PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY ... · Post-graduate Certificate Inclusive...

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UNIVERSITY OF BRIGHTON

COVID-19 Course Delivery Statement 2020/21

School School of Art

Name of Course(s) MA/PGCert Inclusive Arts Practice

Are there minimum equipment requirements for students?

Whilst the University provides shared specialist IT facilities for use on campus, in the current circumstances personal access to IT provision such as a laptop is needed in order for you to participate in your course remotely. The following IT specification is required:

1. Access to the internet, ideally at your place of residence.

2. Access to a laptop, Mac or PC of the following recommended specification, this will meet your needs as a student and subsequent graduate professional

Processor: Multicore Intel or AMD processor with 64-bit support

Operating System: Windows 10 version 1803 or later. Or macOS version 10.15 or later.

RAM: 8GB minimum, After Effects users will need 16GB minimum

GPU: 4GB GPU VRAM minimum, ideally dedicated with OpenGL 4.1 support

Are there minimum hardware requirements for students?

Intel i5 or equivalent or better Windows 10 or Mac OS 10.14 or later 8Gb RAM, 256Gb SSD GPU Nvidia or Radeon 4Gb VRAM OpenGL 4.1 support

Course specific delivery statement:

Semester one your course will be delivered through a blended approach. You will access staff and peer to peer facilitated learning through a mixture of live, synchronous tutorials, workshops and seminars comprising of staff-delivered materials via StudentCentral/My Studies, and Microsoft Teams, and asynchronous interactive online activities. This will also include on-campus creative workshops (where possible) in line with health and safety and social distancing policies. Providing restrictions allow, we aim to deliver a minimum of 1 in 4 sessions on campus. Semester two - All work with external groups and venues has been moved to semester two, with the exception of 2nd year part-time research projects.

Any necessary practical workshop inductions will go ahead in workshops on campus and will comply with social distancing principles.

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The MA Inclusive Arts Practice course follows the normal university pattern of both a 1 year full time

and a 2 year part-time taught masters programme.

The pattern of delivery for taught sessions is as follows:

An initial induction programme, to introduce the staff and course as a whole. Including appropriate

workshops/equipment inductions.

Followed by a series of weekly seminars, in the Working Together: Developing an Inclusive Practice

and Independent Practice: Developing a Creative Identity modules. Students will usually spend between

6 to 8 half days led by tutors working in practical arts workshops with people from marginalized

community groups.

The Participatory Practice and Creative Exchange: inclusive approaches to collaboration provides

opportunities for students to share experiences from their practical/work-based module and to relate

these to their specialist independent studies and to wider debates around inclusive art practices.

Seminars and workshops are led by members of the course team, and by colleagues and visiting

lecturers from across the university. These sessions will be shared with the MA Inclusive Arts Practice

students and occasionally students from across the University or wider public.

COVID-19 Course Changes for 20/21

Details of changes

Course Structure (semester of delivery, assessment only, removal of optional modules)

Changes will be made to move module AGP751 from semester one to semester two because it involves working with a community group in a public, museum or gallery setting. AGP741 will no longer be taught in a block towards the end of semester 1/beginning of semester 2 because the Tate Exchange, which it is usually delivered during, is not going ahead due to Covid-19. Instead this module will be delivered weekly through face-to-face workshops on campus and online sessions. See course structure for further details.

You will receive the same amount of scheduled teaching time as originally planned and access the facilities you need to meet the learning outcomes of the course.

The majority of the assessment for the course will be submitted digitally online. This will be module specific and you will be clearly notified of assessment submission details by your course and module leader.

Updates if things change - You will be kept updated via your course area on StudentCentral/My Studies on how teaching might be delivered in different scenarios as public health advice changes

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The final session in each module is usually tailored to provide reflective activities for students regarding

the skills and knowledge they have built up and creative exercises to evaluate each module.

The final 60 credit module Practice as Research: Making it Visible is a peer and staff supported module

comprising of group seminars and culminating in a public viewing/exhibition/symposium/performance

of the resultant artwork and research.

