Outline

Overview

Creativity is one of the 4C's deemed crucial for 21st century learning. Fostering creativity in the primary classroom and in pedagogy more generally is central to Education and the Arts 1. This unit offers rich experiences in the four Creative Arts strands: Drama, Visual Arts, Music and Dance. It utilises experiential learning approaches and combines both theoretical and practical/studio practice across a range of artforms appropriate to K-6 classrooms.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Natasha Beaumont, natasha.beaumont@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Multiple Choice Quiz - Consolidate key concepts of arts-based pedagogy	0%	Week 03 Due date: 21 Aug 2026 at 23:59	15 questions	AI allowed
Outcomes assessed:
Written work	Drama and Visual Arts Learning Experience: Learning experience	40%	Week 07 Due date: 14 Sep 2026 at 23:59	2,000 words	AI allowed
Outcomes assessed:
Creative work	Reflective Arts Journal Reflective Arts Journal	60%	Week 13 Due date: 06 Nov 2026 at 23:59	2,500 words or equivalent	AI allowed
Outcomes assessed:
= group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Drama and Visual Arts Learning Experience:

In pairs select one artwork from the Art Gallery of NSW, or the Museum of Contemporary Art, or Chau Chak Wing Museum. Specify why you have chosen this artwork, including research about the artist/artwork. Using your chosen artwork as a stimulus develop two learning experiences for a specific stage, one for Drama and one for Visual Arts. (NB: The same stage for both)

The deadline for selecting your own groups will be Friday Week 4. After this date, the shared doc will be closed and you can request to be placed in a pair or complete A1 individually.

Criteria:

Rationale for choice of artwork (approx. 500 words)

reason for choice of artwork with reference to syllabus and scholarly literature
research about the artist/artwork
why it's appropriate for your chosen stage with reference to syllabus and scholarly literature
citations of some of the EDUP1016 course readings

Creative Arts Learning Experiences - Drama & Visual Arts (approx. 750 words each)

Learning experiences must include

- - specific stage related outcomes and indicators
  - clear learning goals
  - logical sequence of the learning and teaching processes based on your chosen stimulus (i.e. artwork)
  - explicit descriptions of teacher modelling to support students' practical understandings in each artform
  - explicit teaching of/ reference to at least 1 of the syllabus 'Elements' in each art form
  - possible differentiations to meet diverse student needs
  - description of at least one assessment strategy (formative or summative)

You must use the lesson plan proforma available in Modules.

You must include a reference list.

If using AI, you must include a usage acknowledgement & description (2-3 sentences)

Reflective Arts Journal:

Students are expected to document their journey through the Creative Arts via a Reflective Arts Journal. This may be in hard copy or in digital form. They are asked to provide 4 entries - one for Drama, Music, Dance and Visual Arts (i.e one entry only for each of the 4 artforms - Drama, Visual Arts, Music and Dance = 4 entries, equivalent 625 words each).

Entries should be critical reflections, not purely descriptive, and demonstrate your understanding of key concepts, ideas and elements covered in the tutorials and lectures. Each entry should be a mixture of written and visual text (and should include some of your artworks from Wks 1, 2, & 3). Entries should be supported by wider reading. Implications for future teaching - i.e., how you see yourself implementing some of what you have experienced in your workshops - and areas where you would seek further professional learning also need to be considered.

Criteria:

Critical reflections on each of the 4 creative arts, Drama, Visual Arts, Music and Dance demonstrating your understanding of key concepts covered in the tutorials/lectures.
Use of appropriate Visual Arts, Music, Dance and Drama terminology/language.
Synthesis of ideas reflecting on the creative arts experiences and their relation to the 4Cs.
Implications for future teaching/for you as a primary teacher, including reflection on cross curriculum links.
Well-structured and creatively presented with a mixture of written text and visual/graphic elements
Citations of EDUP1016 course readings and wider research to support your reflections

