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Session: 2022/23
Last modified: 31/03/2022 14:30:58
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Title of Module: Expressive Arts Practice |
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Code: EDUC11142 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | D
McAuliffe |
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| Summary of Module |
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This module will deeply immerse participants in their chosen field of Expressive Arts Practice.
Participants can, through the mediums of visual arts, music, drama, dance or cross-arts, form, test, and communicate ideas in a singular or integrated manner reflecting the spirit of contemporary curricula such as Curriculum for Excellence. It will provide time to allow immersion in participants’ chosen area(s) as well as a challenging overview of the concepts, principles, and theoretical perspectives that underpin the expressive arts in education. It will examine in depth a range of practices such as ‘interdisciplinary’, ‘arts-infused’, ‘cross- disciplinary’ and ‘arts-based’ and their implications for the school environment and arts practice.
In general this module will give expression to our understanding of the role of the expressive arts in education and will prepare participants for their critical pedagogical application.
Through this expressive arts module participants’ practical, intellectual, personal and social development will be enhanced along with their capacity to lead the field.
Participants will also have opportunities to experience group and partnership working in a variety of expressive arts areas through online and other forms of engagement such as galleries and museums.
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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.
Engage confidently in the handling of materials and methods across their chosen area of arts practice
L2.
Discuss and evaluate a range of concepts, principles, and theoretical perspectives that underpin the expressive arts in education
L3.
Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues associated with the expressive arts in education
L4.
Create a multi-modal learning resource |
| 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.
Deep understanding of key theories, concepts, and principles in relation to expressive arts practices in education.
Critical understanding of how the expressive arts in education have evolved over the years, how they operate within the current national context and how they may impact upon one’s present and future professional practice.
Critical awareness of current expressive arts practices in relation to their defined purposes, theoretical underpinnings and recent/current research findings.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply deep knowledge, skills and understanding to the expressive arts field of practice in a variety of educational contexts.
Critical reflection on professional practice and contemporary issues that impact on it. Synthesise information and gain a coherent understanding of theories and practices in change management.
Retrieve, interpret and use primary and secondary information relevant to this module from a variety of sources including electronic databases.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues of the expressive arts in education. Give reasoned opinions, identifying flaws in arguments and discriminating between what is of relevance and what is not, especially within the context of the expressive arts practice. Develop and demonstrate an ability to communicate effectively in a variety of professional settings. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Effectively and appropriately communicate knowledge and understanding of the expressive arts in education practices to a range of audiences. Make effective use of information retrieval systems and information technology applications to present documents in an appropriate form. Use a range of (relevant) IT applications to support and enhance work on the module. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise autonomy and initiative and take responsibility for own work. Work as part of a professional team to analyse Information, formulate relevant responses and present these back to the group.
Work effectively in collaboration with others in groups or teams, taking a leadership role where appropriate. Systematically identify and address own learning needs within the context of the expressive arts in education, making use of academic research and scholarship 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: | |
| 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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| The module handbook, and other detailed material made available to participants, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies. These will clarify expectations for module content and for the overall balance of learning and teaching methodologies to be used during the module. This module is structured through individual and group tasks delivered through technology enhanced learning methodologies supported by the University Virtual Learning Environment (VLE). |
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 Delivery | 20 |
| Tutorial/Synchronous Support Activity | 5 |
| Asynchronous Class Activity | 20 |
| Independent Study | 155 |
| 200
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:
Atkinson, T. & Claxton, T. (Eds) (2004) The Intuitive Practitioner: on the value of not always knowing what one is doing, Maidenhead: Open University
Carr, W. & Kemmis, S. (2002) Becoming Critical: education, knowledge and action research, London: Routledge Falmer
Burnard, P. and Hennessy, S. (2006) Reflective Practices in Arts Education. Netherlands: Springer
Fleming, M (2012) The Arts in Education: An introduction to Aesthetics, Theory and Pedagogy. London: Routledge
Leavy, P. (Ed.) (2019) Handbook of Arts-Based Research, New York: Guilford Pub.
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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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following: Outline attendance requirements in addition to Regulations
Students 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 |
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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 | A Pirrie |
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| External Examiner | S Reekie |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment will be based on the submission of a multi-modal essay. This web-based essay will be the equivalent to a 4,000 word assignment.
Module handbooks, and other detailed material made available to participants, will clarify the relationship between formative and summative assessment tasks and the specific learning outcomes for the module. This will enable participants to relate feedback from formative assessment to their individual progress on the learning outcomes for the module and further prepare for summative submission. Detailed guidance as to how participants should prepare for formative and summative submissions will be provide via the Moodle.
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(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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Aligned 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. 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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