Creativity and Education for the Professions MA
2014 - 2015
Master of Arts
Creativity and Education for the Professions
Creativity and Education for the Professions
University of Chester
University of Chester
University of Chester: Riverside Campus, Kingsway Buildings, Tate gallery Liverpool.
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
MA Subject Benchmarks
Subject assessment ; APP, Performing Arts, Art and Design. Subject assessment will inform programme assessment led by the APP department
Sunday 1st April 2012
The MA Creativity and Education for the Professions 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. This Programme is unique in that it offers expertise and skills from the combined staffing of two Faculties: Education and Children’s Services together with Arts and Media. In other UK Universities, professional Faculties remain distinctly separate from the academic subject-specific departments and their Faculties. 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 participatory drama and performance, 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 Creativity and Education for the Professions 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 two Faculties encourage the exploration of ideas, in a wide variety of practice-based disciplines. Modules focus on the professional and theoretical contexts of performance-drama, fine art, dance and sport and PE including 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.
Programme Learning Outcomes
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
Knowledge and Understanding
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.
Thinking or Cognitive Skills
Thinking or Cognitive Skills
Made critical use of research evidence;
Formulated valid conclusions that link theory to practice;
Thought independently about essential issues, concepts and ideas.
Critically reflected upon aspects of professional practice in the light of key theoreticalperspectives;
Made effectual use of professional learning to assess impact on practice;
· Developed advanced creative practice, enabling students to:o Evaluate critically current research and advanced scholarship into their specialist area.o To evaluate methodologies and develop critiques of them and where appropriate, to propose new hypotheses.
Application of Number
Information Literacy and Technology
Improving own Learning and Performance
Working with Others
Written, performed or exhibited academic standards required at M level;
Engaged in meaningful debate and critical discussion;
Synthesised written and oral information;
Maintained a learning journal where appropriate.
Application of Number
Selected and used appropriate research methodology, methods and applications for data handling.
Information Literacy and Technology
Used the University’s VLE to access information;
Used electronic research skills;
Accessed databases for research and information;
Used the University’s e portfolio to maintain a professional learning journal, where appropriate.
Improving Own Learning and Performance
Critically reflected on professional practice;
Developed new pedagogical and leadership skills;
Used initiative and managed own learning;
Made independent use of supervision.
Working with Others
Engaged in group presentations and disseminations;
Worked with professional colleagues to share ideas, research and good practice.
Generated and applied new knowledge;
Analysed complex concepts.
Transferable Professional Skills
Transferable Professional SkillsThe qualities and transferable skills necessary for employment requiring:
The exercise of initiative and personal responsibility;
Decision-making in complex and unpredictable situations;
The independent learning ability required for continuing professional development.
The Programme leads to the MA Creativity and Education for the Professions degree.The qualifications offered are in line with QAA (2001), 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 Creativity and Education for the Professions 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 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 individual enquiry, 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.
CD7302 Creative Practice in 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.
CD7303 Creative Professional Enquiry 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 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 will run alongside the optional modules, enabling the subject focus to inform the students' thinking and practice relating to the professional enquiry.
Optional modules 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, 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 of CD7303 Creative Professional Enquiry 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 CD7302. The MA Creativity and Education for the Professions has the following awards:Postgraduate Certificate (60 Credits):The PG Certificate will be named Postgraduate Certificate (Creativity and Education for the Professions). In order to exit with a PG Cert, students must complete 1x 40 credit module plus 1x 20 credit module. This must include one compulsory module. Postgraduate Diploma (120 credits):In order to exit with a Postgraduate Diploma (Creativity and Education for the Professions), students must undertake further study comprising a further 1x 40 credit module plus 1x 20 credit module. This must include a further compulsory module. MA (180 credits):In order to obtain a Master’s Degree, in addition to the 120 CATS/60 ECT points gained from the Postgraduate Diploma, students must complete a final extended piece of work, either Dissertation, Major Practical Project, MA Major Exhibition, or Exposition Research Project; 60 CATS/30 ECT. In order to be awarded MA (Creativity and Education for the Professions) the focus for this work must be an educational or professional context. Compulsory modules focus on the professional and theoretical contexts of creativity, education and professional practice across subject disciplines including research methods; they also encourage an interrogation of personal and peer practice. All students undertake an extended research project whereby they select from a choice of a Dissertation, Major Practical Project, MA Major Exhibition or Exposition Research Project .
Part time Model (Diagram 1) Stage 1 Postgraduate Certificate – 60 Credits Stage 2 Postgraduate Diploma – 120 Credits
Stage 3 MA – 180 Credits
Engagement with Creative PracticeCD730140 CATS
Creative Practice in Cultural OrganisationsCD730220 CATS
Creative Professional EnquiryCD730340 CATS
Dissertation CD7307Major Practical Project PA7006MA Major Exhibition AD7602Exposition Research Project CD730560 CATS
OPTION1 (February-April)Subject-specific modules which enable an inter-disciplinary approach Drama PA 7012 Drama CD 7306 Music PA 7022 Dance PA 7014 Sport CD 7304 20 CATS
Full Time model, Weekend and Mid-Week Delivery (Diagram 2) Autumn Spring
Engagement with Creative PracticeCD730140 CATS
Creative Practice in Cultural OrganisationsCD730220 CATS
Creative Professional EnquiryCD7303 This module will run over all three terms and concurrently in the Spring with one of the option modules. This is to enable the learning from each module to inform one another.
