University of Chester

Programme Specification
Creative Practices in Education MA
2015 - 2016

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

Postgraduate (Taught)

Full-time and Part-time

Classroom / Laboratory,

3 years part time, 14-15 months full time

6 Years

Annual - September

N/A

W990

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

QAA (2010) Master’s Degree characteristics

N/A

MABs will be held by Academic and professional Programmes (APP), Performing Arts and Health and Social Care. MABs held by Performing Arts and Health and Social Care will inform programme assessment led by the APP department.

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. This Programme is unique in that it offers expertise and skills from the combined staffing of three Faculties: Education and Children’s Services, Arts and Media and Health and Social Care. 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 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-drama, fine art, dance, art therapy 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.    

Programme Aims

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..

Problem Solving

  • Generated and applied new knowledge;
  • Analysed complex concepts.


(CD7033, CD7301, CD7304, CD7305, CD7307, CD7308, CD7309, CD7310, CD7311, CD7604, NM7501, PA7006, PA7012, PA7014, PA7022)

  Cognitive Skills (All modules within the programme)

  • Made critical use of research evidence;
  • Formulated valid conclusions that link theory to practice;
  • Thought independently about essential issues, concepts and ideas.

(CD7033, CD7301, CD7304, CD7305, CD7307, CD7308, CD7309, CD7310, CD7311, CD7604, NM7501, PA7006, PA7012, PA7014, PA7022)

Practical Skills (All modules within the programme)

  • Critically reflected upon aspects of professional practice in the light of key theoretical perspectives;
  • Made effectual use of professional learning to assess impact on practice;
  • Developed advanced creative practice, enabling students to evaluate critically current research and advanced scholarship in their specialist area.
  • Evaluate methodologies and develop critiques of them and where appropriate, to propose new hypotheses.

Professional Skills

  • 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.

Transferable Professional Skills

The 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.

(CD7033, CD7301, CD7304, CD7305, CD7307, CD7308, CD7309, CD7310, CD7311, CD7604, NM7501, PA7006, PA7012, PA7014, PA7022)

Communication (All modules within the programme)

  • Written, performed or exhibited academic standards required at level 7;
  • Engaged in meaningful debate and critical discussion;
  • Read critically;
  • Synthesised written and oral information;
  • Maintained a learning journal where appropriate.

 

(CD7033, CD7301, CD7304, CD7305, CD7307, CD7308, CD7309, CD7310, CD7311, CD7604, NM7501, PA7006, PA7012, PA7014, PA7022)

The Programme leads to the MA Creative Practices in Education 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 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 and to work with fulltime students from Health and Arts and Media. 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.

CD7310 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,CD7305, CD7307, CD7311, CD7604, NM7501, PA7006, PA7012, PA7014, PA7022) 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.

 

 

Mod-Code Level Title Credit Single
CD7033 7 Practitioner enquiry 20 Optional
CD7301 7 Engagement with Creative Practice 40 Optional
CD7304 7 The Elite Expert/Pedagogue 20 Optional
CD7305 7 Exposition Research Project 60 Optional
CD7307 7 Dissertation 60 Optional
CD7308 7 Reflexive Practice 20 Optional
CD7309 7 Researching Creative Practices 20 Comp
CD7310 7 Cultural Organisations 20 Optional
CD7311 7 Intercultural Dimensions of Creative Practice 20 Optional
CD7604 7 Creativity, Innovation and Leadership 20 Optional
NM7501 7 Therapeutics and Communication 20 Optional
PA7006 7 Major Practical Project 60 Optional
PA7012 7 Frameworks and Practices 20 Optional
PA7014 7 The Dance Practitioner 20 Optional
PA7022 7 The Mechanics of Music 20 Optional


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 7.0 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 (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 Creative Practices in Education 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 Creative Practices in Education 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 Creative Practices in Education  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 20 credits 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 Creative Practices in Education  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.

