Thu. Dec 1st, 2022

In another example in one of the here included studies, Catterall and Peppler conducted observations of the visual arts and home classrooms in both intervention and control schools. The results of the observations complemented their survey-based data by suggesting how the arts classes may have produced the observed effects. They observed higher student engagement in arts classes, more positive relations between peers and with adults, a change in how teachers viewed students and significant improvements in the integration of two case study students. Thus, the insights from the qualitative data can inform the design of future studies to test processes and help theory building.

  • Whether in social skills, self-efficacy or ‘ideation’ (the ability to express one’s ideas) there is evidence here for the potential of arts-based learning activities in Key Stage 2 to make a difference.
  • In the second term, the curriculum turns to studio practices of research, including the arts and situated knowledges.
  • ‘When we talk about drama for young people, we’re looking at the development of the brain,’ he says.
  • ‘It’s funny, because Americans value their entertainment, but in our schools and in development or rehabilitation settings, we’re not feeding this part of our people.
  •  Kindermusik, Orff and Kodaly methods of learning music have been shown to be effective on the cognitive development of young children.

BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University’s facilities and services and move seamlessly through to achieving a Bachelor’s degree from Birmingham City University. “After completing the course, I was fortunate enough to be supported by various arts organisations including Grand Union Gallery and Studios, with whom I am now a studio holder as part of their year-long BCU Graduate Residency Programme. Placements are a great opportunity to gain insight into how an organisation works and your reflection on their activities can be useful to them as you develop your research. Placements also give you the chance to meet and network with people in the education sector and creative industries. This module will explore publishing as a dynamic contemporary art form, a vehicle for the dissemination of ideas and an exploration of radical formats for bringing your art to a wider public. You will be introduced to artist-made books, self-publishing, digital publishing and other non-gallery modes of sharing and communicating art.

Facilities & Staff

In the first term, the curriculum investigates arts, culture and politics, tracing lineages from bourgeois liberalism and white western practice through to decolonial, new materialist, and critical pedagogic thinking and arts practices. The curriculum moves to discuss what the arts and arts education do in contemporary society. In the second term, the curriculum turns to studio practices of research, including the arts and situated knowledges. In this module, we will interrogate different modes of research practice, multi-registered and polyphonic approaches to research practice and writing, and various world theories as they relate to the development of new strategies in contemporary arts and education research practice.

You should also mention your future plans and how a postgraduate qualification fits in. Try to look beyond your postgraduate study – do you plan to jump straight into a specific career or follow your studies with a research degree? Lastly, use plain, professional English and, where possible, utilise the language of your chosen industry. Tutors want to know that you can handle postgraduate study, so show them how your undergraduate experiences or work life has equipped you for a more advanced level of study. Key areas to address are research and group work but this can vary depending on your chosen course.

Annual Tuition Fees

These have been devised to appropriately assess the range of learning outcomes and are underpinned by the ethos of the programme these include, exhibition/presentation/performance, essay, viva voce. ‘Arts can play a hugely important role in children and young people’s education and development, and can shape who they grow up to be. ‘When we talk about drama for young people, we’re looking at the development of the brain,’ he says.

Through the course individual perspectives and experiences meet with those of your peers providing you with the stimulation and challenges that different perceptions can bring. 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. Study characteristics relating to randomization, type of control group, sample size, participant age or grade, program intensity and duration, main outcome measures, results and effect sizes were extracted for each study and are summarized in Supplementary Table 2.

This module, in partnership with Tate Modern, continues to support and develop your praxis through engaging with the theories and concepts of Critical Pedagogy. You will explore the potential of the artist teacher to operate at a level beyond orthodoxy – toward a critical pedagogy. Contemporary art practices will be placed within a socio- political framework to illustrate the position of artist educators within this current and critical pedagogical agenda.

Second, interacting in socially heterogeneous groups refers to the social skills needed to work collaboratively in a diverse and multicultural society, to be able to control one’s emotions and to show empathy when relating to others and dealing with conflict. Third, acting autonomously encompasses the key competencies needed for an individual to make autonomous life choices and feel empowered to do so. Finally, an underlying feature that applies to all categories of competencies is reflectiveness, the ability to go beyond knowledge and skills, to assimilate, change and adapt. Reflectiveness therefore encompasses meta-cognitive skills as well as the cognitive skills essential for creative thinking. This Module, in partnership with The Whitechapel Gallery, Cubitt and The South London Gallery, gives you the opportunity to engage in a study of contemporary art practices in order to develop pedagogical and artistic knowledge and understanding. It is aimed at initiating and extending practical, critical and contextual understanding of contemporary art practices and how these can be used to explore social and cultural issues.

By jimmy