Creative Practices in Education MA
2017 - 2018
Master of Arts
Creative Practices in Education
Creative Practices in Education
University of Chester
University of Chester
University of Chester campuses; educational and professional settings
Full-time and Part-time
Classroom / Laboratory,
3 years part time, 14-15 months full time
Annual - September
Education & Children's Services
Academic and Professional Programmes
QAA (2015) Master’s Degree characteristics
MABs will be held by Academic and professional Programmes (APP).
Wednesday 22nd July 2015
The MA Creative Practices in Education is an advanced degree Programme for graduates and a wide range of professionals who want to develop or enhance their skills and knowledge as creative workers within a professional context. The Programme is innovative through the direct link made in practice and theory between the arts, education and the professions. It is distinctively multi-disciplinary in allowing students to draw on expertise in drama, fine art, dance, music, sport and PE and organisational learning within a professional context. The Programme is designed as a sequence of study to move students’ thinking into a phase that generates more expansive creative and critical practice. At the heart of its Programme the MA Creative Practices in Education fosters experimental thinking and practice. Especially, but not exclusively focused on the in-between spaces that traverse the disciplines and professions, fostering innovation through creative thinking and authorship in the fields of experimental creative practice. Students will collaborate across the disciplines, locating creative practice in an inter-disciplinary context. Students will be encouraged to expand the scope of their creative practices by questioning boundaries, initiating shifts in perception, and embarking on work relevant to their professional and creative lines of enquiry. Students will experience learning that fosters creative potential through studio and performance practice. Students will have the opportunity to increase specialisation during stage two of the Programme. Workshops, seminars, lectures and specialist facilities across the three Faculties encourage the exploration of ideas, in a wide variety of practice-based disciplines. Modules focus on the professional and theoretical contexts of performance, music, drama, and fine art amongst others and also include research methods; they also encourage an interrogation of personal and peer practice. Students will have the opportunity to pursue practical individual projects, to study creative process and how the work might be documented for dissemination and use in future professional contexts. This includes artistic practice but extends beyond this into artful inquiry, encouraging investigation and research into an emerging field of work and study.
1. To encourage the exploration of creativity through inter-disciplinary encounters which foster experimental thinking and practice.
2. To develop critical professional reflection through innovative engagement with creative practices in order to re-frame existing professional knowledge and experience within organisational contexts.
3. To provide an opportunity to expand the scope of creative practices by questioning boundaries, initiating shifts in perception and stimulating research, enquiry and scholarship.
On completion of the Programme students will have:
1. Explored creativity through inter-disciplinary encounters and collaborations with other professionals within a professional context.
2. Developed innovative creative / experimental thinking and practices to re-frame existing professional knowledge and experience.
3. Analysed contemporary theoretical frameworks of creativity at an advanced level and situated professional practice in relation to organisational contexts.
4. Developed their critical professional reflection to a sophisticated level through innovative engagement with creative practices.
5. Investigated the complex and dynamic relations between creativity, theory and practice.
6. Studied in depth contemporary creative theory, pedagogy and practice through scholarly enquiries into professional practices. In addition, each module has its own aims and learning outcomes.
Knowledge and Understanding (All modules within the programme)
Critically engaged with theoretical frameworks and literature;
Harnessed insights into subject knowledge;
Critically reflected on the ways in which research methodology supports professional enquiry;
Applied critical considerations when undertaking research;
Made effectual use of professional learning to assess impact on practice..
The Programme leads to the MA Creative Practices in Education degree. The qualifications offered are in line with QAA, The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) and are compliant with the Integrated Qualifications Framework for the Schools’ Workforce (2010) and the Framework for Qualifications of the European Higher Education Area (FQ-EHEA) (2008). The Programme leads to a Master of Arts (Education) degree. The MA Creative Practices in Education is composed of structured learning opportunities that are delivered as taught modules and one third of the Programme is devoted to an extended research project (QAA, 2010). The Programme has Postgraduate Certificate (PG Cert) and Postgraduate Diploma (PG Dip) as exit points that facilitate continuing professional development at different stages of a professional career. Students may exit with credit for single modules. Modules are at 20 Credit Accumulation Transfer (CAT) points and 10 European Credit Transfer (ECT) points and 40 Credit Accumulation Transfer (CAT) points and 20 European Credit Transfer; the extended research project is worth 60 CAT points and 30 ECT points.
Students have three years to complete a PG Cert, five years for a PG Dip and six years to complete an MA but experience of other Master’s degrees within the Department indicates that students usually complete the MA within three years part time.
