Staff Login
Study at UWS
Current students
Schools
Research
International
Alumni
About UWS
Contacts
Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 26/09/2022 15:13:46

Title of Module: Integrated Arts in Education

Code: UGED08007 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 will immerse learners in a critical integrated arts practice through the mediums of visual arts, music, drama and dance to enable them to form ideas, test ideas and communicate ideas in an integrated manner reflecting the spirit of the Curriculum for Excellence. It will provide time to allow immersion in each of the four arts areas as well as provide an overview of the concepts, principles, and theoretical perspectives that underpin the expressive arts in education. It will examine a range of practices labeled as ‘interdisciplinary’, ‘arts-infused’, ‘cross-disciplinary’ and ‘arts-based’ and examines its implications for the school environment and arts practice.

In general this module will give expression to our understanding of the role of the arts in education and will adopt a critical pedagogical approach to its application. Through this integrated arts module learners intellectual, personal and social development will be enhanced. Learners will also be provided with opportunities to experience group and partnership working in variety of expressive arts areas.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check markcheck mark

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:

 

check mark

 

 

 

 

 

Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2

 

Term 3

 

[Top of Page]


Learning Outcomes: (maximum of 5 statements)

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

L1. Engage confidently in the handling of materials and methods across all four areas of this integrated arts module.

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. Provide a coherent and integrated programme of study for the arts in primary education.

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.

Demonstrate and/or work with:

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

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

• A range of expressive arts materials and/or methods

Practice: Applied Knowledge and Understanding SCQF Level 8.

Apply knowledge, skills and understanding:

• 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 education.

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

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.

[Top of Page]


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. 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. 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:

Arts Education Partnership (2011) Music Matters: How Music Education Helps Students Learn, Achieve and Succeed. Washington D.C.

Baldwin, P (2012) With Drama in Mind Real Learning in Imagined Worlds (2nd Ed). London/New York: Continuum International Publishing

Bloomfield, A & Childs, J. (2000) Teaching Integrated Arts in the Primary School, Dance, Drama, Music and the Visual Arts. New York: David Fulton Publishers

Burnard, P. and Hennessy, S. (2006) Reflective Practices in Arts Education. Netherlands: Springer

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.

Fleming, M (2012) The Arts in Education: An introduction to Aesthetics, Theory and Pedagogy. London: Routledge

Hennessy, S (1995) Music 7-11: Developing Primary Teaching Skills. London: Routledge.

Page, N. (1995) Music as a way of knowing. Strategies for Teaching and Learning Professional Library. Portland ME: Stenhouse Publishers/The Galef Institute.

Watts, R., Cox, S., McAuliffe, D., Grahame, J. & Herne, S. (2007) Teaching Art and Design 3-11 (Reaching the Standard). London/New York: Continuum International Publishing

Winston, J. Tandy, M. (2009) Beginning Drama 4 – 11 (3rd Ed). London: Routledge

InSEA.org
Ethnocinema [electronic book] : intercultural arts education / Anne M. Harris.
Harris, Anne M. Dordrecht ; New York : Springer, c2012.


(**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.

[Top of Page]


Supplemental Information

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

2.04

[Top of Page]


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

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical workcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

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

[Top of Page]

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.

Copyright & Privacy | FOI | Accessibility