Module EFPM906 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM906: Arts Education Theory, Practice and Potential
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 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
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. 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; |
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. 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 |
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:
- 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 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 |
---|---|---|
30.5 | 269.5 | 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 | 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 |
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 |
---|---|---|---|
Critical reflection on workshop (written) | 1000 words | 1-8 | 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 | 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 |
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 | Written assignment | 1-7 | 6 weeks |
Online presentation and critical commentary | Online presentation and critical commentary | 1-8 | 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.
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.