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Session: 2022/23

Last modified: 26/09/2022 15:12:56

Title of Module: Expressive Arts & Culture

Code: UGED08006 SCQF Level: 8
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Diarmuid  McAuliffe

Summary of Module

This module seeks to provide students with the knowledge, understanding and skills necessary to be able to critically examine, appreciate and fully participate in the expressive arts (and culture) in society. The course will engage students through practical workshops, seminars and lectures in (i) identifying the possibilities for learning in and through the arts and culture (including drama, music, dance, and the visual arts) (ii) critically examine and develop an understanding of the theoretical fields associated with the expressive arts and culture.

It will provide time to allow immersion in one or more of the following expressive arts areas: drama, music, dance, and the visual arts.

In general this module will give expression to our understanding of the role of the arts and culture in society. Through this module, learners’ intellectual, personal and social development will be enhanced. Learners will also be provided with opportunities to experience group and partnership working.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate a critical understanding of how the expressive arts and culture through creativity, aesthetics and value judgment develops cognitive ability.

L2. Engage with the material culture of one or more of the Expressive Arts areas

L3. Understand the complex relationship between the expressive arts, culture and society

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 8.

• An overall appreciation of the nature and purpose of the expressive arts in culture and society.

• A discerning understanding of a range of concepts, principles, and theoretical
perspectives that underpin the expressive arts in culture and society

• A range of expressive arts materials and/or methods

Practice: Applied Knowledge and Understanding SCQF Level 8.

• Carry out critically informed practical inquiry within the fields of visual art, music, drama and dance

Generic Cognitive skills SCQF Level 8.

• Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues associated with the expressive arts in culture and society

• Use a range of approaches to formulate and critically evaluate responses to a range of issues within the expressive arts in culture and society

Communication, ICT and Numeracy Skills SCQF Level 8.

• Use a range ICT applications within the expressive arts areas to enable coherence in terms of communication and numeracy

Autonomy, Accountability and Working with others SCQF Level 8.

• Exercise autonomy and initiative in completing assigned individual and group tasks.
• Exercise managerial responsibility for the work of others within assigned group tasks.
• Manage resources required for the completion of individual and group tasks.
• Take the lead on planning the work required to complete a task successfully.
• Practise in ways that show awareness of own and others’ roles, responsibilities and contributions when carrying out and evaluating module tasks

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, research based learning, placement based learning, enquiry-based learning, micro teaching, student presentations, online tutor/student-led discussions, concept visualisation (eg drawing and collage), walking, experiments, play/games, [delete/add to as appropriate]. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, digital skills, creativity and critical thinking [delete/add to as appropriate]. Learning activities, assessment and feedback, where appropriate, provide students with choice.

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)
Lecture/Core Content Delivery12
Laboratory/Practical Demonstration/Workshop36
Independent Study152
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Pirrie, A (2020) Where Science Ends, Art Begins? Critical Perspectives on the Development of Steam in the New Climatic Regime. In Burnard, P and Colucci-Gray, L (Eds) Why Science and Art Creativities Matter (Re-)Configuring STEAM for Future-Making Education: Critical Issues in the Future of Learning and Teaching, Volume: 18 Brill Sense.


Bruner, J. (1996) The Culture of Education. Cambridge, MA: Harvard University Press.

Lepecki, A. (Ed) (2011) Dance: Documents of Contemporary Art, London/Cambridge MA: Whitechapel Gallery/The MIT Press

Thomson, T. and Hall, C. (2021) You just feel more relaxed’: An Investigation of Art Room Atmosphere, International Journal of Art and Design Education,
https://doi.org/10.1111/jade.12370


Efland, A. (2002) Art and Cognition: Integrating the Visual Arts in the Curriculum, New York: Teachers College Press.

Sousanis, N (2015) Unflattening. Cambridge Mass: Harvard University Press

Robinson, K. (2001) Out of Our Minds: Learning to be Creative, Oxford, Capstone.

Roof, J. (Ed) (2009) Talking Drama, Newcastle: Cambridge Scholars

Clayton, M (Ed) (2003) The cultural study of music: a critical introduction, London: Routledge

Chappell, K, Rolfe, L, Craft, A, & Jobbins, V (2011) Close Encounters: Dance Partners for Creativity. Stoke on Trent: Trentham Books

McAuliffe, D (2018) Art and Design. In Scottish Education (5th Ed). Edinburgh: Edinburgh University Press.

Moon, J.A. (2006) Learning Journals: A Handbook for Reflective Practice and Professional Development, London: Routledge


(**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)

Engagement Requirements

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:
Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
ModeratorA Killen
External ExaminerL Craig
Accreditation DetailsGeneral Teaching Council Scotland.
Version Number

2.03

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Assessment: (also refer to Assessment Outcomes Grids below)
E-portfolio
presentation
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical workcheck markcheck markcheck mark500.5

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck mark500.5
Combined Total For All Components100% 1 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
This module is appropriate for all students irrespective of ethnic status, disability, age, gender, socio-economic background, religious and sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. Flexibility and anticipatory adjustments in teaching and learning strategies and assessment facilitate inclusiveness within this module.

In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13), the School of Education encourages the disclosure of additional / enabling support requirements (including disability) throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.

Students undertaking this module should develop increased awareness of experiences of marginalisation, exclusion, and conflict, and ways in which they impact on children.

We will do our best to make reasonable adjustments to arrangements for learning and teaching activities and (when applicable) periods of school placement where we are made aware that an individual has particular needs or requirements.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.