EUB309 Performing Arts Education

Unit Outline: Semester 2 2025, Kelvin Grove, Internal

Overview

Performing arts in primary school contexts has distinct pedagogical and curricular orientations, including play-based approaches. Through music, movement/dance, performance-based media, imaginative play, story and drama, children are provided with ways to experience, understand, appreciate and respond to their worlds. In doing so, children will develop visual, aural, bodily-kinesthetic and aesthetic literacies. 

This unit explores key ideas about effective curriculum, pedagogy, performing arts works and assessment in the performing arts in primary school contexts from Prep-Year 6. Your work in this unit will be linked to national and state curricular documents, including the Australian Curriculum: The Arts.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Plan performing arts learning experiences for primary school contexts that align to curriculum and include appropriate teaching strategies and resources.
2. Apply critical and creative thinking to design innovative and inclusive performing arts learning experiences for primary school contexts.
3. Critically reflect on the benefits of continued professional learning through utilising live arts performances as professional learning spaces.
4. Reflect on and analyse performing arts experiences to inform planning and pedagogy, and build capacity as a performing arts educator.

Content

Learning Approaches

Feedback on Learning and Assessment

You will gain feedback in this unit through discussion with peers and teaching staff at weekly workshops. You will receive written feedback on assessment items.

Assessment

Overview

There are two assessment tasks in this unit:

1. Reflective Learning Design - This task draws on your experiences in workshops to engage in planning for professional practice.
2. Critique of live performance - This task connects the elements, concepts and processes of performing arts to real world demonstration of these in live performances and the benefits of these to teachers and children.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Reflective Learning Design

You will compile a reflection that includes a written and video recorded component. You will create learning experiences based on those you participated in during workshops and a supporting rationale. You will also create a recorded performance of original material using Dance, Drama or Music which will be incorporated into your written planning. Your planning, rationale and video recorded performance will also be informed by teaching strategies of the performing arts area, frameworks, curriculum documents, the concepts, substance and structure of the content, and your engagement with required readings and course content.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Critique (written)

You will reflect on a live arts performance (ticketed) that you have attended or watched online. Following the performance, you will critique it and your personal experiences to connect the performance with primary performing arts education. You will discuss the rationale for continuing your professional learning and identity development as a teacher, including how this will positively impact on student learning.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply. 

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Physical, social and intellectual development and characteristics of students
   Relates to: Reflective Learning Design
2. Understand how students learn
   Relates to: Reflective Learning Design, Critique (written)
3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Reflective Learning Design

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Reflective Learning Design, Critique (written)
2. Content selection and organisation
   Relates to: Reflective Learning Design
3. Curriculum, assessment and reporting
   Relates to: Reflective Learning Design

3 Professional Practice: Plan for and implement effective teaching and learning

1. Establish challenging learning goals
   Relates to: Reflective Learning Design
2. Plan, structure and sequence learning programs
   Relates to: Reflective Learning Design
3. Use teaching strategies
   Relates to: Reflective Learning Design
4. Select and use resources
   Relates to: Reflective Learning Design

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Reflective Learning Design

5 Professional Practice: Assess, provide feedback and report on student learning

1. Assess student learning
   Relates to: Reflective Learning Design

6 Professional Engagement: Engage in professional learning

1. Engage in professional learning and improve practice
   Relates to: Critique (written)
2. Apply professional learning and improve student learning
   Relates to: Critique (written)

7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community

1. Engage with professional teaching networks and broader communities
   Relates to: Critique (written)

Course Learning Outcomes

ED49 Bachelor of Education (Primary)

1. Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Reflective Learning Design
2. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO2, Reflective Learning Design
3. Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
   Relates to: ULO2, Reflective Learning Design
4. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO3, Critique (written)
5. Reflective: Reframe challenges into opportunities for capacity building and learning.
   Relates to: ULO4, Reflective Learning Design, Critique (written)