessment portfolio strategy has been taken as a
means to evaluate Visual Art drawing.
Judgement
Grade – A
Sequence of Content F-10
YR 3-4
It explorers the artwork and idea of
different things, culture, time which
includes artwork by Aboriginal and
Torres Strait Islander artists, to use as an
inspiration for their own
representations(ACAVAM110)
Sequence of Achievement F-10
YR 3-4
• All the students are required to discuss as well as
describe all the differences and similarities of their
insect drawings they made as well as to one whom
they have responded. They all will discuss how they
had organized all the processes and elements in their
drawing. All the students express their ideas to make
a plan and make their artwork.
• Till the end of 4th year, all the students will discuss as
well as describe all the differences and similarities
between the artwork they view, make and present.
Everyone will discuss their as well as others artwork
visual conventions.
• By the experience all the students plan and make their
artwork collaborating with each other. Everyone uses
different techniques, visual conventions and processes
in order to communicate their ideas.
Learning Continuum
Bobby was given Grade C but according to the purpose,
Sequence of Content and achievement He should have been
given Grade A as he has clearly fulfilled the purpose of the
Art work by explaining the insect and his features in a very
clear manner as well as he has also followed the sequence
of the content. So according to me he should have been
given an upper grade according to his art work. He has
demonstrated an appropriate level of competence by using
different techniques and forms to represent the subject
matter.
INDICATORS High Level
Relationship
between the
two outcomes
Similarities
between
expectations
Influences
Influences
Influences
Influences

References
• Roy, D., Baker, W. & Hamilton, A. (2015). Teaching the arts: Early
childhood & primary education. Melbourne: Cambridge University
Press.
• Kivunja, C. (2015). Teaching, learning and assessment. Steps towards
creative practice. Victoria, Australia: Oxford University Press.