Module EFPM228 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM228: Arts in the Curriculum
This module descriptor refers to the 2019/0 academic year.
Module Aims
- 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
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 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; |
Discipline-Specific Skills | 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; |
Personal and Key Skills | 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. |
Module Content
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 and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
30 | 270 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
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 |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Other Learning Resources
ELE – http://vle.exeter.ac.uk/course/view.php?id=2937
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
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
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
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 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
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 Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
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