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Session: 2022/23
Last modified: 03/06/2020 08:40:04
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Title of Module: Artist Teacher Dissertation |
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Code: EDUC11047 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 60 |
ECTS: 30
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Diarmuid
McAuliffe |
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| Summary of Module |
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The Artist Teacher Dissertation module will bring together the various accounts and relationships that have been made between teaching and learning and art making over the course of previous modules. It will develop further to Masters level the relationship between art making and pedagogy through continued interrogation of the existing orders of art education in the form of curricula vis-a-vis identifying and evaluating educational concepts and issues related to art education including creativity, curriculum development and ideas of cross, inter and trans disciplinarity and demonstrating an advanced ability to argue alternative views, contextualise and critically reflect upon relevant knowledge, research and practice.
Along side the research informed written dissertation based on small scale research, participants will be required to maintain a visual arts research portfolio [weighted 30%], which will be considered in parallel with the dissertation study and presented in the form of a virtual exhibition.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically reflect on his/her professional practice as an artist teacher in light of relevant theories and research findings.
L2.
Demonstrate a critical understanding of how art making develops cognitive and pedagogical ability.
L3.
Understand the complex relationship between society, art, design and visual culture and the wider school curriculum.
L4.
Engage at an advanced level with art and design materials.
L5.
Ability to present a coherent exhibition of own artwork in the virtual environment. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Articulating and synthesising knowledge and understanding founded on current theoretical, philosophical and methodological paradigms in the contexts of creative practice, employment, further study, research and personal development.
Apply, consolidate and extend their learning in different contextual frameworks and situations, both within and beyond the field of art and design education.
Knowledge and understanding of key concepts and principles in relation to the primary and/or secondary art and design curricula.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Art pedagogical knowledge and knowledge and understanding of practical art skills to embed key concepts and principles in relation to the primary and secondary art and design curricula. |
| Generic Cognitive skills |
SCQF Level 11.
Critical analysis of issues concerning art and design education and practice.
Discernment and value judgment in relation art and aesthetics.
Articulate reasoned arguments through reflection, review and evaluation.
Identify personal strengths and needs.
Formulate independent judgements.
Employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and art making.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicating knowledge and understanding within primary and secondary art and design curricula.
Using convergent media to fully communicate the above.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising autonomy and initiative and taking responsibility for own work.
Working effectively independently and in collaboration with others in groups or teams, taking a leadership role where appropriate.
Systematically identifying and addressing own learning needs both in current and in new areas, making use of academic and other research materials as appropriate.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | PG. DIP (Artist Teacher). |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 30 |
| Independent Study | 570 |
| 600
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Addison, N. & Burgess, L. (2005) Issues in Art and Design Teaching, New York: RoutledgeFalmer
Atkinson, D. & Dash, P. (Eds) (2005) Social and Critical Practices in Art Education, Stoke on Trent: Trentham Books
Naughton, C.; Biesta, G. & Cole, D (2018) Art, Artists and Pedagogy: Philosophy and the Arts in Education, Routledge
Steinberg, S. & Down, B (Ed.) (2020) The SAGE Handbook of Critical Pedagogies, Sage, London.
WEBSITES:
Curriculum for Excellence www.ltscotland.org.uk/curriculumforexcellence/index.asp
National Association for Gallery Education
www.engage.org
Learning and Teaching Scotland
www.ltscotland.org.uk
National Society for Education in Art and Design
www.nsead.org
International Society for Education through Art
www.insea.org
Online theoretical resources
www.theory.org.uk/
Plus selected articles from relevant journals including:
International Journal of Art and Design Education
International Journal of Education through Art
British Educational Research Journal
Journal of Visual Culture
Journal for Visual Studies
The Journal of Visual Art Practice
Art and Research online journal - www.artandresearch.org.
InVisible Culture online journal
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | Anne Pirrie |
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| External Examiner | S Reekie |
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| Accreditation Details | |
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| Version Number | 2.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Dissertation |
| Portfolio |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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TAligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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