Individuals are expected to engage in self-directed activities and to effect good time management skills.

In consultation with tutors, they will be supported to propose lines of enquiry and areas for research

throughout the course as well as for the final independent research module.

More generally, students are encouraged to demonstrate an increasing and sustained level of

independence, motivation and autonomy in shaping the pattern of their studies and their research and

professional activities.

PG CERT INCLUSIVE ARTS PRACTICE COURSE STRUCTURE


An initial induction programme, to introduce the staff and course as a whole. Including appropriate

workshops/equipment inductions.

The Participatory Practice and Creative Exchange: inclusive approaches to collaboration provides

opportunities for students to share experiences from their practical/work-based module and to relate

these to their specialist independent studies and to wider debates around inclusive art practices.

Seminars and workshops are led by members of the course team, and by colleagues and visiting

lecturers from across the university. These sessions will be shared with the MA Inclusive Arts Practice

students and occasionally students from across the University or wider public.

The final session in each module is usually tailored to provide reflective activities for students re the

skills and knowledge they have built up and creative exercises to evaluate each module.

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PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award MA Inclusive Arts practice

Intermediate award Post-graduate Diploma Inclusive Arts Practice

Post-graduate Certificate Inclusive Arts Practice

Course status Validated

Awarding body University of Brighton

School School of Art

Location of study/ campus Grand Parade

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency Direct to School

Entry requirements Include any progression opportunities into the course.

Check the University's website for current entry requirements.

Entry requirements

Applicants will normally possess an honours degree in a relevant discipline, or a recognised equivalent professional qualification. Accreditation of prior learning or appropriate professional practice will also be considered.

Most applicants are likely to have a background in the arts (understood throughout this document to include art, design and performance), but graduates and professionals from other relevant fields such as health or social care may also be eligible, provided they can demonstrate evidence of sustained and committed arts practice of sufficient quality to meet the demands of the course. The admissions and interview process will enable an assessment of candidates’ suitability to benefit from the programme by showing:

• Evidence of a strong, professional working practice in the arts or other relevant field

• Evidence of good conceptual and technical skills in at least one area of arts practice, and an awareness of contemporary arts practices

• Interest and awareness of issues related to marginalized groups. Experience of and commitment to broaden and develop their knowledge in relation to inclusive artistic practice

• Evidence of ability to think critically and creatively and to communicate effectively - orally, visually and in writing

• Evidence of self directed learning and development and ability to

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conduct independent research

Selection process

The Academic Programme Administrator will process admissions and enquiries.

All applicants will be interviewed. Sufficient information will be provided to enable candidates to assess their own suitability for the programme as a whole and, at interview, to begin to consider an appropriate location and focus for the practice-based research within the programme.

Portfolios may be presented in a range of formats, including, two dimensional work, three dimensional work, digital presentations, essays and/or any other texts and products that might provide evidence of their suitability for the course. Portfolio evidence can vary enormously from student to student and may not necessarily need to be specific to the particular subject specialism offered on the course, particularly where that evidence demonstrates high levels of transferable skills. This might be the case, for instance, where an applicant has evidence of sustained experience in another area of specialist practice combined with a high degree of motivation, determination and other personal qualities that would likely support their progress on the course.

Overseas applicants must meet the above entry requirements, and additionally have proven competence in written and spoken English at an appropriate level of fluency (equivalent to an IELTS score of 6.5 overall, 6.0 in writing and a minimum of 5.5 in other elements).