Full time students will complete the MA within 15 months. The programme of study is designed along straightforward structural lines and is intended to maximise the freedom of individual students to pursue their own lines of in-depth investigation. The Programme is underpinned by the relationship between theory and practice, enabling students to combine critical enquiry with creative practice. Integral to this Programme is the opportunity for a range of professionals to collaborate, articulate and debate their creative practice leading to new insights and furthering individual lines of enquiry.
Stage/Year 1.The modules are consecutive within Stage 1 of the Programme and follow a linear structure, enabling students to build upon previous learning as they move through the Programme.
Stage/Year 2.When students move into Stage 2, two modules run concurrently (as students choose one optional module) enabling each module to inform one another.
Stage/Year 3 of the Programme is the culmination of the Master's Programme, enabling students to give focus to their creative and professional practice through an extended research project. It brings together strategies of research and critical thinking to facilitate an advanced theoretical and professional understanding of contemporary practice.
Full-time delivery sees a number of modules running consecutively; this is achievable through the combined weekend delivery pattern of the part-time model and mid-week delivery. This enables full-time students to work alongside their part -time peers encouraging an interrogation of personal and peer practice. As Stage 2 of the Programme is predominately enquiry based, this means that this can be delivered via tutorials if needed to cater for a small number of full-time students. The extended research project will be launched in the spring, providing full-time students with up to 5 months to complete this for a September completion date or 9 months for a December completion date, negotiated with the student.
CD7301 Engagement with Creative Practice: the first double module enables students to build upon prior experience of creative practice, re-visiting practice and/or engaging with this for the first time. It enables students to draw parallels between professional and creative practice and theoretical frameworks. The module is largely practical, introducing students to the studio/workshop and the potential of creative practices to inform their own individual enquiry. This module will run across the academic year to encourage sustained engagement with creative practice.
CD7312 Cultural Organisations introduces a range of theoretical frameworks for creativity and its application to educational and professional practices. Students will explore cultural organisations and their effects on the meanings of creative practice. Both of these modules will explore important critical theories relevant to creativity and professional practice. Both modules will enable rigorous analysis relevant to the students' own actual or intended creative practice.
These modules will run concurrently to enable students to sustain their practice throughout the programme, whilst being critically informed by theoretical frameworks.
CD7309 Researching Creative Practices enables students to evaluate their own creative and professional learning; it is an opportunity to develop the skills of reflexivity and critical practice. This module seeks to introduce students to creative research methodologies, enabling them to undertake a project in a professional context and evaluate the impact of the associated professional learning. Students will interrogate practice to discover a question or enquiry, consider appropriate methodologies and undertake a practice-based enquiry within a professional setting. This module is the only module compulsory to all students.
CD7308 Reflexive Practice provides a concentrated period of workshop/studio practice and the time to develop a creative engagement with informed ‘intuitive’ practice. Students will have the opportunity to experiment and take risks in creative practice, with time to build up a necessary volume of practice evidence. Through a process of selection and reflection on this evidence, it is expected that students will develop a greater understanding of their personal creative ambitions and find the most appropriate practical methodologies to achieve these.
CD7033 Practitioner Enquiry provides the opportunity to engage with practitioner research, whilst also providing a wider scope for students to discuss and practice research methodologies beyond creativity, helping students to appropriately situate their research within their professional context.
Optional modules (CD7304, CD7033, CD7305, CD7307, CD7310, CD7311, CD7604, ED7109, ED7110) provide the opportunity to pursue an individual project, to study creative process and how the work might be documented for dissemination and used in future professional contexts. This includes pedagogical analysis, creative leadership, therapeutic communication, inter-cultural analysis and creative practice but extends beyond this into enquiry, encouraging investigation and research into an emerging field of work and study. This option palette enables students to apply previous learning to their own individual practice within their selected discipline. The concurrent delivery with these specialist subject modules will prepare students for in-depth research in Stage 3 of the Programme
The Programme is unique in the partnerships which underpin it, providing students with the opportunity to work alongside colleagues in cultural organisations particularly during CD7310 and CD7312.
For the MA Creative Practices in Education, two exit awards are available:
Postgraduate Certificate (60 Credits): The PG Certificate will be named Postgraduate Certificate (Creative Practices in Education). In order to exit with a PG Cert, students must complete 1x 40 credit module plus 1x 20 credit module.
