Arts Education Theory, Practice and Potential
| Module title | Arts Education Theory, Practice and Potential |
|---|---|
| Module code | EFPM906 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Professor Kerry Chappell (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
During this module, you will look at the role and value of the arts (Dance, Drama, Music and Visual Art) in education contexts and make meaningful links between theory, research, policy, and practice. Each art form will be individually considered and you will also engage in cross-arts/interdisciplinary approaches. The module will go on to introduce you to understandings of the arts in educational futures and consider what alternatives they offer. This will include both theoretical perspectives and practical applications within and beyond formal education. This will equip you with critical, reflective practice-focused approaches to developing possible educational futures in your own contexts.
Module aims - intentions of the module
- To develop knowledge and understanding of the nature of learning in and through the arts (Dance, Drama, Music and Visual Art);
- To develop knowledge through research and practice of how the arts can be brought together with each other and in interdisciplinary approaches
- To provide an introduction to the importance of the arts in educational futures
- To develop knowledge and understanding of specific issues related to learning and teaching the arts in different educational and cultural contexts
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate knowledge and understanding of the fundamental elements, characteristics, and creative processes of Art, Dance, Drama and Music
- 2. recognise ways in which the arts can contribute to learning in other subjects
- 3. identify, and demonstrate a systematic understanding of, the nature and value of the arts to educational futures
- 4. demonstrate a specialised knowledge of, and evaluate, the significance of learning and teaching the arts in different educational settings;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. reflect critically upon, and evaluate your own, understanding of learning and teaching in the arts, with an awareness of social and cultural context
- 6. examine and appraise the module content, and research literature 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...
- 7. synthesise and organise ideas to present an argument
- 8. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature relating these to practice
- 9. present ideas in multi-modal ways, 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:
- Arts education– the influence of culture, history and policy
- Practical explorations of the elements of each art form and engagement with examples of learning and teaching through practice.
- Inter-disciplinary learning between the arts and across curricula
- Multi modal approaches to teaching and learning in and through the arts
- How educational futures are informed by creativity and learning in the arts
- Inclusion and alternative approaches to teaching and learning exemplified through art forms
- Tensions and dilemmas within different ways of thinking about the arts in educational futures
Independent, collaborative and peer to peer learning is encouraged. The module staff are well-connected to regional and international arts specialists and practitioners and the module usually includes connections to them.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30.5 | 269.5 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 | 10 x 3 hour seminar/lectures/workshops/tutorials |
| Scheduled Learning and Teaching Activities | 0.5 | Academic tutorial |
| Guided Independent Study | 80 | Directed study: preparation for seminars/workshops, including individual and group tasks |
| Guided Independent Study | 90 | Assignment preparation |
| Guided Independent Study | 100 | Self-directed study additional reading and practice |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Critical reflection on workshop (written) | 1000 words | 1-8 | Written tutor feedback |
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 |
|---|---|---|---|---|
| Written assignment | 35 | 2,500 words | 1-7 | Written tutor feedback |
| Online presentation and critical commentary | 65 | 5 minute presentation (1000 word equivalence) and 3, 000 words | 1-8 | Written tutor feedback |
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Written assignment | Written assignment | 1-7 | 6 weeks |
| Online presentation and critical commentary | Online presentation and critical commentary | 1-8 | 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
Barnes, J. (2007) Cross curricular learning 3-14. London: Sage
Biesta, G. J. J. (2006). Beyond learning: Democratic education for a human future. Boulder: Paradigm.
Bresler, L. (Ed) (2007) International handbook for research in arts education. Dordrecht: Springer. (2 volumes)
Eisner, E.W. (2004) What Can Education Learn from the Arts about the Practice of Education? International Journal of Education and the Arts 5:4 pp1-12
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
Fleming, M. (2012) The arts in education: An introduction to aesthetics, theory and pedagogy. London: Routledge.
Goldberg, G. (2000) Arts and learning. New York: Longman
Harland, J., Lord, P & Stott, A. (2005) The arts-education interface: A mutual learning triangle? Slough: NFER.
Harland, J., Lord, P & Stott, A. (2000) Arts education in secondary schools: Effects and effectiveness. Slough: NFER.
Inayatullah, S. (2015). What works: Case studies in the practice of foresight. Taipei: Tamkang University Press.
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.
Robinson, K. (2015) Creative Schools: The Grassroots Revolution That’s Transforming Education. Viking.
| 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 | 01/06/18 |
| Last revision date | 01/06/18 |
