Title: Professional Master of Education Art and Design Pedagogies 1
Credits: 05 Credits
read more »The module introduces students to theories of teaching, learning and assessment and provides a framework of understanding to enable the development of subject pedagogic knowledge. Subject specific approaches to teaching and learning are explored and critically analysed through microteaching experiences, peer learning and video documentary analysis. Structured observation and reflective activities promote critique and evaluation of theories in action identifying the interdependent nature of theory and practice.
Title: Professional Master of Education : Art and Design Curriculum and Creative Practice 1
Credits: 05 Credits
read more »The module examines the relationship between subject knowledge and subject application by engaging with creative workshop practice in parallel with an examination of curricula frameworks for art and design. Employing a/r/tographical research and reflective enquiry methods the module introduces students to practice based inquiry as the basis for curriculum planning and development in art and design. The module takes full advantage of collaborative studio work within the community of practice to reflect on, identify and present innovative approaches to drawing and related curriculum development.
Title: Professional Master of Education : Understanding Learning
Credits: 05 Credits
read more »The purpose of this module is to introduce students to different theoretical views of how people learn and the factors influencing this learning. Employing an evidence-based perspective, it aims to challenge the lay theories often associated with learning as a result of formal educational practices.
Title: Professional Master of Education : ICT in Education: Creative Digital Media Practice and Pedagogy
Credits: 05 Credits
read more »Students are immersed in an examination of creative and pedagogical implications of the digital iconic turn in today’s world. This turn necessitates rigorous knowledge of and increasingly capable skills in digital forms of representation and usage. For teachers, working as they do with young people who have digital lifestyles, the need to know and create digital audio-visual elements and their interpretation is crucial. Art and design specialist graduates have the advantage of being in a position to grow their digital expertise as creative artists and extend that expertise to teaching and learning. The main part of this activity is the hands-on investigative environment, an openly experimental locus, a media hot house, for students to pursue their digital ideas in any number of ways, but especially to try out synergies in creative art and design digital work and media work digital technologies and pedagogies. The module emphasises the ability to interpret and construct dynamic models of real world processes in simulation.
Title: Professional Master of Education : Art and Design Education: Schools and Society
Credits: 05 Credits
read more »The contiguous identity of artist/designer/teacher implies a relational standpoint. This module will consider schools as social settings (social, glass, gender, ethnicity, diversity, equality of treatment) and as sites for teaching, learning and assessment. Students will interrogate their practice as artists/designer teachers exploring and critically evaluating the potential of art and design practice to function as a transformative medium through which issues of equity, diversity, gender and development education can be meaningfully interrogated.
Title: Professional Master of Education : Art and Design Curriculum and Creative Practice 2
Credits: 05 Credits
read more »The module builds on Art and Design Curriculum and Creative Practice 1 examining the role of the
artist/researcher/teacher in the development of art and design curriculum. The module examines the historical, cultural
and philosophical perspectives, which have influenced the curriculum in art and design.
Title: Professional Master of Education : Art and Design Pedagogies 2
Credits: 05 Credits
read more »The module actively draws on students’ school placement experience to contextualise theoretical perspectives on teaching, learning and assessment in art and design and to further advance subject pedagogic knowledge to include approaches to
teaching art history and appreciation. In this module a particular emphasis is place on Inclusion and Special Educational Needs, students are introduced to differentiated learning and inclusivity in art and design teaching.
Students also explore strategies to include literacy and numeracy skills in scheme and lesson planning. Subject specific approaches to teaching are explored and critically analysed through microteaching experiences, peer learning and video documentary analysis. Structured observation and reflective activities promote critique and evaluation of theories in action.
Title: Professional Master of Education: Orientation to the Profession: artist/teacher identity
Credits: 05 Credits
read more »The first module is concerned with the formation of a community of practice that has a common professional domain in art and design education. The module activities centre on how members will learn together, concentrating on collaborative searching, sharing and the construction of materials that will assist them understand the programme and their involvement in it. Thus, it as much about how to learn collaboratively as it is about making sense of the curriculum map of the programme, linking theory and practice and collage work with school teaching. The syllabus is designed to assist identity formation within a landscape of practices, creative, professional and academic.
Title: Professional Master of Education : School Placement 1
Credits: 20 Credits
read more »During an eight week school placement students will build on their experience from school placement one to become more actively involved in the life of the whole school with the support and guidance of the co-operating teacher. Students will become more aware of the roles and responsibilities of teachers and the overarching pastoral and ethical considerations involved in the learning community of a school. During this period of situated learning student teachers will build on prior learning to further develop reflective skills in order to theorise practice in action. The student teacher will continue to work online within the community of practice to become more critically aware of theory/practice issues arising from their situated experiences and gain new insights from collaborative discussion and feedback.