PROGRAMME SPECIFICATIONMA Art & Design in Education

Awarding InstitutionInstitute of Education University of London

Teaching InstitutionInstitute of Education University of London

Name of final awardMaster of Arts (MA)Postgraduate Diploma Postgraduate Certificate

Programme titleArt & Design in Education

UKPASS CodeP005925 (A)

Language of studyThe Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission.

ParticipantsWe invite applications from: Art educators working across all formal sectors (primary to HE) and from artists and educators working in alternative and informal educational sites (local communities, galleries, hospitals, museums, prisons, etc).

Criteria for admissionCandidates normally hold a good first degree in an art, craft or design specialism, art or design history or a closely related field. They are expected to demonstrate a high level of commitment to and involvement in art and design in an educational setting (e.g. arts organisation/college/gallery/LEA/school). All applicants are considered on an individual basis and tutors are sensitive to the idiosyncratic educational routes and range of professional roles that are potentially enriching learning experiences for individuals and the group. European or international applicants are expected to have qualifications at an equivalent level. Those who do not meet these criteria have to show an ability to meet the demands of the programme through a qualifying assignment which is normally one or more of the following forms, to be agreed by the Programme Leader: an essay, a critical review, a written statement, an unseen written paper, a portfolio of materials, and/or a viva voce examination. All applicants who meet the entry criteria are interviewed by the programme leader or an experienced MA tutor. Interviews focus on the applicant’s ability to articulate the relationship between art and design practice and art and design education based on a portfolio of visual material and a written statement (500 words). In addition these provide an

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opportunity for applicants to view the art, design & museology studios and gain a sense of the strong art and design subject community that exists at the Institute. Alternative arrangements are made via SKYPE or telephone for those unable to attend a face-to-face interview.

Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency.

The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them.

We provide support for students with a range of conditions which have a longterm and adverse effect on studying such as:

• sensory (visual/hearing/speech) impairments• mental health issues• mobility or dexterity impairments• Asperger's Syndrome or other autistic spectrum disorders• chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)• specific learning difficulties (e.g. dyslexia, dyspraxia)

Disability and Wellbeing Support will also advise people who have a temporary mobility/dexterity impairment/other difficulty as a result of an accident, injury, illness or surgery.

Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students – home, EU and international.

Educational aims of the programme/What makes the programme distinctiveThis programme enables participants to:

• share and investigate educational experiences within a theoretical and historical framework;

• address key issues from different perspectives to help meet the challenges of change in education and art and design;

• position their pedagogical practice within the histories and philosophies of art education;

• consider and critique alternative research methodologies and apply them to personal research;

• explore the relationship between practical and theoretical modes of enquiry and use appropriate evidence to support an educational argument.

Learning Outcomes: Knowledge and understanding; skills and other attributesOn successful completion of the programme participants should be able to:

• locate their experience and understanding of art and design education within a theoretical and historical framework;

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• demonstrate their awareness and understanding of key issues that influence art and design education;

• situate their practice within the histories and potential futures of art education;• critically consider alternative theoretical positions and research methodologies in

the field of art and design education;• demonstrate how research can develop from an engagement with art and design

practice;• use appropriate visual and written evidence to support research in the field of art

and design education.

Mode of StudyThe programme is offered within the Institute’s 180 credit MA scheme. It is offered on both a part-time (two years) and a full-time (one year) basis. Full-time entry is only possible in October, entry on a part-time basis is negotiable.

Programme structures and requirements, levels, modules, credits and awardsThe Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits.

The programme comprises a combination of required and recommended modules although the mandatory components have recently been amended to allow PGCE ‘M’ level credits to be imported across sectors: Post-Compulsory, Primary and Secondary. The changes are as follows:

1. Institute Secondary PGCE Art & Design: Agreed that these participants may import up to a maximum of 60 credits and will sit either the Issues in Art and Design Education or the Contemporary Art & Artists in Education in addition to the Dissertation modules.

2. Institute Primary PGCE Art & Design:Agreed that those participants who have followed the Primary PGCE Art & Design specialism module may import a maximum of 60 credits but that the Contemporary Art & Artists module could replace the Issues in Art & Design education depending upon the applicant’s experience.

3. Institute Post-Compulsory Art & Design:Agreed that these participants may import a maximum of 60 credits but that the Contemporary Art & Artists module could replace the Issues in Art & Design education depending upon the applicant’s experience.

All the above will be subject to the Programme Leader’s approval in negotiation with the candidate at interview.

