Arts in the Curriculum
| Module title | Arts in the Curriculum |
|---|---|
| Module code | EFPM228 |
| Academic year | 2020/1 |
| Credits | 30 |
| Module staff | Dr Emese Hall (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 12 |
|---|
Module description
During this module, you will look at the role and value of the arts (Dance, Drama, Music and Visual Art) in school contexts and make meaningful links between theory, research, policy, and practice. Each art form will be individually considered within dedicated sessions led by subject experts. You will engage in cross-curricular/integrated approaches– linking different art forms and also linking the arts with non-arts subjects. The module is aimed at those with some teaching experience. Prior knowledge, skills and experience in one or more of the above art forms would be desirable, but the module is also suitable for non-arts specialists.
This module requires Disclosure and Barring Service clearance.
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 investigate the ways in which education systems value and conceptualise the arts in school curricula;
- To investigate and appraise the different processes involved in creating and presenting; and
- To develop knowledge through research and practice of how the arts can be brought together with other learning areas in cross curricular approaches
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. identify and evaluate the aims for the arts in different curricula and different education systems;
- 3. critique examples of how learning in the arts is taught and learned in formal education;
- 4. recognise ways in which the arts can contribute to learning in other subjects;
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. research, 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;
- 9. work collaboratively in small groups; and
- 10. present ideas in multi modal ways, and engage 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:
• Practical explorations of the elements of each art form and engagement with examples of learning and teaching through practice.
• Arts education and formal schooling – the influence of culture, history and policy.
• Cross curricular learning between the arts and across the curriculum
• Multi modal approaches to teaching and learning in and through the arts
• The impact of the arts on learning – what does research tell us?
• Using the environment as a stimulus for art making and aesthetic learning
• Narrative and storytelling: engaging with models of creative and collaborative processes
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 | 15 x 2 hour lectures combined with seminars/workshops/tutorials |
| 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/field visits |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Critical reflection on puppet workshop (written) | 1,000 words | 1,2,3,5 | 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: essay on arts in the curriculum | 35 | 2,500 words | 2-4,5-8 | Written tutor feedback |
| Individual workshop and written assignment: planning, leading and evaluating an arts workshop | 65 | 4,000 words | 1,3-6,9-10 | Written tutor feedback |
| 0 | ||||
| 0 | ||||
| 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: essay on arts in the curriculum | Written assignment | 2,4-8 | By end of term or earlier as negotiated with module convener |
| Individual workshop and written assignment: planning and leading, and evaluating an arts workshop | Workshop and written assignment | 1,3-6,9-10 | By end of term or earlier as negotiated with module convener |
Indicative learning resources - Basic reading
Basic reading:
• Arts Council England (2004) The Impact of The Arts: Some Research Evidence, London, ACE
• Bamford, A. (2006) Wow Factor, The: Global Research Compendium on the Impact of the Arts in Education, Germany:Waxman Verlag.
• Barnes J (2007) Cross Curricular Learning 3-14, London: Sage
• Bresler, L.(Ed) International Handbook for Research In Arts Education, Germany: Springer
• Fleming, M. (2012) The arts in education: an introduction to aesthetics, theory and pedagogy. London: Routledge
Goldberg, G.(2000) Arts and learning, New York and London: Addison Wesley Longman
• Harland,J.et al (2005) The arts-education interface : a mutual learning triangle? Slough: NFER
• Harland et al (2000) Arts Education in Secondary Schools: Effects and Effectiveness, Slough: NFER
Indicative learning resources - Other resources
ELE – http://vle.exeter.ac.uk/course/view.php?id=2937
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Last revision date | 30/09/2014 |
