Analysis and critical evaluation of one story and one language game and Storytelling video

EDU30001: Imagining the World through Language and Literature
Assessment 2: Assessment folio part 1
Word / Time limit: 800 words (+/- 10%) + 3-5 minute video
Weighting : 25%
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Assessment overview
The purpose of the assessment folio task within this unit is to enable you to demonstrate your knowledge and skills across the range of activities involved in developing students’ language and literacy skills within the early childhood context. By completing both parts of the folio, you will generate evidence of your capacity to analyse and critically evaluate resources used in an education context, and apply your knowledge of using children’s literature to engage and educate.
This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:

1. Analyse a range of genres and conventions in children's literature, including folklore, picture books, storytelling, language games and poetry
2. Demonstrate techniques of effective and engaging teaching that develops literacy skills
3. Critically evaluate children’s language and literature resources.

Assessment details
This first folio assessment focuses on storytelling and language games. Note that:

• in the context of this assessment, storytelling refers to telling a story directly to children, rather than reading to them from a book - which will be covered in Assessment 3
• language games could include any kind of play-based language experience, including songs or rhymes.

There are two sections that need to be completed. Section A is to be written in third person. Section B requires you to produce a video.
Section A: Analysis and critical evaluation of one story and one language game
Begin by identifying one sample of a story that you might use with an age group of your choice and one sample of a language game for the same age group. You are not to write your own story, but are to find one that is appropriate for the age group. Similarly, you are not to write your own language game.
Include information on the story and language game (e.g. write out the story, describe the language game, or provide a link to this information online) as part of an appendix at the end of your submission. Note that this appendix will not be counted in the word count for this task, although it must be included in your submission.
Your analysis and critical evaluation of the story and language game (400 words for each) must address the following:

• Your analysis must explain how your sample story and language game fit within the conventions of these genres (or categories). Provide evidence from within the story and game to justify your analysis.
• Your evaluation should describe:
  • the strengths and weaknesses of the story and the language game
  • the usefulness and value of the story and game for an educational context. In your response you might consider the appropriateness for the selected age group and the use of gender-ex/inclusive language; whose voice/s are included and whose are excluded.

Section B: Storytelling video
This section of the task provides you with an opportunity to demonstrate techniques of effective and engaging teaching.
You are to video yourself telling the story you chose in Section A as you would to a group of children/students. This story must be told as if in an authentic context. In addition to telling the story you must seek to engage your ‘audience’ in the story in such a way that leads to learning. For instance, you might pose questions, use props or engage children in an activity. These questions or the way you introduce this activity must also be included in your video. The video should be 3-5 minutes in length.
Make sure there are no children visible on camera.
You are to upload your video to YouTube. Detailed directions on how to do this can be found in the Assessment 2 folder in Blackboard.
Additional resources
The following resources will assist you as you prepare your folio items:

• The APA Style will help you with citing and referencing your resources.

Preparing your folio
The learning materials and collaborative activities within this unit have been designed to support you as you prepare your folio. Note in particular:

• The key concepts related to storytelling and language games are presented in the Week 3 learning materials. The Week 3 activity will help to finetune your understanding of the important elements of storytelling.
• Activities in Weeks 5, 6 and 7 will allow you to workshop your knowledge of stories and storytelling techniques and language games, and also to rehearse and practice your ability to video yourself telling stories and performing language games.
• In the Week 6 and 7 learning materials you will see some video demonstrations of storytelling and language games.

Producing your video
There are a number of different devices you can use to produce your video. You may have your own video camera, or you might use the webcam on a computer. Or you may find it most convenient to use the video recording fuctionality of a camera, tablet or mobile phone.
The Study Resources provide useful technical guides for:

• Recording video on a smartphone/tablet or digital camera
• Recording video on your computer’s webcam - PC
• Recording video on your computer’s webcam - Mac.

Remember that your video is intended to simulate the experience of telling a story to a group of children. The following tips should help you in capturing a more authentic experience:

• Think about your audience. Speak slowly and clearly, and pitch your vocal tone at a level that is suitable for a listening audience.
• Try to set up the room to make it feel like you are addressing an audience. Place some chairs in front of you. If you can find some friends to sit on them, that will give you an audience to speak to. Or think about placing some soft toys or dolls on the chairs to make it feel like you have an audience. Note, if you are addresing an audience of children, be careful not to get them on camera, for reasons of privacy and child safety.
• Rather than rely on a static recording device (like a PC's webcam) see if you can get a friend to film you (on a phone or camera). That way you can get feedback on your performance as you go.
• Take care with elements such as audio volume, lighting and the background you stand in front of. It is critical that you can be clearly seen and heard, so your eLA can assess your speaking and presentation skills. Make sure there are no distractions in the picture.

If you have any concerns about the technical aspects of this task, please communicate them to your eLA as early as possible, so there will be time available to sort them out.
Submitting your presentation
In order to submit your presentation, you must first upload the video you have recorded into YouTube. Depending on how you have produced your video, you might need to first transfer it to your computer, or you may be able to upload it directly from your smartphone or tablet. If you are not sure how to do this, the Study Resources section of the Student Portal provides a number of technical guides:

• Transferring video from a camera via USB - PC & Mac
• Transferring videos from your smartphone or tablet
• Upload videos to YouTube from a smartphone or tablet
• Uploading videos from your computer.