Progression routes

This course has been validated to accept the English for Academic Purposes 'EMA' Extended Masters route. Details of this route need to be read in conjunction with this programme specification and can be found at: https://www.brighton.ac.uk/international/study-with-us/courses-and-qualifications/brighton-language-institute/courses/extended-masters-route/index.aspx

Start date (mmm-yy) Normally September

September 2020

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 1 year 6 years

Part-time 2 years 6 years

Sandwich Select Select

Distance Select Select

Course codes/categories

UCAS code N/A

Contacts

Course Leader (or Course Development Leader)

Jayne Lloyd

Admissions Tutor Jayne Lloyd

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Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Susan Mayo Goldsmiths, University of London

31st December 2021

Examination Board(s) (AEB/CEB)

School of Art

Approval and review

Approval date Review date

Validation April 20081 Jan 20182

Programme Specification Jan 20183 Jan 20194

Professional, Statutory and Regulatory Body 1 (if applicable):

N/A 5



1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The Course Philosophy

This masters course brings together committed arts practitioners and excluded community groups in order to challenge and learn from each other’s perspectives and experiences.

Inclusive Arts Practice may be defined as follows: Providing creative opportunities between marginalised and non-marginalised people through artistic collaboration and facilitation It also works to produce art that promotes positive social change in addition to the ideas the work communicates.

A key feature of Inclusive arts practice research is that it is mutually beneficial, supporting knowledge creation and exchange rather than knowledge transfer. This places the artist practitioner in the more radical role of collaborator or framework holder/facilitator, thereby proposing a shift away from the more traditional notion of ‘worthy works’

‘Arts-based inquiry is uniquely positioned as a methodology for radical, ethical and

revolutionary research that is futuristic, socially responsible, and useful in

addressing social inequities’. (Finley, 2009)

At Masters level, we recognise that the overall activity of developing practical and theoretical research is not so much a matter of teaching a student how to become an inclusive artist, but more of providing an environment where s/he can flourish as an artist and make new discoveries.

The course focuses on developing contemporary activities within the many facets of Inclusive Arts Practice.

We aim to give all students a rigorous intellectual environment to enable you to complete the course with a strengthened creative and ethical position, good visual documentation, good research skills and the confidence to either consider furthering your academic progress to Doctorate level, seeking employment or setting up your own inclusive arts projects.

Important to the course philosophy is the idea that staff, students and community members learn and teach collaboratively. At masters level, students generally have a wide range of technical and personal experience that can be shared amongst the group. All staff teaching on the course are inclusive arts practitioners and researchers. Presenting work, ideas and theoretical positions are, therefore, key aspects to the course with students and staff regularly contributing to lively group debate.

Aims

1. To enable students to develop an informed and critical understanding of inclusive arts practice in the context of their own professional practice and specialist interests. This might include supporting the full engagement and progression of people with a learning disability and other marginalised or excluded groups in arts practice.

2. To develop collaborative methods of working which learn from and build on the experiences of people with disabilities and other marginalised groups

3. To develop the necessary artistic and professional skills to enable participants to carry out collaborative, inclusive arts practices and projects within their own field.

4. To support continued research and development of students own artistic and professional practice

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The programme aims are consistent with the Quality Assurance Agency Framework for Higher Education Qualifications and the SEEC level descriptors for level 76 study.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate7.

Knowledge and theory On successful completion of the course you should be able to:

KT1. Demonstrate a deep informed and critical understanding of issues and debates relating to disability, marginalisation and inclusion generally and to inclusive arts practice within their own professional context. KT2. Demonstrate a high level of independence, initiative and originality in problem solving by designing and delivering an innovative, collaborative and inclusive arts research project in an applied context. KT3. Demonstrates the ability to analyse and articulate a rationale for both process and production of work that synthesises ideas in innovative ways and that generates transformative solutions or proposals. This should be evidenced in an appropriate manner e.g. exhibition, symposium or performance and a slide or research poster presentation. KT4. Demonstrate a high level of ability and critical understanding of how their own research is situated within a wider context and can contribute to knowledge beyond the development of their own practice.