Assessment criteria

Assessment grading

The University awards common result grades, set out in the Coursework Policy (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit Overview/ Intro Visual Arts in K to 6 Syllabus: Overview of EDUP1016 learning goals and assessment structure; Rationale "Why Creative Arts from K to 6?"; Introduction to Visual Arts in the NSW syllabus; Elements of Visual Arts	Lecture (1 hr)
Week 01	Visual Arts: Intro to Mark Making; Materials in primary arts; Laying out the visual arts space	Tutorial (2 hr)
Week 02	Visual Arts Materials & Methods: Age-appropriate methods in primary classrooms; Markmaking/ printmaking; Process-oriented approaches to visual arts	Lecture (1 hr)
Week 02	Visual Arts: Drawing & Painting; Experimentation as cognitive process, Sensory aspects of visual arts for neurodivergent learners	Tutorial (2 hr)
Week 03	The Arts & Child Wellbeing; How arts methods enhance wellbeing; Social and cognitive implications of the Arts as inclusive pedagogy; Differentiating in the visual arts context	Lecture (1 hr)
Week 03	Visual Arts: Indigenous Artmaking; Teachers as learners of Aboriginal and Torres Strait Islander cultures; Culturally respectful arts pedagogy; Engaging with nature in visual arts	Tutorial (2 hr)
Week 04	K to 6 Drama: Intro to Drama and elements of Drama in the NSW syllabus; Key methods and approaches in drama teaching and learning; Drama as literacy pedagogy	Lecture (1 hr)
Week 04	Drama: Forms & Elements; Foundational approaches; Tools of dramatic performance - body, voice, imagination	Tutorial (2 hr)
Week 05	Student Exhibitions of Work (adjusted lecture time): This lecture will be scheduled at an alternate timeslot to enable shared engagement with whole-of-cohort visual art works as part of BEd Primary "Foundation Events" Programme.	Lecture (1 hr)
Week 05	Drama: Storytelling & Readers Theatre; Drama and improvisation for narrative building; Oral language and dramatic performance; Readers theatre as inclusive literacy pedagogy	Tutorial (2 hr)
Week 06	The Arts Crisis in Australian Educational Landscape; Relevance of Creativity as core 21st Century Skill; Mapping of national trends in arts education delivery; Positioning of Creative Arts K to 6 pedagogy as central to children's cognitive and social development	Lecture (1 hr)
Week 06	Drama: Programming & integrating drama; Drama strategies that support inferential comprehension; Programming literacy-focused creative arts	Tutorial (2 hr)
Week 07	An Introduction to Music in Education: "Why Music?"; Music as fundamental form of expression; Benefits of singing and music education	Lecture (1 hr)
Week 07	Music: Time to Play: An Introduction to Music in Education: "Why Music?"; Music as fundamental form of expression; Benefits of singing and music education	Tutorial (2 hr)
Week 08	Elements of Music + Programming Music Learning: Music in NSW K to 6 syllabus; Teaching the musical elements: Sequencing music learning	Lecture (1 hr)
Week 08	Music: The Joy of Singing; Elements of Music + Programming Music Learning: Music in NSW K to 6 syllabus; Teaching the musical elements: Sequencing music learning	Tutorial (2 hr)
Week 09	Music & the Brain: Putting Neuroscience into Action; Cognitive effects of music making; Programming embodied music experiences for corss-curricular benefits	Lecture (1 hr)
Week 09	Music: Embodiment, Play and Primary Music Making; Music & the Brain: Putting Neuroscience into Action; Cognitive effects of music making; Programming embodied music experiences for corss-curricular benefits	Tutorial (2 hr)
Week 10	Intro to Dance in Education + Elements of Dance: Dance in NSW syllabus; Teaching the elements of dance	Lecture (1 hr)
Week 10	Dance: Using a Stimulus to Structure Movement; Intro to Dance in Education + Elements of Dance: Dance in NSW syllabus; Teaching the elements of dance	Tutorial (2 hr)
Week 11	What Does Dance Look Like in Schools?; Creating performance opportunities; Collaborating with colleagues and school communities	Lecture (1 hr)
Week 11	Dance: Dance Styles - Musical Theatre; What Does Dance Look Like in Schools?; Creating performance opportunities; Collaborating with colleagues and school communities	Tutorial (2 hr)
Week 12	Creating Dance Works from Children's Literature: 'Hey Warrior' performance; Inclusive and embodied self-expression	Lecture (1 hr)
Week 12	Dance: Pedagogical Practice: Dance methods for self-expression and inclusion; Accommodating difference in the dance context	Tutorial (2 hr)

Attendance and class requirements

The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required text: Gibson, R., & Ewing, R. (2020). Transforming the curriculum through the arts. Melbourne: Palgrave Macmillan.
Required text: NSW Department of Education and Training. (2000). Creative Arts K-6 Syllabus. Sydney: Author.
Required text: Ewing, R., & Simons, J. (2016). Beyond the script: Drama in the English and literacy classroom: Take 3 (3rd ed.). Sydney: PETA.

NB: All readings for this unit are on the Canvas reading list.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Understand the rationale for including the Creative Arts in the NSW curriculum
LO2. Develop and demonstrate understanding of the various Elements, Concepts, Forms and Subject Matter of Drama, Visual Arts, Music and Dance as outlined in the NSW Creative Arts Syllabus
LO3. Plan purposeful Creative Arts experiences for primary children; gain the skills and confidence to effectively teach these in the classroom
LO4. Reflect critically about how the Creative Arts can be used as a powerful tool to develop learning across the NSW K-6 curriculum
LO5. Become creative and imaginative thinkers; begin to understand how the Creative Arts develop critical thinking, creativity, collaboration and communication skills, plus the importance of different perspectives and learning styles.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 2. Professional Knowledge: Standard 2 - Know the content and how to teach it
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Knowledge: Standard 1 - Know students and how they learn
2		Professional Knowledge: Standard 2 - Know the content and how to teach it
3		Professional Practice: Standard 3 - Plan for and implement effective teaching and learning
4		Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments
5		Professional Practice: Standard 5 - Assess, provide feedback and report on student learning

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We welcome feedback on this Unit of Study. Please take time to offer constructive feedback at the end of semester.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Drama and Visual Arts Learning Experience:

Reflective Arts Journal:

Criteria:

Assessment criteria

Assessment grading

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDUP1016: Education and the Arts 1

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Drama and Visual Arts Learning Experience:

Reflective Arts Journal:

Criteria:

Assessment criteria

Assessment grading

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links