‘it’s Life arts and education

Whilst we cannot promise success, we are happy to work with students to support them in this way where appropriate. The flexibility of this programme means it is ideal for students from a range of subject, professional and career backgrounds including teachers, lecturers, administrators, education advisors, or other related professions. A US study exploring how high-quality and integrated arts education programme adds value to school-wide reform. Evaluates and illustrates how 44 schools used creative approaches to learning, together with the impact on pupils’ achievement and personal development. Culture Case-A UK resource identifying studies that describe the educational impact of engaging in arts and culture. Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city.

  • In order to complete this course you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
  • Although, part of the problem with determining the tangible value of arts education is hard to measure.
  • 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.
  • Comparing the verbal learning and verbal intelligence over time of students who received an increased frequency of music or drama lessons (Rickard et al., 2012, Study 1) revealed no differences in verbal learning and delayed recall.

Every student at the University can download a free copy of Microsoft Office 365 to use whilst at university and for 18 months after graduation. 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. You may be able to take advantage of government-backed loans of up to £11,570 for postgraduate study. We work with each individual student to develop a route through the course to match their aspirations.

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One evaluation study assessed the outcomes of two visual arts programs on self-efficacy, self-concept, internal and external success attributions, worldviews and self-reported creativity . A total of 179 nine to 10-year-old third grade children were assessed in a quasi-experimental design with untreated control groups after 20–30 weeks of weekly 60- to 90-min classes. Significant self-efficacy gains were observed among children in the visual arts groups, an effect of medium size in relation to the changes in the control groups. Differences between groups and over time on self-concept, internal and external success attributions and worldviews were not significant and effect sizes not retrievable. Self-reported creativity measures were based on the dimensions of the Torrance Test of Creative Thinking .

Whilst the full impact of the current pandemic is unclear, we are in no doubt about the immediate challenges that many of the organisations and people we fund, and the individuals and communities they support, are facing. The campus is one of the most beautiful in the country and offers a unique environment in which to study, with lakes, parkland, woodland and gardens as well as modern and historical buildings. Professor Vukusic’s research explores how light is manipulated in the natural world, and Sam is a specialist in photography who works in schools with his Camera Obscura. 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. This Masterclass was also run in association with the Science and Technology Facilities Council’s Physics Masterclass Programme.

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What I enjoy the most about my course is that I not only feel empowered to integrate the arts and creativity into my teaching but I also feel capable to support other teachers with how to do it. Visits to creative schools and galleries have given me interesting ideas on making the arts a part of my curriculum. This is a unique professional development opportunity at the intersection between art practice and educational theory. Studying on MA arts and education Practices was a great privilege as the course allowed me time and space to reflect upon and revisit my art practice, as well as research my developing interest in faith schools and alternative arts education. Over the course of the year, I experimented with various materials and processes and felt the independence of the course was integral to achieving success.

If we want schools to use arts-based learning to improve outcomes in other areas of study, research needs to be focused on understanding these causal links. The findings of the Learning About Culture evaluations– not least the promise of impact on a wide range of outcomes – reinforce the RSA’s belief that the arts have a role to play in all three areas of purpose. They also suggest that the focus of future evaluation should be the more obvious, more intentional outcomes, sought by practitioners and participants in arts-based learning. This would have the double benefit of emboldening the evidence culture in the sector and helping articulate how the arts contribute to an education that supports all children to flourish. As we improve our understanding of these outcomes are produced, it may also open new avenues for understanding how they influence more general outcomes, like academic attainment. Teaching sessions and personal tutorials will draw on the critical reflection and development of your artist teacher practices, including artistic, theoretical, political, and learning and teaching concerns.

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