Considering Generative AI

The advent of sophisticated generative AI that is freely available may allow students to submit work that is not their own with very little chance of detection. This may prevent accurate measurement of student capacity. You should assume that if students take a task home that they will have used AI to assist them. You should also assume you cannot distinguish AI generated work from student work, for example, essays, scripts, adaptations, musical compositions, digital artefacts. In particular, take care with reflective and process journal writing. 

Currently, attempts to develop detection software for written work have not been successful.  Any detection software results can only be suggestive, conversations with students and procedural fair processes would have to follow.  

Consequently, you need to consider what aspect of the discipline are you trying to assess and how generative AI might impact on it. Then you can try to design tasks that focus on what you want to know about student performance while limiting interference from AI. 

Teach students to keep their research, process notes, and drafts, and submit a record of prompts used so that they  can provide evidence of process and composition if required. 

Explicitly define the appropriate use of AI in a task  and accommodate this in your rubric, e.g. AI use might mean the expectation of perfect spelling as the minimum standard, AI generated brainstorming with images

Consider increasing the weighting of  supervised in-class tasks without digital tools or with lock down browsers- in this context a prepared oral presentation is not an in-class task.  

If you are interested in exploring the implications of generative AI further, you could undertake this BSSS Professional Learning online workshop- Introduction to to AI in the ACT Senior Secondary System.

Creativity in Dance

Creative Inquiry Task 40%

Undertake the following steps to complete the assignment. 

1. Conduct research into a chosen dance work from the list provided, and evaluate the creative process used to create it. Record this in your process journal with academic integrity.

2. As a dancer, experiment with a one minute sequence from the performance.  Take guidance from your teacher and reliable sources. Reflect on your success in following the sequence from the dance work in your process journal.  

3. In a Five minute spoken presentation, explain the technical elements used and the creative choices made by choreographer, director and dancers in the one minute sequence. 

4.  Teach the class the one minute sequence and reflect on yours and their success and failures in your process journal  drawing on theories.

5. Submit the process journal.

Group Composition Task 40%

1. Conduct research into the creative process used to compose dance used by two companies from the list provided and record their processes in your process journal. 

2. Identify a selection of choreographic devices and techniques used by the companies in their work and record using images and annotations in your process journal.

3.  Evaluate the processes in a ten minute group discussion and as a group select a process to follow. 

4.  Choreograph a dance work using the creative process chosen on a theme from the list provided or in negotiation with the teacher. Use choreographic devices and techniques identified in your research into companies. Each member should feature prominently for at least one minute. 

5.  Perform the original work. 

6. In your process journal reflect on the successes and areas for improvement in the work. 

7. Submit the process journal.

Solo Composition task

8. Conduct research into the creative process used to compose dance used by two soloists from the list provided and record their processes in your process journal. 

9. Identify a selection of choreographic devices and techniques used by the soloists in their work and record using images and annotations in your process journal.

10. Justify your choice of a process in your process journal.

11.  Choreograph a two minute dance work using the creative process chosen on a theme from the list provided or in negotiation with the teacher. Use choreographic devices and techniques identified in your research into soloists. 

12.  Perform the original work. 

13. In your process journal, reflect on the successes and areas for improvement in the work drawing on theories.

14. Submit the process journal.

Creativity In Drama

Research Task 20%

Write a well-researched, fully referenced essay in answer to the following question:

Critically analyse how the inclusion of First Nations experiences in Leah Purcell's 'The Drover's Wife' to the original Lawson short story has changed the audiences understanding of Australia. 

Group Creative Inquiry Task 40%

Undertake the following steps to complete the task:

1. In a group of four, investigate canonical Australian stories, novels and plays and select one you would like to reimagine using First Nations content/characters/themes. Record summations of three texts and their potential for dramatic development in your process journal. 

2. In a five minute group discussion to which all must contribute views and justifications, select one of the canonical texts to work with. Use the attached scaffold to support your discussion. Include the filled out scaffold in your process journal. 

3. Using Purcell's creative process, and research into Australian History, reimagine a five minute scene from the text to explore First nations experiences of Australian history.  Each group member should present a draft and the group will have a dramatic reading for each scene.  Include the scene script in your process journal. 

