Wed. Dec 7th, 2022

Akshara Foundation of Arts & Learning is humbled to support Akshara High School- students, teachers, staff and parents during this difficult time of Covid-19. That schools should be less focussed on outcome and more focussed on the creative journey. When schools work towards a predefined, prescribed outcome (i.e. in the case of a display) the understanding and learning of pupils can be compromised. Ofsted recognises that work which looks great at first glance can often hide poor learning outcomes.

  • 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.
  • We will consider all proposals and their fit with our curatorial ethos, its potential to align with our audience development objectives and artistic quality.
  • It also covers the nature of the creative industries as a whole as well as the significance of entrepreneurship within the arts and society as a whole.

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. You’ll draw on the international scope of contemporary art practices in London.

Pupils or teachers sharing areas of expertise with other classes to build knowledge and confidence within the school. It was really when I was at art school that I started to see the relationship between history, philosophy, politics and art. Prior to that I thought that art was just making pretty pictures – actually art is connected to life. 2018 is an artwork by collective practice They Are Here commissioned by the Schools and Teachers team at Tate. The inspiration for the artwork was prompted by Mo, a 14 year old workshop participant who told the artists that ‘art is dead’.

ThisNFERevaluation compared progress in national assessments of young people who had attended Creative Partnerships activities, with a control group. 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. You will independently identify and investigate your chosen line of enquiry to enable you to engage in practical hands on experience of a fabrication/production process. Students are required to submit a personal statement as part of their application for this course.

The MA Arts and Learning utilises a number of complementary assessment strategies. 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. Practitioners who already have existing M-level credits may apply to have these transferred to the MAAL.

See The Accessart Exemplar Primary Art Plan

You will explore the concepts and practices of a number of key critical pedagogues including Paulo Freire, Ira Shor, Antonio Darder and Henry Giroux as well as the theories and philosophies of John Dewey, Jean Piaget and Karl Marx. 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. In the UK, school time and budgets are under pressure and school inspections increasingly value ‘core’ subjects as the indicators of school level and success. This has led to a steady decline in the number of students choosing to study arts subjects at school.

Young people and their teachers are also enthused by working with creative practitioners in the classroom, inspiring new ideas and approaches to the arts across the curriculum. This programme has delivered positive results through the professional development of teachers’ practice and improved skills, knowledge and motivating strategies for learning. This diversity provides you with an opportunity to study with people from diverse social, cultural and ethnic backgrounds and who bring a wealth of experience to the programme.

Student Research Projects

We have been recognised for our work by Arts Council England, Nesta, DfES, Calouste Gulbenkian Foundation, Esmee Fairbairn Foundation, and BIS. We work in partnership with a number of major arts and cultural organisations, schools, museums, galleries and artists. At Edsential, we understand that a curriculum rich in arts and cultural learning enables and empowers children and young people.

I was born in the Isle of Man and I am very proud of my Manx heritage and the inspired music in schools and at home which led me to become a member of folk groups, choirs and orchestras, as well as numerous stage performances. These courses are aimed at raising attainment in the Creative and Performing Arts and support schools with their formal GCSE and A Level syllabuses. The course is open to all ages and levels of experience and is available in our residential centres in Anglesey, North Wales and Cheshire.

By jimmy