Postgraduate Diploma (120 credits): In order to exit with a Postgraduate Diploma (Creative Practices in Education), students must undertake further study comprising a further 3 x 20 credit modules.
MA (180 credits): In order to obtain a Master’s Degree, in addition to the 120 CATS/60 ECT points gained in order to reach the point at which a student may exit with a Postgraduate Diploma, students must complete a final extended piece of work, either Dissertation, Major Practical Project or Exposition Research Project; 60 CATS/30 ECT. In order to be awarded MA (Creative Practices in Education) the focus for this work must be an educational or professional context.
The programme is designed to recognise former certificated and experiential learning through the Accreditation of Prior Learning process.
The MA Creative Practices in Education is open to both graduates and non-graduates with professional experience. Graduates will have a background in creativity, education or the professions or a related background acquired through previous study (a Bachelor’s degree). Non-graduates will be admitted to the award-bearing aspects of the Programme by virtue of their professional experience. They will have a background in creativity, education or the professions or a related background. They will attend a compulsory interview with the Programme Leader to ascertain their ability to succeed on the Programme.
Applicants shall also satisfy the requirements for English Language, where English is not their first language IELTS 6.5 is the minimum requirement.
Students with additional needs should declare this at the time of application, and an assessment made by Student Support and Guidance of the University's ability to support these needs.
The MA Creative Practices in Education draws on and extends the QAA (2015) Master’s Degree characteristics contextualise the level of study within the new Programme. This qualification at Masters level is awarded to students who have demonstrated:
A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at the forefront of Creativity, Education and Professional practice;
A comprehensive understanding of techniques applicable to their own research or advanced scholarship;
Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the subject area;
Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the subject area;
An ability to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
Typically, holders of the qualification will:
Be able to deal with the complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
Be able to demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level;
Continue to advance their knowledge and understanding, and to develop new skills to a high level;
Have the qualities and transferable skills necessary for employment requiring the exercise of initiative and responsibility, decision–making in complex and unpredictable situations, and the independent learning ability required for continuing professional development.
The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:
Promoting professional engagement and reflective practice;
Encouraging independent and autonomous learning;
Supporting continuing professional development;
Valuing students' professional experience and prior learning;
The programme includes a range of approaches to learning and teaching:
University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime. This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.
The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.
All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).
The module handbook includes:
Module aims and learning outcomes;
Procedures for submission of work;
Appropriate grading criteria;
Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.
All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked. Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.
Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.
Students who engage in the MA Creative Practices in Education will successfully demonstrate subject-specific attributes and will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction. They will have in-depth knowledge and understanding of the creative practice and the political arena of education and professional practice informed by current practice, scholarship and research. They will have read widely and will have engaged with theoretical frameworks which have challenged their values, beliefs and understanding. They will have become confident researchers, being able to use a range of techniques and research methods finding solutions to challenges in their professional setting and practice. Their professional integrity will have been affirmed, demonstrating their ability to use initiative and take responsibility, solving problems in innovative and creative ways. They will have become sufficiently professionally secure to confront and manage change, make decisions and to lead others, should they choose. It is anticipated that graduates will continue to learn and demonstrate advanced scholarship in creative professional practice across disciplines. Graduates will use a creative lens to de-construct practice and develop new insights within the field of creative and professional practice.
The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
All participants in and contributors to the Programme will be encouraged to become involved in the development, management, delivery and evaluation of the effectiveness of the Programme. Students are allocated a Personal Academic Tutor (PAT) who will:
Act as the student's contact with the University
Maintain an overview of a student's academic progress
Provide academic advice and guidance to students
Provide specific advice regarding module choice and review academic progress. This can be provided by face-to-face tutorial(s), email tutorial(s) or telephone tutorial(s)
Discuss academic strengths and areas which need development based on examples of work
Develop a relationship based on shared knowledge of the student's progress
Assist in completing the e-Portfolio, if required
Provide a reference, if required, based on information provided by the student
The Programmes will enable us to draw upon the expertise of colleagues and high quality resources from other organisations such as the Tate and Storyhouse.The Programme is innovative through the direct links made between practice and theory within the arts, education and the professions. It is distinctively multi-disciplinary in enabling students to draw on expertise in drama, theatre and performance, fine art, dance, music, sport and PE together with organisational learning within a professional context. The Programme is flexible and innovative, resulting through consultation with teachers, professionals in Heritage / Theatre and Professional Bodies.
Students are able to practice in a wide range of cultural organisations. Where a student is not in employment, a placement will be sought to facilitate the creative enquiry process.
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