4.  Annotate the scene scripts in your process journal as to the strengths and weaknesses. Write a 300 word justification of your choice. Have a twenty minute group discussion about the strengths and weaknesses of the presented scenes and select the one for further development

5.  Allocate characters and use a democratic creative process to make decisions about character development. Record your character development ideas in your process journal. Analyse your character and record: Who they are, their objectives, motivations, relationships, physical cues and speech habits. 

6. Hold two rehearsals for the scene for a dramatic reading of the piece. Record advice from the teachers, your objectives, successes and areas for improvement after the two rehearsals in your process journal.

7. Hold a dramatic reading of the work for the class. 

8. Using a dramatic theory, reflect on the strengths and weaknesses of the performance in your process journal. 

9. Submit the process journal with all elements for assessment. 

Monologue and Staging Task 40%

1. Critically analyse the meaning and purpose of a monologue from the list and record your analysis in the process journal with academic integrity.

2. Conduct research into staging elements that could enhance the performance of a monologue. Collect images of possible elements and ideas in your process journal and annotate the strengths and weaknesses of those elements for the monologue you analysed. 

3. Experiment with different approaches to the character, in terms of physicality, costume, speech, habits, personality. In your process journal, plan three options, rehearse with them and then make a choice and justify your choice in your process journal. 

4. Hold a rehearsal with two critical friends and take their notes on the performance. Include the notes in your process journal and make a performance plans in response to them.

5. Work with staging technicians to develop the plan. Adapt plan according to advice

6. Perform the monologue.

7. Using a dramatic theory, reflect on the successes and the areas for future improvement in the process journal.

8. Submit the process journal.

Creativity in Music

Task One- 40%

Theory and Performance of English Folk Music

Purpose

To explore and apply your musical understanding, skills and techniques to develop, refine, and present your creative work in an arrangement.

Assessment description

This assessment provides an opportunity for you to demonstrate your knowledge and understanding of the creative process, musical theory and the features an conventions of English folk music. 

Task- Create an arrangement of a melody (English Country Garden) for two or more parts.

Your arrangement should:

·         be for a small group

·         use the chord progressions, structure, and harmonic rhythm of the original as a guide, creating a variation of melody, rhythm, dynamics, texture and other musical elements and compositional techniques* as appropriate. If desired though, you can change some of the chords from the original version

·         be in ABA ternary form – which is the original form of the theme. Remember elements* should be used to connect or relate the sections to each other

·         comprise the same structure and number of bars as the original

·         have a strong sense of tonality by using notes of the tonic triad, particularly, at the beginning and the end

·         include appropriate use of cadence points

·         should be in a key of your choice

·         include transposed parts if using transposing instruments

·         include tempo indications, dynamics and expression marks appropriate to the instrumentation

·         be a coherent and clearly structured arrangement that contains balanced phrases within a harmonic arrangement based on the original theme

·         include markings appropriate to the instrumentation, such as bowing marks, breath marks, etc.

You may present your creative work as an audio recording, use software to notate your composition, or write it by hand on staff paper.  

*Such elements and compositional techniques may include dynamics, articulation marks, rhythm (augmentation, diminution, meter change, simple/compound change), melody (augmentation, diminution, retrograde, intervallic inversion, sequence), harmony, texture and tone colour.

Assessment conditions

Your arrangement should be between A 1-2min and T 2-3 minutes. You should submit a copy of the original melody with your arrangement. This can be in the form of notation or an audio recording.

Reflection

Consider your use of the creative process taught and reflect on your success in meeting the task parameters. (300 words)

Task Two- 30%

Creative Inquiry Task

Topic:  Folk Music

Follow these Steps:

Research the context and development of a chosen  Cultural  Folk music. Write 400 well-referenced words explaining the features, forms and techniques of the chosen Folk Music Form.

Investigate the techniques and practices, and the instrumentation or vocalisation, of the form and culture.  Critically analyse five pieces through annotations indicating musical features through written commentary on recordings. (400 words)

Focus on a particular piece, and record yourself following the conventions of the genre. (A- 1-2 Minutes, T 2-3 Minutes)

Write a 300 word reflection on the successes and areas for improvement in the recording, and set goals for improvement using the steps of the creative process taught.