OPTION ModulesArt CD7308 Drama PA 7012Drama CD 7306Music PA 7022Dance PA 7014Sport CD 730420 CATS
CreativeProfessional Enquiry CD730340 CATS
Dissertation CD7307Major Practical Project PA7006MA Major Exhibition AD7602Exposition Research Project CD7305
Prior Experience and Learning (APEL) / Accreditation for Prior Learning (APL). Prospective students applying to study for the award of MA Creativity and Education for the Professions may be able to be awarded credit for previously accredited HE Level qualifications from other institutions where learning outcomes map closely to those of the MA Creativity and Education for the Professions Programme. The University procedures for Accreditation for Prior Experience and Learning (APEL) / Accreditation for Prior Learning (APL) apply. The current limit is120 CATS and this will be monitored on a case-by-case basis by the Programme Leader. It is very unlikely that any students will be able to APEL into Stage 3 of the Programme as this is the culmination of the students’ learning.
The MA Creativity and Education for the Professions 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.
The MA Creativity and Education for the Professions draws on and extends the QAA (2010) 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.
At the heart of all teaching and learning on the MA Creativity and Education for the Professions are the essential skills of critical analysis and reflection, reflexivity and creativity. Students are encouraged to listen and discuss different perspectives and act on the learning in order to become more effective reflective practitioners who have developed the skills of criticality which has enabled them to identify and address areas for professional and academic development.The MA Creativity and Education for the Professions aims to develop creative practice within educators and professionals through rigorous engagement with theory, process, practice and notions of professional practice. Teaching across the Faculties seeks to move students' thinking and practice towards professional engagement with process and outcome through creative and performance practice. Teaching will take the form of lectures, workshops, seminars, tutorials which have both practical and written outcomes. The MA Creativity and Education for the Professions Programme will be taught through a combination of workshops, rehearsals, seminars, lectures, tutorials which have both practical and written outcomes and the close supervision of creative projects and written work. These are designed to enable individual students to develop as a creative, reflective practitioner. Learning is further enhanced and progressed with tutors’ teaching, experience and knowledge. Teaching methods are designed to reflect effective pedagogy, i.e. participative, empowering, group work and creative methods of encouraging learning.
Blended learning engagement through the VLE –The VLE is an important feature of the teaching and learning strategy. o For part time students who miss a session alternative appropriate learning activities will be available and the tutor can engage though discussion boards. o For full –time students the blended learning will offer an enhancement to face-to-face tutor engagement and offer opportunities for peer learning particularly for overseas students.
Tutorials-Each student is entitled to one tutorial for each module studied. Tutorials may be individual, part of a small group or individually on-line or by Skype. It is the student’s responsibility to arrange a tutorial with the tutor at a mutually convenient time. It is advised that students use this time to discuss the content and structure of their assessment component. Students would benefit from bringing a detailed plan to this tutorial. In this way, tutors can advise regarding content and synthesis of notions and ideas. Students are advised to request tutorials once reading has been completed and a detailed plan has been made.Tutors are unable to read whole assessment components as drafts but, if asked by the student, as part of the tutorial, will be able to read an introduction and part of the piece of writing up to 1,000 words. Formative assessment of practical studio work and performance practice will be provided as part of tutorials. Students are advised to bring examples of on-going practice such as journals, sketchbooks, videos, where appropriate. Students are advised to request tutorials once practice is underway and investigations and research ideas have been formulated.
Tutors can provide a record of the tutorial in the form of a brief email of notes stating what was discussed and the action to be taken as a result. If the student does not query this record within 7 days, the notes are assumed to be a true record of the tutorial. Where a record of the tutorial is handwritten, the student is requested to sign the record agreeing it is a true record and a copy will be retained by the tutor.
The MA Creativity and Education for the Professions defines assessment as a process that appraises an individual’s knowledge, understanding, abilities or skills. The Programme assesses not only academic skills but also other skills and competencies, including developing advanced skills as creative practitioners, performers, performance makers and visual artists. Suitable methods are used to assess the intended learning outcomes not only of the constituent parts (each module or extended research project) and components but also of their integration and synthesis across the Programme. Appropriate and effective assessment will enable students to demonstrate their capabilities and achievement of the learning outcomes intended for the Programme. In line with University of Chester policy, not all learning outcomes may be explicitly assessed. The form of assessment is considered to be the most appropriate to enable students to demonstrate their achievement of stated module learning outcomes. The range of assessment approaches includes a combination of practical and written assessments. Assessment methods across the MA have been selected to enable students to develop their knowledge and skills of creative professional practice using an appropriate critical and analytical framework within which to situate and evaluate their own concepts and creative and professional practice.All modules are assessed through coursework activities. A palette of assessment options are provided for some modules and these will be determined through negotiation with the module tutor as befits a creative programme. Throughout the Programme formative assessment will be provided in the form of work in progress, presentations and draft written work.Table below demonstrates how the Programme learning outcomes are met across the Programme:
Key: Programme Learning Outcomes1. 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.
The MA Creativity and Education for the Professions programme adheres to criteria set by the Code of Practice for the Assurance of Academic Standards in Academic Education (QAA, 2006, 2nd edition) and all assessment activities use the University’s guidance and marking criteria at Level 7. Rigorous assessment policies and practices ensure the standard for each award within the MA Creativity and Education for the Professions Programme are at Level 7 and student performance is properly judged against this.
The MA Creativity and Education for the Professions Programme Handbook and each Module Handbook offer general and discrete guidance to students regarding the requirements of each assessment, the expectations in terms of academic content and academic writing and agencies within the University that offer support, for example, study skills support, submission dates and the process of marking. All marking is moderated and dissertations/ extended research project are second marked conforming to the University's assessment regulations.
Students who engage in the MA Creativity and Education for the Professions Programme 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
Provide a reference, if required, based on information provided by the student
This Programme is unique through combined staffing from two Faculties; in other UK Universities professional Faculties remain distinctly separate from the academic subject -specific Departments and their Faculties. The Programme will enable us to draw upon the expertise of colleagues and high quality resources across respective Faculties.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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