EDUC9126: Planning for Learning in the Arts Assessment 3

Case Study: Observation B 

Provocation

In a preschool room for children aged 3–5 years, the educator initially asked children to paint pre-cut butterfly shapes to teach symmetry. Instructions were fixed: paint one half and fold it to make a mirror image.

• Several children lost interest one said, “I don’t want to,” and another seemed unsure how to fold.

• The task was too closed-ended and focused on the product rather than the process.

• Children had little opportunity to make choices, explore, or express understanding.

According to Boyd, Cutcher, and Deans (2019), young children make meaning through open-ended, process-based exploration, not by reproducing an adult’s model.

Group’s reimagined approach:

• Support authentic learning of symmetry through music, movement, and collaborative art.

• Create a multisensory, playful, and creative process rather than a folded outcome.

Resources

• Music for introduction activity: Ball Park Music: Oomba Baroomba (ABC iView)

• Music and video for main activity: Singing Baby Animals To Sleep | Tjitji Lullaby | ABC Kids

• Musical instruments: Rhythm sticks, small drums, different coloured scarves

• Art materials: A3 paper, paints, pencils

Planning Experience

Inquiry Name: Mirror and Movement Game

Introduction Activity

1. Educator starts with interactive mirror game:

   • Question: “Can you move like me?”

   • Background rhythmic music is played while educator demonstrates small dance moves.

2. Responses to children:

   • If reluctant: “Sometimes it’s nice to just listen. Thank you for listening.”

   • Encourage matching movements: “Wow, you are dancing like me! We are the same.”

   • Encourage unique movements: “That looks great. Can we copy you?”

3. Invite a child to create a simple clapping or tapping beat and ask others:

   • “Can you move like your friend?”

   • Questions to stimulate creativity:

     • “What happens when the music gets faster?”

     • “Can your hands make the same sound together?”

Main Activity

• Introduce rhythm sticks, small drums, scarves from a box.

• Children explore instruments while music plays.

• Educator models instrument use and encourages copying and individual creativity.

Art and Symmetry Exploration

• Use photographs of symmetrical objects (butterflies, shells, flowers) cut in half.

• Encourage children to reconstruct whole images.

• Discuss symmetry in both sound and shape.

Cultural Learning: First Nations Music

• Watch Tjitji Lullaby video (native baby animals, First Nations art).

• Encourage movement and sensory engagement: sway side to side.

• Questions for cultural responsiveness:

  • “Can you say Tjitji?”

  • “Did you know Tjitji means child?”

  • Discuss origin and connection to Anangu Pitjantjatjara Yankunytjatjara lands.

  • Reflect on emotions and animals in the video.

Differentiation

• Children with mobility, learning, or sensory needs: provide tailored support and adapted resources.

• Younger or less confident children: slower music, simple clapping, one-on-one guidance.

• Older or more confident children: lead rhythm or create musical patterns.

• Goal: Flexibility and inclusion so all children participate meaningfully.

Curriculum Outcomes

Outcome 4 – Confident and Involved Learners

• Children collaborate, explore, and find solutions through musical and visual arts experiences.

Outcome 5 – Effective Communicators

• Express feelings and ideas through creative languages such as rhythm, imagery, and movement.

Rationale

• Focuses on curiosity and creativity in rhythms and patterns.

• Demonstrates that arts and creativity are universal concepts across cultures.

• Aligns with Dinham & Chalk (2022): authentic arts education is participatory, expressive, and child-centred.

• Children experience symmetry through sound and motion, not replication.

• Supports artistic and emotional wellbeing, connecting sensory and emotional understanding.

• Encourages reflection and meaningful discussion to develop creative and critical thinking.

• Promotes cultural responsiveness and inclusivity, highlighting Aboriginal and Torres Strait Islander music, storytelling, and dance.

Summary

This activity:

• Blends social, expressive, and sensory aspects of arts.

• Supports artistic growth, communication, and confidence.

• Encourages exploration of sound, image, and movement through joyful, child-centred experiences.

• Helps children understand and appreciate cultural diversity in creativity.

Summary of Assessment Requirements

The EDUC9126 – Assessment 3: Planning for Learning in the Arts requires students to:

• Observe a learning activity in a preschool context (Observation B – 3–5 years).

• Identify the strengths and limitations of the original provocation.

• Reimagine the activity to create an authentic, child-centred learning experience.

• Plan a detailed learning experience that incorporates music, movement, and visual arts.

• Demonstrate cultural responsiveness, inclusion, and differentiation for children with varying abilities and confidence levels.

• Align the learning plan with the Early Years Learning Framework (EYLF) outcomes:

  • Outcome 4: Children are confident and involved learners.

  • Outcome 5: Children are effective communicators.

• Provide a rationale for the learning experience, highlighting creativity, exploration, and reflective thinking.

Key pointers to be covered in the assessment:

1. Analysis of the original provocation and identification of limitations.

2. Detailed planning of the reimagined learning experience.

3. Selection of resources (music, instruments, art materials).

4. Step-by-step activity description (introduction, main activity, art exploration, cultural learning).

5. Differentiation strategies to support all learners.

6. Alignment with curriculum outcomes and EYLF principles.

7. Reflection on learning goals, cultural responsiveness, and inclusivity.

Academic Mentor’s Step-by-Step Guidance

The academic mentor guided the student group in a structured process to complete the assessment effectively:

1. Understanding the Original Provocation

• Reviewed Observation B to identify challenges: closed-ended task, lack of choice, limited exploration.

• Discussed the importance of process-based learning over product-focused outcomes, referencing Boyd, Cutcher, and Deans (2019).

2. Reimagining the Learning Experience

• Brainstormed alternative approaches to teach symmetry using music, movement, and collaborative art.

• Emphasized multisensory and playful methods rather than rigid folding tasks.

3. Resource Planning

• Mentor advised on selecting music, instruments, scarves, and art materials suitable for the age group.

• Included culturally responsive resources such as Tjitji Lullaby to introduce First Nations perspectives.

4. Activity Design

• Structured the learning experience into Introduction, Main Activity, Art Exploration, and Cultural Learning.

• Mentor provided guidance on prompting questions, encouraging creativity, and managing group dynamics.

5. Differentiation Strategies

• Discussed adaptations for mobility, sensory, and confidence differences.

• Designed strategies for younger/less confident children and older/more confident children to ensure inclusivity.

6. Alignment with Curriculum Outcomes

• Mapped activities to EYLF Outcomes 4 and 5:

  • Outcome 4: Engaging, collaborative learning experiences.

  • Outcome 5: Creative communication through rhythm, imagery, and movement.

7. Reflection and Rationale

• Mentor guided students to justify the learning plan with research references (Dinham & Chalk, 2022; Boyd, Cutcher & Deans, 2019).

• Emphasized cultural responsiveness and inclusivity, connecting arts to identity, expression, and community.

Achievement of Outcomes

The final learning plan successfully:

• Encouraged children’s creativity, exploration, and participation through multisensory play.

• Supported confidence-building and collaborative learning.

• Integrated music, movement, and visual arts to teach symmetry in a process-based approach.

• Ensured cultural awareness, highlighting Aboriginal and Torres Strait Islander traditions.

• Applied differentiation strategies, promoting inclusion for children with varied abilities.

• Reflected EYLF principles, meeting curriculum outcomes 4 and 5.

Learning objectives covered:

1. Develop children as confident and involved learners through hands-on experiences.

2. Foster effective communication via creative expression and social interaction.

3. Enhance cultural responsiveness and inclusivity in arts education.

4. Promote critical thinking, reflection, and problem-solving in young learners.

5. Support process-focused learning over product-based replication.

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