The Arts and Educational Futures
| Module title | The Arts and Educational Futures |
|---|---|
| Module code | EFPM265 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Professor Kerry Chappell (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 12 |
|---|
Module description
This module will introduce you to understandings of the arts in relation to probable, possible and preferable educational futures in relation to curriculum, capabilities and processes relevant to 21st century education. It will explore questions such as:
- Why are educational futures important?
- What kinds of questions can we ask about educational futures?
- What role do and can the arts play in relation to educational futures?
We explore theoretical perspectives on these issues and also practical applications both within and beyond formal education with a variety of guest lecturers and also field material. The module considers a range of issues related to transformative learning and teaching in the arts in a range of cultural contexts by drawing on expertise within the student group as well as from research. It is designed to equip educators with critical, reflective practice-focused approaches to develop possible educational futures in their own contexts.
There are no pre-requisite or co-requisite modules, and it is suitable for non-specialist students. It can be studied as part of an interdisciplinary pathway.
Module aims - intentions of the module
To develop understanding of the arts in different educational settings
To provide an introduction to the importance of the arts to educational futures
To develop knowledge and understanding of specific issues related to learning and teaching the arts in different educational and cultural contexts
To critically reflect on practice and theory to inform professional development
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. identify, and demonstrate a systematic understanding of, the nature and value of the arts to educational futures;
- 2. demonstrate a specialised knowledge of, and evaluate, the significance of learning and teaching the arts in different educational settings;
- 3. critically examine research/theoretical based knowledge on the role of artists in education;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. critically examine research/theoretical based knowledge on the role of artists in education;
- 5. examine and appraise the module content in order to question, modify and inform your own professional practice;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. synthesise and organise ideas to present an argument;
- 7. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature relating these to practice;
- 8. work collaboratively in small groups with peers, orally and using I.T.;
- 9. present ideas orally and through writing, engaging in critical and reflective debate.
Syllabus plan
Whilst the module's precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Theoretical framing: probable, possible and preferable futures in relation to curriculum, capabilities and processes relevant to 21st century education. The work of Inayatullah is drawn on in particular, to explore notions such as used future, disowned future, alternative future, alignment. We also explore contrasting frames for educational futures in relation to perspectives on changing childhoods.
Key issues explored are:
How educational futures are informed by creativity and learning in the arts (including paradigm shifts in relation to creativity and arts education and implications for approaching pupils’ learning needs)
Inclusion and alternative approaches to teaching and learning exemplified through specific art forms such as music.
Approaches to the roles played by cultural venues and providers in relation to arts-infused educational futures
Boundaries between education arts and community in relation to pedagogy in particular
Learner voice and participation in educational futures
Transformative education and student voice
Tensions and dilemmas within different ways of thinking about educational futures
The module seeks to enable you to synthesise creativity, the arts and educational futures through active reflection on practice and theory.
Core staff are joined by visiting lecturers who specialise in some of the applied areas such as community arts and inclusion/student voice and participation; a visit is also made to a local cultural venue.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 | Lectures, Seminars, Tutorials. Each taught session involves an integrated mix of staff lecture combined with seminar (discussion) activity. This includes 6 x 2 hour lecture/seminars, 3 practice-based sessions, 1 x online debate, and one shared presentation/ensuing debate. Two small group tutorial discussions are offered in relation to the written assignments. |
| Guided Independent Study | 80 | Directed Study: preparatory work for taught sessions, for example taking notes and reflecting on key readings, discussions with other students in Reflection Groups. |
| Guided independent study | 90 | Assignment Preparation: written work for assignments 1 and 3, together with collaboration on group presentation for assignment 2. |
| Guided independent study | 100 | Self-Directed Study to extend work covered in taught sessions: exploring beyond the set reading, making notes and reflecting on research, practice and policy. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Online paired presentation (assignment 2) | 1000 words (equivalent) | 1-9 | Online feedback from tutors and peers |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| A written analysis of one key paper | 50 | 2,500 words | 1-7 | Written |
| Essay offering rationale and argument for online presentation | 50 | 2,500 words | 1-4, 6, 8-9 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| A written analysis of one key paper | A written analysis of one key paper | 1-7 | Next assessment period i.e. 6 weeks |
| Essay offering rationale and argument for online presentation | Essay offering rationale and argument for online presentation | 1-4, 6, 8-9 | Next assessment period i.e. 6 weeks |
Indicative learning resources - Basic reading
ABBS, P. (2003) Against the flow: Education, the arts and post modern culture. London: Routledge Falmer. Chapter 8: Art against the Zeitgeist and The Coda.
