PDAS Module Template

KV137 Page 1 of 5 sSept 2008 Module Description

Title Creative Practice and Learning: Planning a Project

Code KV137

Level 1

Credit rating 20 points

Pre-requisites / Co- None requisites / Entry criteria for freestanding modules Type of module Taught

Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 1 study.

This module aims to prepare participants to broker partnerships between themselves as creative practitioners with organisations from the formal and informal education sectors and the young people themselves, to encourage a creative and experiential approach to learning in the broadest sense, in formal or informal learning settings.

Course members are encouraged to explore, question and reflect on the meaning of creativity, what role it plays in their own artistic practice, and how creative processes can be used in these settings; and to plan projects that allow for flexibility and risk.

Learning outcomes In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 1 study, by the end of the module students should be able to:

1. understand the core thinking around creativity and learning; 2. develop partnership approaches to projects, with sector professionals and participants and identify how the creative work links to both formal and informal learning objectives; 3. plan a project, selecting different creative strategies for group working; 4. reflect on the values they bring to the work and how these might impact on the groups they are working with; 5. identify areas for future practice development. KV137 Page 2 of 5 Sept 2008

Content Knowledge about informal and formal education sectors. Partnership working - contexts, language, people, agendas, objectives. Equality and diversity.

Professionalism and ethics when working with young people.

Planning a project, allowing for different learning styles, and flexibility and risk; case studies of creative projects; embedding documentation and reflection in planning from the start.

Observation of a lead practitioner in an educational setting.

Reflection on observations of placement.

Learning and teaching Contact: The module will include a variety of learning strategies, strategies including tutor and student-led inputs, experiential exercises for individuals and small groups, and a variety of discussions in both small and large groups.

Non-contact: Directed and non-directed reading, collection and review of information, discussion and reflection, preparation and completion of assessment tasks, to include observing an experienced practitioner and reflecting on this. KV137 Page 3 of 5 Sept 2008

Learning support Books: Barnes, J. (2007) Cross Curricular Learning 3-14. London: Paul Chapman Publishing Charlton, H. (no date) Building Creative Partnerships, A Hands On Guide to Partnership working in schools. London: Creative Partnerships/Arts Council. Available online: http://www.creative- partnerships.com/content/gdocs/handbook.pdf Cochrane, P and Cockett, M. (2007) Building a Creative School – a dynamic approach to school development. Stoke on Trent: Trentham Books Craft, A. (2005) Creativity in Schools: Tensions and Dilemmas. Abingdon: Routledge Craft, A, Jeffrey, B. and Liebling, M. (eds) (2001) Creativity in Education. London: Continuum Department for Education and Employment (1999) All our Futures: Creativity, Culture and Education. London: HMSO Department for Education and Skills (2005) Learning outside the classroom Manifesto London: HMSO Moon, J. (1999) Learning Journals. A handbook for academics, students and professional development, London: Kogan Page. Robinson, K. (2001) Out of Our Minds. Learning to be Creative. Oxford: Capstone Taylor, B. (ed) (2006) Inspiring learning in galleries. London: engage. Available online. http:// www.engage.org/publications/index.aspx

Journals: Mailout

Electronic Sources: (all accessed June 2008) Axis – the online resource for contemporary art URL: www.axisweb.org CapeUK: Exploring Creativity through Learning URL: www.capeuk.org National Curriculum: Creativity. URL: www.ncaction.org.uk/creativity Creative and Cultural Skills URL: www.ccskills.org.uk Creative Partnerships URL: www.creative-partnerships.com KV137 Page 4 of 5 Sept 2008

Assessment task Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following task:

A documented and detailed project plan of a hypothetical project in a supported framework (2500 words or equivalent)

The task will be marked on a percentage basis.

Referral task: Reworking of original task.

Assessment criteria General criteria for assessment are framed by the SEEC descriptors for level 1. Against specific criteria, credit will be awarded for:

 Evidence of understanding relating to creativity and learning (LO1 and LO4);  Evidence of planning a project, including selecting different creative strategies for group working (LO3);  Evidence of understanding of partnership working (LO2);  Identification of areas for future practice development (LO5).

All learning outcomes must be achieved in order to pass the module at the threshold level.

Brief description of This module aims to prepare participants to broker partnerships module content and/or between themselves as creative practitioners with organisations aims for publicity from the formal and informal education sectors and the young people themselves, to encourage a creative and experiential approach to learning in the broadest sense, in formal or informal learning settings.

Course members are encouraged to explore, question and reflect on the meaning of creativity, what role it plays in their own artistic practice, and how creative processes can be used in these settings; and to plan projects that allow for flexibility and risk.

Area examination board Education Studies PD (2) AEB

Module Co-ordinator Sara Clifford

Normal Module Duration One semester

Site where delivered UCH

Date of first approval September 2008

Date of last revision N/A

Date of approval of this September 2008 version Version number 1

Replacement for previous N/A module KV137 Page 5 of 5 Sept 2008

Route for which module is Freestanding UG module - Optional acceptable and status in Route Course(s) for which Freestanding UG module - Optional module is acceptable and status in course School home School of Education

External examiner(s) TBC