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

S5. Develop appropriate and meaningful ways to work collaboratively and inclusively with diverse others S6. Use a range of creative communication methods, visually, orally and in writing, for a variety of purposes and audiences S7. Demonstrate the ability to independently initiate, deliver, document and evaluate inclusive arts projects S8. Evidence personal, creative and professional development and situate it within a wider context

QAA subject benchmark statement (where applicable)8

The QAA subject benchmark statement: Art and Design (2017) has provided the reference points required to determine the appropriateness of the volume and nature of learning expected within this course.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-Art-and-Design-17.pdf

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

N/A

LEARNING AND TEACHING

Learning and teaching methods

6 Qualification award level descriptors are now described in accordance to the Framework for Higher Education Qualifications (FHEQ) as follows:

Level 7 Masters degrees / Postgraduate certificates and diplomas (previously LM)

Level 6 Bachelors degrees / Graduate certificates and diplomas (previously L3)

Level 5 Diplomas of higher education and further education / Foundation degrees / Higher National diplomas (previously L2)

Level 4 Certificates of higher education (previously L1)

7 Please refer to Course Development and Review Handbook or QAA website for details. 8 Please refer to the QAA website for details.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-Art-and-Design-17.pdf

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This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The MA Inclusive Arts Practice is designed to support the individual’s development and creativity as an inclusive arts practitioner, and the programme is based around an essential core of experiential practice-based learning, underpinned by a programme of seminars, workshops and independent study.

Practice-based experiential learning

The 40 credit practice-based module in Semester 1 (see course diagram attached) requires approximately 2 days a week, of which we would normally expect one day a week to be based in a specific working context, and the rest in guided independent study. The context for this practice-based module is usually the Rocket Artists Group for artists with learning disabilities. Emphasis is given to collaborative working between students with and without disabilities or other marginalised groups in a variety of arts project settings. These sessions are a mix of making work together in arts workshops, group discussions, briefing and de-briefing sessions, reflective learning, student presentations.

In each case, the relevance of this context to the overall focus of the course and to students own professional priorities will be discussed at interview and confirmed through an individual learning plan to be developed by the student at the start of the course. In some instances, short-term placements may be arranged by the student (with tutorial advice) with appropriate organisations such as day centres, community support teams, CLD teams, funders, advocacy groups, community groups or schools.

Throughout year 2 P/T or semester 2 F/T of the Masters programme, practice-based learning will focus on a major action research project with a community group or a smaller collaborative arts project and an associated public exhibition, performance or presentation and text. (60 credits)

Seminars

The three ‘seminar-based’ 20 credit modules are designed to provide an introduction to debates relevant to inclusive arts practice. These enable students to set their own experiences – including that gained in the practice-based modules - within a wider theoretical and professional context. The sessions will be a mix of seminars, lectures, group discussion, individual and group creative reflective activities.

Student Led Seminars

Across the course students will deliver seminar talks about their research. They will also deliver and partake in artistic skills sharing sessions by students

Tutorials / Academic Counselling

Students are supported throughout their studies by regular tutorials with the academic staff team. Tutorials are the occasion at which a student and tutor/Course Leader may discuss the development of the individual’s academic progress on the programme.

The tutorial system acts as a steering mechanism through consecutive stages of project work. Tutors generally give advice on the organisation of student time and direction of their work. Scheduled tutorials are considered key to the monitoring and review process and underpin the teaching and learning strategy.

Timing and frequency of tutorials is negotiated between student and tutor. At strategic points, arrangements are made to conduct joint tutorials or seminars. Particular use of group tutorial teaching is integral to aspects of workshop, studio practice and research development. Studio-based and workshop learning is a key component and is designed to facilitate the planned integration of work-related skills, applied research activities and academic learning. Throughout the course students prepare evidence of reflective self-assessment, which informs evaluative reports.

Independent study and resource-based learning

The independent study hours (usually around one day a week) for both the ‘seminar-based’ and

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‘practice-based’ modules are spent in guided independent study, supported by a variety of online and other learning resources. The degree of independent study and guided study will vary depending on which modules the students are undertaking.

Online learning / Student central

Facilities for the course will include key administrative information (e.g. the course handbook), staff contact information, an area where tutors will make learning materials (e.g. lecture notes, presentations etc.) available and access to a list of key reading and other resources relevant to the course.