For those PT applicants who are not importing credits the mandatory components remain the same: Issues in Art & Design in Education; Learning & Teaching; Dissertation in Art & Design Education. For FT applicants the mandatory components

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are: Issues in Art & Design in Education; Contemporary Art & Artists in Education; Learning & Teaching; Dissertation in Art & Design Education.

The taught programme takes a variety of forms and includes lectures, seminars, visual presentations, museum and gallery based learning and practical sessions.

Participants who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area.

Participants are invited to share their ideas, expertise and experience through a series of participant presentations. In order to provide support for this programme, and for the writing of dissertations, small group and individual tutorials are timetabled.

Term Title of Module Attendance Assessment Credits

Autumn Issues in Art & Design Education

11 x Tuesday evenings

5,000 wordassignment

30

REQUIRED MODULE

Autumn ContemporaryArt & Artists in Education

4 x Thursdays,5.30-8.303 x whole days, autumn half-term

5,000 wordassignment

30

RECOMMENDED MODULEREQUIRED MODULE FOR FT

Spring andSummer

Dissertation Spring Term:10 x Thursdays, 5.30-8.30

Easter School: 4 x whole days

Summer Term:10 x Thursdays, 5.30-8.30PLUS:4 x whole days summer half-term 3 x whole days end of July: Friday, Saturday, Monday

i) Art practice (e.g. studio work), Assessment through exhibition and written study (8-10,000-word)ii) Assessment through exhibition and written study (8-10,000-word)iii) 18,0000-20,000 word thesis

60

REQUIRED MODULE

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Term Title of Module Attendance Assessment Credits

Spring Learning and Teaching in Art & Design

2 x evenings4 x day block1 x twilight session

Visual practice/ presentation plus written rationale of 2,000 words

30

REQUIRED MODULE

Spring* Material and Virtual Cultures: trans-forming the museum and gallery experience

5 x evenings2 x days

5,000-word assignmentOR:Create an interpretative tool around a single object or artwork + a 2-3,000-word written rationale

30

RECOMMENDED MODULE

Spring* Artefacts as anEducational Resource

3 x Weds,5.30-8.301 x Monday,10.00-6.001 x Tuesday,10.00-6.001 x Tues + 1 x Weds,2.00-5.001 x Tuesday,5.30-8.30

5,000 wordassignment

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RECOMMENDED MODULE

Summer* Responsive Galleries & Museums

1 x Tuesday,5.30-8.304 x Tuesdays,10.00-1.002 x Tuesdays,10.00-4.00

5,000 wordassignment

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RECOMMENDED MODULE

* The close relationship between the MA Art & Design in Education and the MA Museums & Galleries in Education enables Art and Design participants to benefit both from the opportunity to follow shared (recommended) modules across the programmes and from a wider involvement with gallery and museum education officers.

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Teaching, learning and assessment strategies to enable outcomes to beachieved and demonstrated This innovative MA provides a forum for participants to explore and debate contemporary issues in art and design education in such a way that they are able to draw on their experience as an art educator and/or practitioner as a basis for research. In this way participants are able to set up mutually productive relationships between theory and practice and between academic study and professional experience. Together, participants and tutors develop a research community informed by contributions from visiting artists, lecturers and other practitioners in the field.

The programme challenges participants to re-engage with art, craft and design practice as a means to understand learning through art and as a way to research within art education. At the same time participants are introduced to social science and humanities research methodologies (including discourse and semiotic analysis). The Dissertation provides participants with the opportunity to apply appropriate methodologies to their particular research interest and, depending on the focus of their research questions, to choose either the traditional written thesis or one of the practice-based routes.

Each module provides a clear structure within which participants are encouraged to reflect upon their professional practice, identify issues for investigation, select and develop research methods, conduct and report on their research. Modules engage participants in a variety of learning experiences (e.g. individual and small group tutorials, seminars, lectures, participant portfolio presentations, visual presentations, practical studio-based sessions, gallery and exhibition-based sessions).

Modules are taught by teams of specialist tutors working in the fields of Art, Design & Museology at the Institute. In addition visiting lecturers, drawn from a vast national network of arts organisations, artists, craftspeople, designers, internationally recognised researchers and former participants, contribute to the programme and enrich the quality of participants’ learning experiences.

To meet the particular needs of part-time and full-time participants the programme provides different patterns of attendance that include evening sessions, whole day sessions during half-terms and a studio practice week during the Easter break.

Assessment is based on coursework assignments and a dissertation that has three routes: a written thesis (18,000 words), a placement (exhibition and report), studio-practice (exhibition and report). Tutorial support for assignments and the dissertation is timetabled and tutors/supervisors are allocated to participants. In addition each participant is allocated a personal tutor at the beginning of each academic year.