Create a performance of the improved piece for an audience. 

Task Three 30%

Composition Task- Folk Music

Using the features of the folk music style studied in the Inquiry Task, compose your own piece within that genre of music. 

This may be in an audio recording, using software e.g. sebelius, or hand written. 

Critically analyse your piece by writing an annotation of the piece to indicate how it meets the features of the genre. Reference your annotations to justify your commentary.(400 words)

Write a reflection considering the successes and areas for improvement in complying with conventions of the area of music. Use the steps of the creative process to guide your reflection. ( 300 words)

Creativity in Media

Research Task 25%

Conduct the following steps to complete the task:

1. Investigate a selected cinematic creative process from the list provided, and in your process journal outline the creative process followed by accessing interviews with and writing about the film maker.  Use academic integrity.

2. In your process journal, write an evaluation about the strengths and weaknesses of that approach. 

3. Critically analyse two works from the film maker and come to a conclusion about the success of their approach to film making. Write 500 words in your process journal in an in-class test setting on 25 March. 

4. Submit your process journal. 

Collaborative Creative Inquiry Task 50%

Conduct the following steps to complete the task. 

1. Research the cinematic techniques used by film makers from the list provided. ((( Similar period or genre etc)))))

2. In your process journal collate a selection of techniques you would like to learn to emulate in your film making.  Annotate screen shots of the techniques and explain the process and reasons you think they are effective in engaging audiences. 

3. Consider the script provided and annotate the script with ideas for filming and post production.

4. In a group, in a thirty minute group discussion using the attached scaffold, workshop the script provided and make creative choices about filming and editing.  In your process record the arguments for and against your ideas and the reasons for final choices.  You will be assessed on the quality of your contribution to the discussion and each person must present their ideas uninterrupted for at least two minutes.

5. Undertake tutorials in the skills needed for the creative plan. 

6. In your group, develop a production plan and implement it as a group. 

7. Submit the final film to the class Dropbox.

8.  Write a rationale on your piece justifying your technical and editing choices in your process journal. Use screen shots from your production to illustrate your points. 

9. Submit your process journal.  

Analysis Task 25%

Test- 2 hours

You will watch a film and the teacher will pause the film and the students will have ten minutes to write about techniques used by the film maker and the effect of those techniques on audience and narrative. There will be four episodes of watching and writing. Students will then have the opportunity to review their writing before submission. 

Creativity in Photography

Creativity in Portraiture Task 40%

1. Conduct research into the work, creative process and techniques of three portrait photographers, using digital photography, and annotate with reference to the creative process and techniques used by them in your Process journal. (with referencing)

2.  Choose two photographers and imitate their work to produce four portraits in the style of that photographer, using digital photography. Hand in the photos printed out and also include in your process journal and annotate the works to indicate the process and techniques employed.  

3.  Write a reflection  in your process journal to indicate which processes and techniques you found most useful and will retain going forward.

Creativity in Landscape Photography 40%

1.  Conduct research into the work, creative process and techniques of three landscape photographers, using digital photography, and annotate with reference to the creative process and techniques used by them in your Process journal. (with referencing)

2.  Choose two photographers and imitate their work to produce four landscape works in the style of that photographer, using digital photography. Hand in the phots printed out and also include in your process journal and annotate the works to indicate the process and techniques employed.  

3.  Write a reflection in your process journal to indicate which processes and techniques you found most useful and will retain going forward.

Creativity in Social Media 20%

1. Conduct research into smartphone photography in your process journal. Summarise the process of three example smartphone photographers. (with referencing)

2. Compile a glossary of processes, techniques and technologies, e.g., filters, lighting, and provide example images that demonstrate the techniques

3.  In your process journal, make a plan for a series of social media images to present a target image. Sketch out the compositions and explain the planned techniques.

4.  Experiment with smart phone photography and annotate some discarded images and explain why you rejected them. Compile this in your process journal.

5. Submit your images and captions as PDFs  into the class dropbox.  Also include the images in your process journal with annotations as to why you think they are successful.