Formative Assessments

There is an element of formative and peer assessment throughout the course. This is designed to support students to understand their learning achievements and personal goals as the course progresses. It takes the form of peer and tutor led debriefs and feedback on practical activities and presentations and a tutorial programme that supports individual student learning and enables students to monitor their achievements. Feedback is disseminated through workshop reviews, group critiques and written commentary.

Inductions

Students receive a series of short inductions into the relevant workshops and computer facilities at the Grand Parade site in central Brighton. This usually includes inductions into, printmaking, photography, moving and still digital imaging equipment and software. The introductory tour of the sites usually include UoB facilities such as Student Services, Student Union, Shop, Library Services and Multimedia facilities.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

Assessment Strategy

Assessment is integral to the course structure. It serves to promote, reinforce and consolidate the learning experience. It is the means by which the students' achievements are measured against the aims and learning outcomes of the course. The assessment process is designed to evaluate, inform and assist the students as to their levels of personal, academic and professional development. The mode and sequence of assessment is detailed in the individual module descriptors and an assessment task timetable. The student handbook refers students to the assessment process and general principles relating to grading.

The course's marking / grading scheme is in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staff central or student central).

https://staff.brighton.ac.uk/reg/acs/docs/GEAR%202016-17%20final_indexed.pdf

Each module contains assessment tasks (see below) that offer the student the opportunity to demonstrate successful acquisition of the skills and knowledge required for passing the modules.

The profile of assessment for each student is continuous and consists of the formal recording of levels of achievement for the purpose of examination and award classification. At the end of each module students receive written summative feedback on their performance.

All modules will be internally marked against the module assessment criteria (found in the module descriptors and student handbook) by the course team and then submitted to the external examiner. Results and recommendations for the final awards are presented to the Examination Board. Students are informed of their award according to the University Guidelines for Examination and Assessment Regulations (GEAR).

Regulations

The course regulations are in accordance with the University's General Examination and Assessment

../../../../../acs/docs/GEAR%202016-17%20final_indexed.pdf

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Regulations (available from the school office or the Registry).

For the award of MA, students must achieve a 50% pass in each module of assessment, subject to the condition above.

For the award of an MA with Merit, students must normally achieve a mark of 60% for the research project, and an overall weighted mark of 60%.

For the award of an MA with Distinction, students must normally achieve a mark of 70% for the research project, and an overall weighted mark of 70%.

For the exit award of a Pg Dip or Pg Cert, students must achieve a pass in each module of assessment, subject to the condition above.

Award requirements

In order to achieve the award of MA Inclusive Arts Practice, a student must accumulate 180 points/credits by successfully completing all modules indicated in the course structure diagram. All core modules are compulsory. One 20 credit option module must be selected and completed.

Students who successfully accumulate 120 points will achieve the exit award of Post-graduate Diploma Inclusive Arts Practice.

The exit award of Post-graduate Certificate Inclusive Arts Practice will be conferred upon students who have successfully achieved 60 points from the MA Inclusive Arts Practice.

Learning Outcomes Assessment method Module

KT1. Demonstrate a deep informed and critical understanding of issues and debates relating to disability, marginalisation and inclusion generally and to inclusive arts practice within their own professional context.

Creative presentation and critical analysis of an example of good inclusive, collaborative practice, visual and graphic personal development plan. A1 research poster combining graphic and textual material to highlight contemporary issues related to inclusive, participatory arts practice with reflection on your own practice, including commentary on at least 3 referenced texts. An arts-based research project proposal. Delivery of a final exhibition/performance/presentation event or intervention (mode to be negotiated with tutor), that showcases, in the public domain, in a creative, appropriate and relevant combination of written, visual and audio-visual media Production of slide or research poster presentation aimed at professionals in the field making clear the theoretical underpinning of their research Including reflections on key texts/films/websites.

