Education

The course provides opportunities to critically examine existing policy and practice in the field of creative learning and teaching and teaching for creativity and to explore the range of possibilities and opportunities afforded by the Creativity agenda. A central feature of the course is the focus on reflexivity that encourages course members to reflect on practice and reflect through practice in their roles as educators, creative professionals and practitioners.

This element of the course provides participants with opportunities to attend seminars led by national figures in the fields of Creative and Critical Practice.

Who is it for?

Anyone who works within an educational context who is interested in developing their understanding and practice in the area of creativity and education. This would include teachers and educators from all phases and sectors of education, creative professionals such as film-makers, writers, storytellers, actors and directors, and creative practitioners working in educational contexts such as museums and galleries.

Why should I do it?

Course members are provided with the opportunity to engage with colleagues drawn from a wide range of academic, cultural and professional backgrounds and specialisms to critically examine the issue of creativity across a number of educational settings. The potential strength of course lies in the cultural diversity of the cohort and therefore the opportunities that are provided to explore important issues from unusual and potentially challenging perspectives and in a range of creative ways.

The modular programme allows flexibility in that participants may take single modules, or build modules into recognised awards (Postgraduate Certificate, Postgraduate Diploma and MA). Delivery is through a combination of self-study materials and one-day taught sessions for each module enabling sharing of ideas and good practice. In certain circumstances there are opportunities for school-based delivery on core modules that has proved successful in the past and is in line with current TDA thinking.

• Support the development of a community of reflective practitioners based on scholarship, professionalism and ethical practice in learning and teaching.
• Develop participants’ understanding of a range of issues related to creative and critical practice in educational settings.
• Develop participants’ understanding of issues relating to teaching and learning in their specific subject specialism.
• Inform teaching practice on the basis of theory, research and practical experience.
• Encourage the development of critical reflection on the relationship between the theory and practice of creative and critical learning and teaching.
• Encourage critical and productive engagement with the professional contexts, at local, regional and national level, within which participants work.
• Provide a forum for support and regular discussion of teaching issues with peers.
• Prepare course members for further academic study.

Applicants should have a first degree in a relevant subject or be able to demonstrate relevant professional experience.

The award of MA will be made to participants who successfully complete 120 credits of taught modules plus a 60-credit dissertation. Participants who complete the taught modules only (120 credits) may be awarded a Postgraduate Diploma while those completing the three core modules (60 credits) may be awarded a Postgraduate Certificate.

In Year 1, participants complete three core modules (1 of 30 and 2 of 15 credits.) and two option modules (15 credits each).
In Year 2, participants take a research methods module (30 credits) and the dissertation (60 credits).

Course Modules

Modules offered include:

• Creative Learning and Teaching (Core)
• The Reflexive Practitioner (Core)
• Critical Practice (Core)
• Towards a Personalised Curriculum (Option)
• Subject Knowledge and Identity (Option)
• Assessment for Learning or Learning for Assessment (Option)
• Research Methods (Core for Diploma and MA)
• Dissertation (Core for MA)

Participants must complete work-related written assignments for each module, plus a 15,000-20,000 words dissertation. The assignments will provide opportunities to investigate key aspects of their own practice, consider them in the light of theory and literature, and reflect on the implications of their findings.