Planning for Learning in the Arts

Assessment 2b: Planning for learning in the arts – Teaching and learning Plan (40% 2000 words)

Assessment aim

Based on your initial inquiry and object provocation, create a teaching and learning plan for an inclusive, integrated approach to teaching the Expressive Arts in Early Childhood. You may select any age group: 0-2, 3-5 (preschool), 5-8 (school).Instructions of assessment

The lesson plan you present must show depth, analytic thought, creativity & engagement. You must demonstrate integrated planning that connects children’s investigation of the “big ideas” in their world to the purpose and practice of working with and in the arts. We want you to show how you allow children to inquire into the Arts through the object provocation. You must plan for the integration of at least two arts topics (ie. drama and music) to explore your “big idea”. Support these ideas with literature (rationale) and refer to relevant curriculum documents.

Assignment 2b Lesson Plan Template

Please delete highlighted text prior to submission

Lesson Plan Procedure:

Length: 40 Minutes Age group: Select One 0-1, 3-5, 5-8
Learning Intentions (Including Integrated Art Skills/Knowledge/Element focus areas, Inquiry Question/s, and how the Object Provocation will be used).
Curriculum Links Select specific outcomes or content descriptors from the EYLF or ACARA arts, or BOTH depending on the age chosen.
Learning Environment  
Materials and Resources Make sure to refer to these in the lesson plan procedure.
Time Provided Progression of Teaching and Learning






Other considerations  


1.Select an age group: 0-2, 3-5 (preschool), 5-8 (school).

2.Based on 2a, create a teaching and learning plan using an integrated approach to teaching the Expressive Arts in Early Childhood. Integrate with two arts topics (ie. drama and music) or more. Must still utilise the specialist arts you focused on in Assignment 1.

3.Connect to the Big Idea, Inquiry Question, and Object in some way…but remember it still needs to be authentic arts.

4.Make sure both your specialist and integrated art area is balanced in your plan– they should both be apparent and effective arts. State and draw children’s attention to both Art areas.

5.Support these ideas with literature (rationale) and refer to relevant curriculum documents in the plan, and in the rationale.

6.Write your reflection. Keep this to a concise paragraph.

  1. Delete the highlighted blue sections in the template. There should be 40 words leftover after you have done which you can remove from the wordcount.

Do I have to use the template?

No – feel free to use your own.

How long is the lesson?

40 minutes. If your focus is in 0-2 and 3-5, your lesson plan is still 40 minutes, but you may need to break up the template into smaller sections depending on focus areas. The template has some basic guidelines for you, but you will still need to consider this from your own understanding and engagement with readings / individual research.

Do I need to use the same Big Idea?

No, you can change this if you like. If you do change this, you might mention why in the reflection.

What is a reflection?

There are many different types of reflection with different focus. In Assignment 1, you reflected on your arts experience weeks 1-6. In Assignment 2b, you will provide a reflection that briefly discusses changes you made from Assignment 2a, and reflect on what you may do in future regarding the Arts. You will also revisit your Arts teaching philosophy and own Arts knowledge. This is still a personal reflection.

You can use the Reflexive Writing document to guide you: link

What do I write in the reflection?

Have a look at the detailed rubric to help you here. This should be brief- less than 1 page. It is 15 marks. You can revisit your Arts teaching philosophy and own Arts knowledge. You can discuss changes you made from Assignment 2a based on literature or experience. You can also discuss changes you may want to make in future or will make, in terms of the lesson plan or other aspects that could not be considered as the plan has not been utilised in a class setting.

Do I need to use the same inquiry question?

It will likely need some adapting since you will be integrating. You can use the exact same big idea and question if you like (or change it) and look at it from a more general sense such as ‘through the arts’.

I’m worried my inquiry question is still closed? Can you check this?

No. If you receive feedback from Assignment 2a saying your question is closed, you will need to consider this further for 2b. however this should still not be the focus of your assessment. We ask you to consider this through your own understanding and focus your attention on other areas of the assignment.
As discussed in 2a, if in doubt just use this format replacing the words in brackets: How can we explore (Big Idea) in (Arts Areas)?
In 2b, you might want to use How can we explore (Big Idea) through the arts? But we are flexible on this.

How many inquiry questions do I need? 

Still one, unless you want to use other open questions to allow learners to explore further. This is purposefully left open.

Does my inquiry question have to include the Object within the question? 

Only if you wish to.

Do I need to use the same objects?

No, you can change this if you like.

What is an object?

To further clarify, an object is not a book, photo, paper, or real animals or humans dressed as something… Nor is it a common resource/material. An object is 3D and has height, depth, width and volume. The object you should be looking at is something that is easily found in the classroom or outside the classroom. For e.g. a rock, a shell, a mug, a pot or pan.

What is a lesson plan?

In Assignment 2a you discussed a learning experience. A learning experience can form a part of a lesson plan. A lesson plan for this assessment is 40 minutes long and details a lesson from start to finish. The curriculum links will also need to be clear.

A lesson plan should be able to be picked up by another teacher and taught by that teacher. For this to happen, the plan must have a clear sequence from start to end. The plan should not have detailed literature use throughout- this is distracting in a plan and belongs in the rationale. If you are paraphrasing, you do still need to reference the text being paraphrased (or quoted) with a citation; however, keep any literature discussions in the rationale. The words in a lesson plan should be your own, overall.

Here is an example of a lesson plan. This is not in early childhood, and it does not follow the template provided, so please do not copy this. However, look at the use of language and actions provided. It is clear what the educator should be doing, and what children/students will be doing. You may use a similar approach or first-person voice. Try and use action language rather than passive, past-tense, or “I might” (hesitant) words. Say what you and children will be invited to do.

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