AGP751, AGP741, AGP743, AGP742

KT2. Demonstrate a high Creative presentation and critical AGP740, AGP741,

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level of independence, initiative and originality in problem solving by designing and delivering an innovative, collaborative and inclusive arts research project in an applied context.

analysis of an example of good inclusive, collaborative practice, visual and graphic personal development plan A1 research poster combining graphic and textual material to highlight contemporary issues related to inclusive, participatory arts practice with reflection on your own practice, including commentary on at least 3 referenced texts. An arts-based research project proposal. Delivery of a final exhibition/performance/presentation event or intervention (mode to be negotiated with tutor), that showcases, in the public domain, in a creative, appropriate and relevant combination of written, visual and audio-visual media Production of slide or research poster presentation aimed at professionals in the field making clear the theoretical underpinning of their research Including reflections on key texts/films/websites.

AGP743, AGP742

KT3. Demonstrates the ability to analyse and articulate a rationale for both process and production of work that synthesises ideas in innovative ways and that generates transformative solutions or proposals. This should be evidenced in an appropriate manner e.g. exhibition, symposium or performance and a slide or research poster presentation.

Creative presentation and critical analysis of an example of good inclusive, collaborative practice, visual and graphic personal development plan. A1 research poster combining graphic and textual material to highlight contemporary issues related to inclusive, participatory arts practice with reflection on your own practice, including commentary on at least 3 referenced texts. An arts-based research project proposal. An annotated portfolio of creative practice Delivery of a final exhibition/performance/presentation event or intervention (mode to be negotiated with tutor), that showcases, in the public domain, in a creative, appropriate and relevant combination of written, visual and audio-visual media Production of slide or research poster presentation aimed at professionals in the field making clear the theoretical underpinning of their research Including reflections on key texts/films/websites.

AGP751, AGP741, AGP743, AGP742, AGP752

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KT4. Demonstrate a high level of ability and critical understanding of how their own research is situated within a wider context and can contribute to knowledge beyond the development of their own practice.

Creative presentation and critical analysis of an example of good inclusive, collaborative practice, visual and graphic personal development plan A1 research poster combining graphic and textual material to highlight contemporary issues related to inclusive, participatory arts practice with reflection on your own practice, including commentary on at least 3 referenced texts. An annotated portfolio of creative practice Delivery of a final exhibition/performance/presentation event or intervention (mode to be negotiated with tutor), that showcases, in the public domain, in a creative, appropriate and relevant combination of written, visual and audio-visual media Production of slide or research poster presentation aimed at professionals in the field making clear the theoretical underpinning of their research Including reflections on key texts/films/websites. A portfolio of relevant resources and contacts showing current skills (normally updated Professional Development Plan) and future plans for self-directed activity including up to three web pages (usually hosted by the School) that include images and a contextual statement (min. 500 words) about their practice and underlying philosophy.


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S5. Develop appropriate and meaningful ways to work collaboratively and inclusively with diverse others

Creative presentation and critical analysis of an example of good inclusive, collaborative practice, visual and graphic personal development plan A portfolio of relevant resources and contacts showing current skills (normally updated Professional Development Plan) and future plans for self-directed activity including up to three web pages (usually hosted by the School) that include images and a contextual statement (min. 500 words) about their practice and underlying philosophy.

AGP751, AGP742, AGP744

S6. Use a range of creative communication methods, visually, orally and in writing, for a variety of purposes and audiences

Creative presentation and critical analysis of an example of good inclusive, collaborative practice, visual and graphic personal development plan An annotated portfolio of creative practice Delivery of a final exhibition/performance/presentation event or intervention (mode to be negotiated with tutor), that showcases, in the public domain, in a creative, appropriate and relevant combination of written, visual and audio-visual media Production of slide or research poster presentation aimed at professionals in the field making clear the theoretical underpinning of their research Including reflections on key texts/films/websites.


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S7. Demonstrate the ability to independently initiate, deliver, document and evaluate inclusive arts projects

Creative presentation and critical analysis of an example of good inclusive, collaborative practice, visual and graphic personal development plan Delivery of a final exhibition/performance/presentation event or intervention (mode to be negotiated with tutor), that showcases, in the public domain, in a creative, appropriate and relevant combination of written, visual and audio-visual media Production of slide or research poster presentation aimed at professionals in the field making clear the theoretical underpinning of their research Including reflections on key texts/films/websites. A portfolio of relevant resources and contacts showing current skills (normally updated Professional Development Plan) and future plans for self-directed activity including up to three web pages (usually hosted by the School) that include images and a contextual statement (min. 500 words) about their practice and underlying philosophy.


