Module EDUC3331: Understanding the Arts in Education

Department: Education

EDUC3331: Understanding the Arts in Education

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To introduce students to some of the major theories about the nature and purpose of the arts
• To introduce students to foundational ideas informing arts education today
• To help students develop a personal perspective on the purpose and value of the arts in education

Content

• In Understanding the Arts in Education, we explore some of the major theories about the arts (visual arts, dance, drama, music, film and photography). We consider how we evaluate the arts and develop pupils’ artistic abilities; the role of creativity in education; how we should communicate ideas about the arts and develop pupils’ artistic ability, and what kind of knowledge is developed through arts education. We begin by looking at foundational theories about the arts, placing them in their historical context and considering their resonance today. Next, we explore how the arts are used in school, prison and therapeutic settings. Finally, we examine the use of arts in qualitative research, and consider the value of the arts as a mode of enquiry.

Learning Outcomes

• Critical understanding of the ways in which theorists have influenced our understanding of the arts and their place in education.
• Critical awareness of the influence and significance of social, historical and cultural contexts in the construction of ideas about the arts.
• The ability to select a range of relevant primary and secondary sources, including theoretical and research-based evidence to extend your knowledge and understanding of education policy.
• Critical understanding of the value of the arts as a mode of enquiry.

• The ability to begin to critically analyse arts and educational concepts, theories and issues in a systematic way.
• The ability to begin to use your knowledge and understanding to critically locate and justify a personal position in relation to arts education policy development.

• The ability to begin to organise and articulate opinions and arguments critically in speech and writing using relevant specialist vocabulary.
• The ability to begin to process and synthesise empirical and theoretical data critically, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

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

• Lectures and seminars;
• During lectures students are introduced to key theories and applications of the arts in education. In seminars, students explore some of these theories using activities that may include art practices, such as drawing and collage. By combining theory and practical activities, students are given a rounded introduction to the arts in education.
• The Summative Assessment consist of the following:
• Create a portfolio consisting of video submission, reflection and essay (critical analysis):
• The video (maximum 5 minutes) will be a personal narration with images and/or animation about a topic of interest to the student relating to the arts in education;
• The reflection will require the student to reflect on what they learned through their video assignment, saying how their thinking about this topic has developed and/or changed;
• The essay will be a critical analysis of the topic of the arts in education identified by the student in their video and reflection. This critical analysis will be informed by relevant literature on the arts in education.
• Combined word limit for reflection and essay is 3,000. Guidance on the creation of the video, reflection and critical analysis will be provided in class (lecture and seminar).

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Plan for portfolio submitted via Learn Ultra. This will include identification of the chosen topic, a statement about why this is of interest to the student, and information about how the student plans to explore this topic, including an indicative bibliography.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.