Arts And Education Practices arts and education

This programme gives artists, practitioners, and teachers the opportunity to enrich and consolidate theories of contemporary art and learning. Engage with practice and theory, develop innovative research approaches, and critically debate the changing nature of contemporary art. As you immerse yourself in the creative aspects of education both academically and in practice by working in arts education organisations, you’ll explore why the arts are integral to all human societies, and why creativity and imagination are important within a culture.

  • Small effects of the dance intervention on affective networks were found in one study (Kreutzmann et al., 2018), but these were trivial in the study by Zander et al. .
  • The Fund is unrestricted and aims to underpin leading organisations that contribute to the overall health of the sectors we support.
  • We seek to evolve a dialogue through direct experience and engagement with the arts and their value as taught subjects, both within the institution and outside of it.
  • Visits to creative schools and galleries have given me interesting ideas on making the arts a part of my curriculum.
  •  There is some suggestion that the mechanisms or factors that contribute to the learning processes in most arts education are related to elements of enjoyment, engagement and extension (e.g. DeMoss and Morris 2012).

This literature review was commissioned by the Education Endowment Foundation to assess the evidence of impact of arts education on cognitive and non-cognitive outcomes of children from pre-school to compulsory school age . In this review, we considered arts education to include a broad range of subjects including the traditional fine arts (e.g. visual arts, music, dance, performing arts, theatre and dance) as well as modern dance and movement, hip hop, poetry and creative writing. The EEF was looking to identify arts activities that have evidence of promise, as well as an overview of those where the results are inconclusive or which have not been evaluated.

We began the Learning About Culture project in 2017, interested to discover if we could help improve access to the arts by demonstrating how they make a difference to academic attainment. Improving attainment isn’t always the focus of arts-based learning, but it is claimed by many advocates, and practitioners often expect it to happen, even if it is not the specific intention of their activity. As a MAAL alumna, you’ll continue to research and engage in the presentation of your practices through practice, exhibitions, socially-engaged projects, international conferences and international journals.

Skills

Arts engagement can further involve social interaction and collaboration and allow for an exploration of the self in an environment removed from the binary evaluation of performance as either right or wrong. The arts may therefore be well positioned to stimulate the development of intra- and interpersonal outcomes. For example, as McLellan et al. argue using the theoretical framework of the self-determination theory , the arts may offer opportunities for experiences of competence, autonomy and relatedness which in turn promote motivation and wellbeing. Our graduates are leaders in the field of the arts, as artists, arts education leaders, teachers, policy makers and educational practitioners across a range of arts disciplines. They have a wide choice of career options, including further doctoral study, advanced teaching opportunities in the arts, community arts partnerships, media, technology and communication, cultural studies and museum and gallery education.

Forty years since Fame showed the vulnerability of performing arts students, we can still do more to protect them. Works by eight artists in the Dobell Drawing Biennial draw on dreams, history and reality. But drawing has escaped the gallery and will scribe on despite less government support for the arts.

Facilities & Staff

Advocacy for the arts in education should build on moves in education policy that encourage breadth and balance, rather than focus on generalised claims of impact on attainment. The modules of the programme are all underpinned with theories of contemporary art, learning and critical and dialectical pedagogical theories and philosophies. ‘Learning to draw, play music, dance and act can all have a positive impact on children and young people’s wellbeing and creativity, as well as on pupils’ development in other subjects in the curriculum. Another past offender coming to the end of a long sentence was able to use his experiences with Kestrel in his parole hearing, as taking part in arts education ‘changed his trajectory and was truly life-changing’. In Year 2 there is an opportunity to be placed in a community setting working with those involved in arts in education in different cultural contexts.

When not attending lectures, seminars, workshops or other timetabled sessions you will continue learning through self-study. Typically, this involves reading journal articles and books, undertaking research in the library, working on projects, and preparing for coursework assignments/examinations, workshops and seminars. On this course, you’ll be able to apply your passion and enthusiasm for the arts to academic and practical scenarios.

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