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.
Second, interviews with students and teachers in intervention and control groups can help to understand the complex experiences in and outside the respective classroom. For example, in an evaluation of the impact of a music orchestral program on collaborative skills, students may be asked about how they like collaborative work and to comment on experiences that created their like or dislike. Further, they could be asked questions about their collaborative relationships with peers at school and to give examples of when they feel collaboration went well or not so well. Interviews also enable a wider exploration of outcomes than what has been pre-specified in the quantitative data collection method. Therefore, rich data from qualitative research can help to support quantitative research by illuminating important program characteristics, experiences, pathways and outcomes which are difficult to uncover in exclusively quantitative group level analysis.
In the final stage of the course, for the Faculty wide Major Project, you will write either a dissertation of 10,000-12,000 words or you will develop work for exhibition at the end of year MA show supported by a smaller amount of text. The arts and education Practices course consists of two core modules ; two common core modules and an option module which you chose to undertake one in Stage One. Optional modules will vary from year to year and the published list is indicative only. In order to complete this course you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
- For example, this review also included studies which only evaluated one-off classes or very short educational programs with short retest intervals.
- If you’re unable to use the online form for any reason, you can complete our PDF application form and equal opportunities PDF form instead.
- The event was a collaboration between the University of Exeter’s Graduate School of Education and College of Engineering, Mathematics and Physical Sciences and run with the help of PhD Physics students and the Creative Arts students.
- NTU and Exeter are working in partnership to deliver six split-site Biomedical PhD studentships.
- According to Ewing , stronger interventions are the ones that can be adapted to the participants and contexts which makes comparison across interventions more difficult.
A sample of 34 sixth and seventh grade children were randomly assigned to a 20-min class or a sedentary control group. Pre- and post-tests of divergent and convergent thinking revealed small experimental effects on convergent thinking only, and a small effect in the opposite direction was extracted on flexibility in divergent thinking across the entire sample. However, in the subgroup of children with normal body mass index , as opposed to the other half of the sample with low BMI, small experimental effects were revealed on all dimensions of the divergent and convergent thinking measures. Arts-based learning is often expected by practitioners to facilitate, rather than be the direct cause of improvements in educational outcomes, but this process is not well-enough understood. More research is needed to understand how and when arts-based approaches create a supportive context for improved educational outcomes.
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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.
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Few empirical studies were found about the use of poetry for school-aged children, especially for pre-school and primary school children. Although rhymes and rhythms are routinely taught in preschool, its impact on children’s literacy has not been evaluated. Most studies about poetry were about the beneficial effects of poetry in general or for older pupils and undergraduates or about the methods of teaching poetry, or about the author’s or pupils’ experience with poetry. The majority of empirical work about poetry in schools was conducted pre 1980 and was largely about the teaching and assessment of poetry Few studies have been conducted on creative writing as an activity to support general literacy at school. Most research in this area was either on creative writing as an outcome or for older students in higher education.