Jennifer Thy

Jennifer Thy holds a Master of Teaching majoring within the Learning Area of Visual Arts & Design from The University of Melbourne and a Bachelor of Design (Communication) from RMIT.

Following a wholesome 10 years of industry commitment, Jennifer has worked in a variety of roles across the fields of art and creative direction, design, marketing, communications, campaigns, and online (print and digital). She is curious for continual development and change, and always looking for something new to learn, living within the questions and the uncomfortable. Bringing this focus into the art and design classroom, she strives to provide student-centred and justice-driven approaches to education for the young artists and designers of tomorrow.

*This online portfolio contains [linked] examples of core assessments from her research and studies at the Melbourne Graduate School of Education (MGSE), lessons from three placement practicums and Work Integrated Learning (WIL) experience, accompanied by her professional and personal art and design practice.

CV available upon request.

**MGSE EPORTFOLIO: Jennifer Thy – Artist & Designer-Teacher-Researcher-Practitioner**
This x10 page curated ePortfolio showcases a range of curated Visual Art & Design teaching and learning artefacts and resources. During this Learning Area it has involved developing weekly artefacts, reflections and resources relevant to teaching the Victorian Curriculum, Visual Art & Design (Visual Communication Design and Design & Technologies). These artefacts, reflections and resources are collected and curated from within the learnings of these subjects, covering a range of topics and relevant skills providing evidence of attainment of the APST – Graduate Level.
*This content provides evidence of the following Australian Professional Standards for Teachers (APST) – Graduate Level: 1.4, 1.5, 2.1, 2.2, 2.4, 2.6, 3.3 & 3.4 APST

**MGSE REFLECTIVE PRACTICE JOURNAL: Creative Artefact and Exegesis**
This ePortfolio response locates the unique professional position, influence and responsibilities that you have to make pedagogical choices and decisions about selecting and working with content in Visual Arts and Design to engage and empower students as creative, ethical practitioners in their learning (2.1). This response also demonstrates an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs (6.1).
*This content provides evidence of the following Australian Professional Standards for Teachers (APST) – Graduate Level: 2.1 & 6.1 APST

MGSE REFLECTIVE PRACTICE JOURNAL: Artist Book

This ePortfolio reflect on the big ideas of art and design teaching, learning and research in an artists’ book:

Self-identity as artist-researcher-teacher and beliefs about teaching
Incorporating beliefs into pedagogies for diverse art and design students
Adapting teaching strategies for individual student needs
Integrating digital technologies and literacy into art education
Assessment's role in teaching philosophy and supporting student learning

*This content provides evidence of the following Australian Professional Standards for Teachers (APST) – Graduate Level: 1.2 & 2.1 APST

**MGSE REPORT: Current/Contemporary Issues in Visual Arts & Design**
Exploring social justice and activism within Visual Arts and Design, this report focuses on rigid gender roles and stereotypes contributing to gender inequality. It acknowledges that artists, designers, and practitioners have a unique opportunity to engage with the world through their work and challenge societal norms while promoting equality and inclusivity. This space lies between self-destruction and world destruction (Biesta, 2019), and art education can exist here by sharing stories and advocating for justice-driven care.
This educational report critically demonstrates how Visual Art & Design education can empower learners to creatively reflect, make and respond to the implications of gender stereotypes and critically evaluate contemporary issues within Visual Arts and Visual Communication Design through all interpretive lenses – Structural, Personal and Cultural lens (Victorian Curriculum and Assessment Authority [VCAA], n.d.)
*This content provides evidence of the following Australian Professional Standards for Teachers (APST) – Graduate Level: 2.1 & 6.1 APST

**MGSE PLANNING DOCUMENT: Studio Lesson Development**
This ePortfolio planning document demonstrates the design of two inclusive 60-minute lessons for a junior Visual Arts or Design class within a Victorian public school using the scenario: Your Year 7/8 studio class includes EAL students, First Nations’ students and students with various religious and cultural backgrounds. Some students have low levels of literacy and/or numeracy and some require appropriate and accessible modes of differentiation strategies.
x1 Making lesson using VCAA Level 7 & 8 Content Descriptions with x2 of the Making outcomes.
x1 Responding lesson using VCAA Level 7 & 8 Content Descriptions x2 of the Responding outcomes.
*This content provides evidence of the following Australian Professional Standards for Teachers (APST) – Graduate Level: 1.3, 2.1, 2.3, 3.1, 3.3 & 3.4 APST

MGSE PLANNING DOCUMENT: Schema, Digital Learning Experience, Curation of Teaching & Learning Resources
This Assessment task is designed to support Teacher Candidates to meet the challenges of designing and developing and sequencing learning and teaching across the stages of visual arts & design 7-10 through exploration of practical studio techniques in specific art and design making disciplines. This task requires a development of a digital learning schema for a suite of art and design making disciplines, through the design, implementation, and an evaluation in those disciplinary areas to produce teaching resources relevant to these activities that include the digital and visual literacies.

1. Schema: Packaging Design – Packaging Nets
2. Digital Learning Experience – Evidence-based 30min Digital Lesson Object from Digital Media
3. Curation of Teaching & Learning Resources – Supports schema and the learner to develop as an artist and audience supported by curriculum, assessment and reporting to evaluate and improve teaching programs.

*This content provides evidence of the following Australian Professional Standards for Teachers (APST) – Graduate Level: 1.5, 2.3, 3.6, 5.1 & 5.4 APST

**MGSE REPORT: Assessment in Visual Arts & Design**
This ePortfolio demonstrates a x10 lesson unit plan for teaching and learning about Aboriginal and Torres Strait Islander Visual Art or Design in Year 7-8 or 9-10 that includes:
x1 Formative Assessment (Making or Responding)
x1 Summative Task (Making or Responding)
x1 ICT-based Digital Learning Activity
x1 Group-work Task with a focus on Literacy/Numeracy.
*This content provides evidence of the following Australian Professional Standards for Teachers (APST) – Graduate Level: 1.5, 2.3, 3.6, 5.1 & 5.4 APST

**MGSE UNIT PLANNING DOCUMENT: Visual Arts (Years 7-10) Curriculum**
VCAA states that *"the school’s teaching and learning program is the school-based plan for delivering this common set of knowledge and skills in ways that best utilise local resources, expertise and contexts”.*
This Unit Planning Document demonstrates the sequencing of key knowledge and skills across Visual Arts (Years 7-10) to support a progression of learning about First Nations peoples, knowledges and pedagogies' and how learning, teaching and assessment extends students’ understanding of First Nations students, knowledges and communities.
*This content provides evidence of the following Australian Professional Standards for Teachers (APST) – Graduate Level: 1.4, 1.5, 2.1, 2.3, 2.5, 2.6, 3.2 & 4.5 APST