Module EDUS2521: ARTS 2

Department: Education [Queen's Campus, Stockton]

EDUS2521: ARTS 2

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To further develop the students' understanding and appreciation of the role of Music and Visual arts in Education.
• To develop a critical knowledge and understanding of the place of music, art and the artist in a multicultural society with specific reference to education
• To develop an understanding of artistic conventions and the social and cultural contexts in which they are developed and experienced and how these can be developed in schools.

Content

• In this module, students will be able to study critical and modern and historical concepts relating to the arts in the late nineteenth and twentieth centuries as they relate to society in particular 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, practices and influences of music and art on education as they explore critically a selection of topics which include:
• Music and art in multicultural society
• Music, art and theories and practices of pedagogy
• individual artists and musicians and what can be learned from them
• Feminist perspectives on music and art in relation to effective pedagogy

Learning Outcomes

• Knowledge and understanding of the evolution of music and the relationship between music, society and education past and present
• The ways in which representation and meaning are generated in music, especially in the creation of national, cultural and social identity and how this impacts on education
• ways in which visual artists respond to, and are influenced by socio-political forces, differing artistic responses to the development of the urban environment in the late nineteenth and early twentieth century in Europe
• Embedding knowledge of key theoretical and conceptual development in the arts and arts education

• contrasting diverse views on the arts
• interpreting works of art and music
• critically examining works of art and music in relation to effective pedagogy and changing education perspectives

• communicate ideas, principles and theories effectively in written form
• manage time and work to deadlines
• construct and sustain a reasoned argument
• evaluate and make use of information from a variety of primary and secondary sources.

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 and education.
• The emphasis is upon active learning, and students are encouraged to contribute to sessions by taking account of their developing knowledge of music and visual arts.
• The module may be 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, 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 presentation 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 critique 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