Information about assessment regulationsParticipants must successfully complete all elements of the programme, to achieve the minimum 180 credits required for the award of an MA. All coursework is assessed according to the grade-related criteria for the programme level, found in the programme handbook.

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All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants who fail an assignment may be re-assessed in that element of their programme of study on one further occasion only, within the deadline specified by the Programme Leader.

An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them.

Further details about assessment regulations can be found at: http://www.ioe.ac.uk/studentinformation/documents/About_Policies/2010_Assessment_Regulations.pdf

Support for learningThe programme team is aware of the wide range of specialisms and distinctive nature of studio-based undergraduate programmes in art and design represented by the participant body. For many participants the decision to embark on an MA programme of study is taken after many years away from formal education. Given the breadth of experience, expertise and interests participants bring to the programme strategies to support their study acknowledge this diversity. Support includes:

• Induction sessions – to include a joint social gathering with MA Museums & Galleries in Education participants and tutors;

• Module Handbooks;• Programme Handbook (Notes of Guidance for Students and Staff);• Whole programme Bibliography;• The programme leader is available to advise all participants on academic

matters and to refer them to the range of support services available at the IoE including Student Support Services, the Academic Writing Centre, online induction on the use of the library and VLE;

• Art and Design specific resources to include publications/DVD/photographic darkroom/Mac computer suite/2D and 3D studios/exhibitions;

• Access to art and design ICT, 2D and 3D specialist technical staff and resources officer;

• Access to gallery and museum education officers;• Access to art and design and gallery and museum conferences and seminars,

teachers’ evenings and private views;• Access to research projects in the fields of art and design and museum and

gallery education;• Critical and supportive written/oral feedback on draft sections of

assignments/dissertations and submitted coursework/dissertations;• Access to the full range of welfare and union facilities is afforded to all

Institute students.

Methods for evaluating and improving the programme

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• Module evaluation by participants;• Termly meetings of the MA Art & Design Programme Committee including

student representation;• Annual programme review prepared by programme team and considered by

Faculty of Children & Learning, Learning and Teaching Committee;• Periodic programme review and revalidation involving external panel

member;• Staff Review and development;• Peer observation of teaching;• External examiner reports.

Committees with responsibilities for monitoring and evaluating quality and standards

• MA Art & Design programme committee;• Board of Examiners;• Faculty of Children & Learning, Learning and Teaching Committee;• Teaching Committee;• Validation Sub-Committee;• Equality and Diversity Committee;• Academic Board;• Senate.

Mechanisms for gaining participant feedback on the quality of teaching and their learning experience

• Student representation on MA Art & Design programme committee;• Student written module and programme evaluations.

Staff development priorities include:

• Staff appraisal and institutional staff development programmes including the development of skills in relation to new teaching resources;

• Dissemination of research projects concerned with teaching;• Staff development related to internal post-Subject Review action plan, the

Human Resources Strategy and the Learning and Teaching Strategy;• Dissemination of innovative practice within the Department and across the

Faculty through workshops, peer review, seminars and articles in professional and academic journals.

Indicators of quality and standards

• A number of former participants have become highly successful university academics, teacher educators, senior managers/heads of department in schools and colleges and gallery education officers;

• Based on research for dissertations some participants have published articles in academic journals, been invited to contribute chapters in books and given conference papers in the UK and abroad;

• A number of participants have developed their MA research and registered for doctoral study;

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• Independent and funded research undertaken by members of the tutor team both draws upon and is informed by their teaching at MA level;

• Successive visiting examiners’ reports draw attention to the quality and innovative nature of the programme as it continues to evolve.

Relevant benchmark statements and other external and internal reference points used to inform programme outcomesMasters degrees are awarded to participants who are able to demonstrate:

• a breadth and depth of knowledge and understanding of the complex relationship between professional practice in art and design and art and design education;

• a critical awareness of alternative rationales for art and design education informed by theory and research;

• a capacity to sustain with confidence an argument in the field of art and design education through oral, visual and written modes of communication.

The external examiner is appointed for a period of four years by the Faculty of Children & Learning, Learning and Teaching Committee. The external examiner is a prominent art and design educator in HE and their role is that of moderator:

• approving examination procedures;• reviewing programme work;• viewing the annual exhibition;• attending the final examination board meeting.

Traditionally the external examiner has contributed to the development of the programme team’s thinking about the future direction for the programme.

Date of completion/amendment of specificationJanuary 2013

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