Once your video is uploaded to YouTube, you will need to generate a link to share the video. Paste this link into the bottom of your Word document (where you have responded to section A of the folio).
If you have any questions relating to this assessment, please post them in the Assessment 2 Q&A forum in your group discussion area.
Submission details
Write out your response to Section A in Microsoft Word format. Add the link to your YouTube video for Section B at the bottom of the document. Name your file using the format:
surname-firstname-EDU30001-AT2.docx
This assessment will be submitted via Turnitin. See the Assessment 2 section of Blackboard for more detailed information.
Assessment criteria

1. Analysis of storytelling and language games.
2. Critical evaluation of resources used in an educational context.
3. Teaching techniques (use of voice/props/body language/gesture to engage students, questions/activity).
4. Conventions of academic communication (use of evidence, written and oral language use, structure, referencing).More Details on How to Work on this Paper......
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Your work will be assessed using the following marking guide:

Grade	Descriptor
No Pass Did not meet criterion.	Did not meet criterion.
Pass [P 50-59%] All aspects of the task have been completed, and the requirements of all criteria have been met at a satisfactory level. All work is original, except where the works of others have been integrated and referenced according to APA conventions.	The analysis demonstrates rudimentary understanding of the definition and characteristics of storytelling and language games. This is evidenced through original and relatively unambiguous statements supported by a limited range of scholarly sources. A description of the story and language game has been written, rather than an evaluation. If evaluative language has been used, the submission shows an emerging capacity for evaluation. The video demonstrates a developing capacity to engage with children through storytelling. The tone of voice is appropriate (is not condescending or patronising), as is the vocabulary. At this level, the story is launched into with little attempt to provide a setting or to introduce the characters. Transitions within the story tend to be sudden and unexpected. The story has a clear finishing point. The questions posed or the activity introduced are generally appropriate for the age group, relate to the story, and seek to engage children in learning. There is adherence to relevant conventions of English and maintaince of an appropriate degree of structure and formality in the written aspect of this task. The work is proofread so that most typographical and spelling errors are eliminated, and any errors that are present do not detract substantially from the communication of ideas. The analysis and evaluation are original work and others’ ideas have been cited using APA referencing conventions. Evidence is provided to support ideas, although this evidence may be drawn from a limited range of sources, or sources that lack authority (they may be old, not necessarily the most relevant, or from non-scholarly sources such as blogs).
Credit [C 60-69%] To be awarded a Credit, the work must fulfil all of the requirements of the Pass level, but with more sophistication.	The analysis demonstrates sound understanding of the definition and characteristics of storytelling and language games. This is evidenced through concise statements that draw on the ideas of scholars in the field. The critical evaluation of the story and language game selected demonstrates a well-developed capacity to evaluate the appropriateness of resources for use in an educational context. The general characteristics of each genre are correctly linked with the specifics of the examples, and identified strengths and weaknesses of these examples have been clearly identified. Within the written part of this task, word choice is deliberate, and there are no superfluous words or phrases. Editing has been a key part of the preparation of the written work. This is obviously not a ‘first’ draft, but has been crafted to ensure a high quality submission is presented. Sentences are complete, and punctuation, including apostrophe use, is generally correct. Careful and thorough proofreading has resulted in a professionally presented submission. The storytelling (evidenced in the video) is interactive and considers children’s particular interest and needs. Varied vocal expression is used to engage the audience in the story, the story is told with energy and enthusiasm, clear speech, appropriate pace (i.e. not too fast) and appropriate vocabulary. Resources are used appropriately (e.g. the use of props or other resources) and add value and interest to the story and its telling.
Distinction [D 70-79%] To be awarded a Distinction, the work must meet all the requirements of the Credit level, but with more insightful analysis, critical evaluation, capacity to engage an audience, and competence in written communication.	The analysis is detailed and a clear definition, in student's own words, has been crafted to demonstrate understanding of storytelling and language games. The critical evaluation is detailed and the interpretation of the ways in which the elements of the story and language game fit within the conventions. Each part of the task has been responded to, demonstrating critical thought and insight into ways of engaging children through story and language.
High Distinction [HD 80-100%] To be awarded a High Distinction, the work must meet all the requirements of the Distinction standard, outlined above, and then must go beyond that.	The submission demonstrates attributes of critical reading, critical analysis, and the insightful synthesis of reading about storytelling and language games. There is a coherence to the submission that is evidence of deep understanding of these two genres. The analysis demonstrates a capacity to discriminate between what is relevant and what is not in relation to definitions and characteristics of storytelling and language games. Thoughtfulness and sophisticated insight into how the samples were selected is evidenced in the critical evaluation section. Ideas are influenced by scholarly literature, and the literature drawn on is relevant and current. The video demonstrates confidence in storytelling and engaging children in appropriate activities. The choice of language is descriptive and articulate, and a perception of the meaning of the story is artfully expressed through the telling. Any errors that remain in the work (errors of language use in both the written and the oral parts of the submission) do not detract from the overall quality of the submission, or from the meaning communicated. All external sources are referenced according to APA referencing conventions.

Please note: If the assignment fails to reach a satisfactory standard on each criterion, or it does not fulfil the task requirements, then it must be awarded a no pass.
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