Assessment tasks on the MA Creative Practices in Education is based on an ‘assessment palette’. Assessment tasks are negotiated with the module tutor to identify the most appropriate assessment methodology to assess the learning outcomes for each module in the context of the creative pedagogy which underpins the Programme.

 

Assessment tasks:

Assessment task A

An Exhibition / Installation, Journal and Critical and Contextual Rationale (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task B

An Exhibition / Installation Journal, and Reflective Sketchbook (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task C

A Performed Event / Events, Journal and Reflective Sketchbook (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task D

A Performed Event / Events, Journal and Critical and Contextual Rationale (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task E

A Practical Presentation, Journal and Annotated Portfolio (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task F

A Practical Presentation, Journal and Critical and Contextual Rationale (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task G

A Practical workshop / workshops, Journal and Critical and contextual rationale (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task H

A Practical Workshop / Workshops, Journal and Reflective Sketchbook (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task I

Sustained Practical work, Journal and Research Report (100%)

Total words: Equivalent 8,000 – 11,000 (40 CAT points).

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task J

An Essay

Total words: 4,000 – 5,500 (20 CAT points).

 

Assessment task K

A case study

Total words: 4,000 – 5,500 (20 CAT points).

 

Assessment task L

Sustained Practical work, Journal and Learning Agreement (100%).

Total words: Equivalent 4,000 – 5,500 (20 CAT points).

 

Assessment task M

A Reflective Sketchbook

Critical Commentary (100%)

Total words: 4000-5500 (20 CAT points).

 

Assessment task N

A research report or equivalent (sketchbook, project, presentation with critical commentary).

Total words: 4000-5500 (20 CAT points).

 

Assessment task O

An annotated portfolio (50%);

A critical commentary (50%).

100% of the marks will be awarded together for the two parts.

Total words: 4000-5500 (20 CAT points).

 

Assessment task P

A dissertation:

Total words: 12000 – 16500 words.

100% of the marks will be awarded for the dissertation.

 

Assessment task Q

A performed event(s) or portfolio of creative work and subsequent oral examination - 80% 

The submission of a reflective portfolio [2400 words equivalent]  - 20% 

Total words: Equivalent 12,000 – 16,500 (60 CAT points).

 

Assessment task R

Practical Presentation and oral examination - 70% 

Reflective Journal - 30%

Total words: Equivalent 4,000 – 5,500 (20 CAT points).

 

Assessment task S

Reflexive Learning Journal (100%)

Total words: Equivalent 4,000 – 5,500 (20 CAT points).

 

Assessment task T

Reflective Sketchbook (100%)

Total words: Equivalent 4,000 – 5,500 (20 CAT points).

 

Assessment task U

Annotated Portfolio (100%)

Total words: Equivalent 4,000 – 5,500 (20 CAT points).

 

Assessment task V

Practical Presentation (100%)

Total words: Equivalent 4,000 – 5,500 (20 CAT points).

 

Assessment task W

Seminar presentation (70%)

Reflective summary paper (30%)

Total words: Equivalent 4,000 – 5,500 (20 CAT points).

 

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:

  Autumn   Spring  Summer
 Stage 1  Modules

 CD7301

Programme outcomes met:1, 2, 3, 4, 5  

 CD7310

Programme outcomes met:1, 2, 3, 4, 5, 6

 CD7301

Programme outcomes met:1, 2, 3, 4, 5  

 Stage 2  Modules

 CD7309

Programme outcomes met: 2,3,4,5,6

 CD7308

Programme outcomes met:

1,2,4,5

 

20 credit optional modules

 CD7604

Programme outcomes met: 5,6

PA7012

PA7014

CD7304

NM7501

Programme outcomes met: 2,3, 4, 5

CD7033

Programme outcomes met: 2,4,6

CD7311

Programme outcomes met:1,2,5

60 credit modules

(students must choose one)

 

 

 

 

CD7305

 

CD7307

 

PA7006

 

Programme outcomes met: 2,3,4,5

   

 

 

The MA Creative Practices in Education 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 Creative Practices in Education 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 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

  

This Programme is unique through combined staffing from three 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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