Module EDUS1621: ARTS I

Department: Education [Queen's Campus, Stockton]

EDUS1621: ARTS I

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop the students' understanding and appreciation of the place of Music and Visual Arts in primary education.
• To develop students' understanding of the relationship between the arts and human experience with reference to educational contexts.
• To help students to develop their knowledge and understanding of the ways in which meaning and representation are generated in the Arts and recognise the benefit of developing this knowledge for critically reflective practice in primary education.
• To foster an understanding of the relationship between an artists and their work and to explore what educators can learn from this.

Content

• In this module, students will be able to study critical and historical concepts relating to music and the visual arts in the late nineteenth and early twentieth centuries as they relate to education.
• Students will be encouraged to explore theories and practices in music and visual art education through the study of first hand sources and texts.
• Students will have the opportunity to increase their understanding of the histories and practices of music and art as they explore how a selection of topics relate to effective education practice. The topics include::
• The expressive function of music and visual art.
• The therapeutic function of music and visual art
• Music, art, society and politics, including education
• Music, art and the spiritual.

Learning Outcomes

• Key ideas underpinning Arts and Music education in a primary school;
• Key theoretical and conceptual developments in the arts and arts education.
• Students should have a developing knowledge and understanding of how individual experience and encounter the Arts, and how this can contribute to effective primary teaching and an understanding of primary education
• Students should have a knowledge and understanding the ways in which composers may use music, the ways in which an artist manipulates form and content to express feelings, 'reading' art forms in music and visual art, developing an awareness of 'interpretative' in the arts.

• think critically and independently;
• critically analyse works of art and music with developing reference to primary education
• understanding the place of the Arts in primary education

• read and interpret 'texts';
• examine 'texts';
• develop coherent arguments and support interpretations with appropriate evidence.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching and Learning: The module is managed through a series of lead lectures and associated group work sessions (workshops and seminars) in which students examine themes and issues in the arts.
• The emphasis is upon active learning, and students are encouraged to contribute to sessions by taking account of their developing knowledge of music, visual arts and education
• The module may supported by visits to appropriate local arts institutions.
• Students are provided with a selection of readings to support the required reading lists and are expected to take individual responsibility for sharing their reading with other people taking the module.
• Students engage in discussion, in informal presentations, and in a range of task based activities.
• There is a series of practical sessions through which students explore and produce music and visual art.
• They have the opportunity to share their work with their peers and tutors, and to examine critically each other's work.
• The experience gained in these practical workshops is used to inform the students' understanding of the theoretical base of the module.
• Some of these workshops may involve local artists and representatives from art institutions.
• There is a programme of directed study tasks that include reading, formative assignments, preparation for practical work, and other tasks which tutors may set from time to time.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students will be invited to submit a plan of their academic poster for formative feedback which will provide guidance on relevant further reading and the effectiveness of the presented argument. Students will be given feedback at least two weeks before the submission deadline. For the reflective essay students will be invited to submit a percentage of the essay (25%) for feedback which will focus on the development of arguments, critical thinking and originality. Students will get access to this feedback at least two weeks before the summative assignment is due. DUO assessment submission sites will be used for these.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University