The Arts and Educational Futures

Module titleThe Arts and Educational Futures
Module codeEFPM265
Academic year2019/0
Credits30
Module staff

Dr Kerry Chappell (Convenor)

Duration: Term123
Duration: Weeks

10

Number students taking module (anticipated)

12

Description - summary of the module content

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

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 and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
302700

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching Activities30Lectures, 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 Study80Directed Study: preparatory work for taught sessions, for example taking notes and reflecting on key readings, discussions with other students in Reflection Groups.
Guided independent study90Assignment Preparation: written work for assignments 1 and 3, together with collaboration on group presentation for assignment 2.
Guided independent study100Self-Directed Study to extend work covered in taught sessions: exploring beyond the set reading, making notes and reflecting on research, practice and policy.

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Online paired presentation (assignment 2)1000 words (equivalent)1-9Online feedback from tutors and peers

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
A written analysis of one key paper502,500 words1-7Written
Essay offering rationale and argument for online presentation502,500 words1-4, 6, 8-9Written

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
A written analysis of one key paperA written analysis of one key paper1-7Next assessment period i.e. 6 weeks
Essay offering rationale and argument for online presentationEssay offering rationale and argument for online presentation1-4, 6, 8-9Next assessment period i.e. 6 weeks

Resources

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

Module has an active ELE page

Indicative learning resources - Other resources

Exeter Learning Environment (ELE) for EFPM265: http://vle.exeter.ac.uk/course/search.php?search=eFPM265

Key words search

Creativity, education futures, arts, empowerment, transformation

Credit value30
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