Module EFPM320 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM320: Issues of Policy and Practice in Arts Education
This module descriptor refers to the 2019/0 academic year.
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:
Issues raised by recent national policies for arts and cultural education
International perspectives on arts education policies
Good practice in arts pedagogies
Alternative arts pedagogies
The nature, role and value Arts education partnerships
Assessment and evaluation in formal and non formal arts education contexts
This module descriptor captures two modes of delivery: campus-based (C) and blended (B). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to blended delivery. Students enrolled on the blended mode will be expected to undertake more independent guided study than those on the campus-based mode.
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 (C) 18 (B) | 270 (C) 282 (B) | 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 | 24 (C) | (C): 2 x 1.5 hr lecture, 4 x 1.5 hr workshops, 2 x 1.5hr seminars (2 Saturdays with (B) students) AND 8 x 1.5 hr lectures/seminars |
| Scheduled Learning and Teaching Activities | 12 (B) | (B): 2 x 1.5 hr lectures, 4 x 1.5 hr workshops, 2 x 1.5hr seminars (2 Saturdays with (C) students) |
| Scheduled Learning and Teaching Activities | 6 (C) | Face to face or online seminars or debates facilitated by tutors |
| Scheduled Learning and Teaching Activities | 6 (B) | Face to face or online seminars or debates facilitated by tutors |
| Guided independent study | 32 (B) | Independent Study using online directed tasks to study key aspects of arts pedagogies in specialist field arts practice |
| Guided independent study | 80 (C) | Directed study: preparatory work for taught sessions including reading; research tasks; collaborative tasks |
| Guided independent study | 60 (B) | Directed study: preparatory work for taught sessions including reading; research tasks; collaborative tasks |
| Guided independent study | 90 (C) (B) | Assignment preparation |
| Guided independent study | 100 (C) (B) | Self-directed study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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 |
|---|---|---|---|
| Individual Presentation (face to face or online) | 15 minutes | 1, 3, 5, 7, 8 | Tutor verbal feedback |
| Group presentation (face to face or online) | 10 minutes | 1-8 | Tutor and peer verbal and written 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 - Reflective Portfolio and Commentary focused on professional practice (your own or observed practice of others) | 75 | 5000 words | 1-8 | Tutor written feedback |
| Contributions to online discussions | 25 | Active contributions to online discussions and (1150 word summary) | 1-5, 7-8 | Tutor written 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 - Reflective Portfolio and Commentary focused on professional practice (your own or observed practice of others) | Written assignment - Reflective Portfolio and Commentary focused on professional practice (your own or observed practice of others) | 1-8 | Normally 6 weeks |
| Contributions to online discussions and written summary | Written summary of contributions to online discussions (1150 experience) | 1-5, 7-8 | Normally 6 weeks |
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.
Addison, N. & Burgess, L. (Eds.) (2012) Debates in art and design education. London: Routledge.
Abbs, P. (2003) Against the flow: Education, the arts and post modern culture. London: Routledge Falmer
Bodilly, S. & Augustine, C.H. (2008) Revitalizing Arts Education Through Community-wide Coordination. Santa Monica, CA: Rand. [Also available online: http://www.wallacefoundation.org/knowledge-center/arts-education/Community-Approaches-to-Building-Arts-Education/Documents/Revitalizing-Arts-Education-Through-Community-Wide-Coordination.pdf ]
CAPE UK (2008) Teacher Artist Partnership Programme (TAPP): Perspectives from the Literature. Leeds, CapeUK. Available here: http://www.capeuk.org/assets/files/CapeUK_TAPP_02.pdf
David Wood Consultants (2012). Creative Partnerships Change Schools Programme Synoptic Evaluation 2011. Newcastle: Creativity, Culture and Education.
Department for Education (2013) Cultural Education, https://www.gov.uk/government/publications/cultural-education,
Green,L. (2008) Music, Informal Learning and the School, Ashgate
OECD (2013) Art for Art’s Sake, http://www.oecd.org/edu/ceri/arts.htm
Peppler, K. (2011) New opportunities for interest-driven arts learning in a digital age. Available online:http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Pages/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.aspx
UNESCO (2006) Road Map for Arts Education http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/CLT/pdf/Arts_Edu_RoadMap_en.pdf
Zakaras, L & Lowell, J. F. (2008) Cultivating demand for the arts: Arts learning, arts engagement, and state arts policy. Available online: http://www.wallacefoundation.org/knowledge-center/audience-development-for-the-arts/key-research/Documents/Arts-Learning-and-Arts-Engagement.pdf