CAPE, U. K. (2008) Teacher Artist Partnership Programme (TAPP). CAPE UK, Leeds.
CHAPPELL, K., with CRAFT, A.R., ROLFE, L., & JOBBINS, V. (2012) Humanizing creativity: Valuing our journeys of becoming. International Journal of Education & the Arts, 13(8). Retrieved [28 Nov 2013]. from http://www.ijea.org/v13n8/
CHAPPELL, K. & CRAFT, A. (2011). Creative Learning Conversations: Producing Living Dialogic Space. Educational Research 53:3, 363-385
CHAPPELL, K. & JOBBINS, V. (in press). Partnerships for Creativity: Expanding Teaching Possibilities in Svendler Nielsen C, Burridge, S (eds) Dance Education Around the World, Routledge.
CHAPPELL, K., & SWINFORD, E. (in press). Artful humanising creativity: Improvisation in early years dance: in The Oxford Handbook of Improvisation in Dance.
CHAPPELL, K., ROLFE, L., CRAFT, A., JOBBINS, V. (2011). Close Encounters: Dance Partners for Creativitgy. Stoke on Trent: Trentham Books
CLAXTON, G. (2008) What’s the Point of School? Rediscovering the Heart of Education. Oxford: Oneworld Books.
CRAFT, A. (2011) Creativity and education futures. Stoke on Trent: Trentham Book.
CRAFT, A. (2013) Childhood possibility thinking and wise, humanising educational futures. International Journal of Education and the Arts 5:4 p1-12.
FACER, K., CRAFT, A., JEWITT, C., MAUGER, S., SANDFORD, R., SHARPLES, M. (2011). Building Agency in the Face of Uncertainty. Outcome of ESRC Seminar Series on Educational Futures (2009-11) – http://edfuturesresearch.org/wp-content/uploads/2011/06/Building-Agency-in-the-Face-of-Uncertainty-Thinking-Tool.pdf (10 July 2012)
FUREDI, F. Wasted: Why Education isn’t Educating. London: Continuum
MOON, J. (1999) Learning Journals: a handbook for academics, students and professional development, London, Kogan Page.
NATIONAL ADVISORY COMMITTEE ON CREATIVE AND CULTURAL EDUCATION (1999) All Our Futures: Creativity, Culture and Education.
ROBINSON, K. (2001) Out of our minds: Learning to be Creative, London, Capstone.
INAYATULLAH, S., (2008). Mapping Educational Futures. Six Foundational Concepts and the Six Pillars Approach. In Bussey, M., Inayatullah, S. & Milojevic, I. (eds).
INAYATULLAH, S., (2008). Mapping Educational Futures. Six Foundational Concepts and the Six Pillars Approach. In Bussey, M., Inayatullah, S. & Milojevic, I. (eds). Alternative Educational Futures: Pedagogies for Emergent Worlds. Rotterdam: Sense Publishers.
Indicative learning resources - Web based and electronic resources
Dance Partners for Creativity website
http://education.exeter.ac.uk/projects.php?id=339
Aspire website http://elac.exeter.ac.uk/aspire/index.php
Indicative learning resources - Other resources
Exeter Learning Environment (ELE) for EFPM265: http://vle.exeter.ac.uk/course/search.php?search=eFPM265
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/10/2009 |
| Last revision date | 30/09/14 |