Module EFPM906 for 2021/2
- 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 2021/2 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:
- 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 | 99.5 | 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 |
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
Amsler, S. and Facer, K., (2017). Contesting anticipatory regimes in education: exploring alternative educational orientations to the future. Futures (94) pp.6-14.
Athiemoolam, L. (2018). The value of drama-in-education as a decolonising pedagogy through embodied drama strategies in a higher education classroom Journal of Education, Issue 72 http://dx.doi.org/10.17159/2520-9868/i72a04
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.
Harland, J., Lord, P & Stott, A. (2005) The arts-education interface: A mutual learning triangle? Slough: NFER.
Inayatullah, S. (2015). What works: Case studies in the practice of foresight. Taipei: Tamkang University Press.
Hatton, K. (2015). Chapter 1: Towards an Inclusive Arts Education, pp1-12. In K. Hatton (Ed) Towards and Inclusive Arts Education. London: IOE Press.
Inayatullah, S., (2008). Mapping Educational Futures. Six Foundational Concepts and the Six Pillars Approach.
Bussey, M., Inayatullah, S. & Milojevic, I. (eds). Alternative Educational Futures: Pedagogies for emergent worlds. Rotterdam: Sense Publishers.
Londesborough, M., Partridge, L., Bath, N. and Grinsted, S. (2017). Learning about Culture. London: RSA.
Robinson, K. (2015) Creative Schools: The Grassroots Revolution That’s Transforming Education. Viking.
Sabol, F. (2013). Seismic shifts in the educational landscape: What do they mean for arts education and arts education policy. Arts Education Policy Review, 114, 1, 33-45.