S8. Evidence personal, creative and professional development and situate it within a wider context

Creative presentation and critical analysis of an example of good inclusive, collaborative practice, visual and graphic personal development plan An annotated portfolio of creative practice Delivery of a final exhibition/performance/presentation event or intervention (mode to be negotiated with tutor), that showcases, in the public domain, in a creative, appropriate and relevant combination of written, visual and audio-visual media Production of slide or research poster presentation aimed at professionals in the field making clear the theoretical underpinning of their research Including reflections on key texts/films/websites. A portfolio of relevant resources and contacts showing current skills (normally updated Professional Development Plan) and future plans for self-directed activity including up to three web pages (usually hosted by the School) that include images and a contextual statement (min. 500 words) about their practice and underlying philosophy.


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SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

The University of Brighton Student Contract

Course Handbook

Library facilities

Computer pool rooms (across City Campus a total 42 MACs and 43 PCs), at:

Grand Parade Main Building

Edward Street:

Pavillion Parade:

St Peter’s House Library:

E-mail address

Welfare service

Personal tutor

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Working within practical arts workshops with the learning disabled Rocket Artists group. With the option to collaborate further with them (as negotiated with course leader and Rocket Artists) for their extended research project.

Course materials available on Studentcentral.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

Full-time

SEMESTER 1 SEMESTER 2 SEMESTER 3

AGP744

Looking Ahead: Continuing Professional Development

Seminar 3

20 Credits

AGP751

Working Together: Developing an Inclusive Practice

Practice-Based 1

40 Credits

AGP741

Participatory Practice and Creative Exchange: inclusive approaches to collaboration

Seminar 1

20 Credits

AGP743

Arts Research: Planning and Development

Seminar 2

20 Credits

AGP752

Independent Practice: Developing a Creative Identity

Practice-Based 1

20 Credits

AGP742

Practice as Research: Making it Visible

Practice-Based 2

60 Credits

TOTAL LEVEL M CREDITS = 180

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Part–time

SEMESTER 1 SEMESTER 2 SEMESTER 3

Year One

AGP751

Working Together: Developing an Inclusive Practice

Practice-Based 1

40 Credits

(PGCert module)

AGP741

Participatory Practice and Creative Exchange: inclusive approaches to collaboration

Seminar 1 20 Credits

(PGCert module)

AGP743

Arts Research: Planning and Development

Seminar 2

20 Credits

AGP752

Independent Practice: Developing a Creative Identity

Practice-Based 1

20 Credits

Year Two

AGP744

Looking Ahead: Continuing Professional Development

Seminar 3

20 Credits

AGP742

Practice as Research: Making it Visible

Practice-Based 2

60 Credits

SEMESTER 3 SEMESTER 1 (Year 2)

TOTAL LEVEL M CREDITS = 180

The MA Inclusive Arts Practice course follows the normal university pattern of both a 1 year full time and a 2 year part-time taught masters programme.


An initial induction programme, to introduce the staff and course as a whole. Including appropriate workshops/equipment inductions.

Followed by a series of weekly seminars, in the Working Together: Developing an Inclusive Practice

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and Independent Practice: Developing a Creative Identity modules. Students will usually spend between 6 to 8 half days led by tutors working in practical arts workshops with people from marginalized community groups.

The Participatory Practice and Creative Exchange: inclusive approaches to collaboration Module is usually delivered in a 5 day block, in the new year towards the end of semester 1 or beginning of semester 2. This is an intensive immersive learning experience. It provides opportunities for students to share experiences from their practical/work-based module and to relate these to their specialist independent studies and to wider debates around inclusive art practices.

Seminars and workshops are led by members of the course team, and by colleagues and visiting lecturers from across the university. These sessions will be shared with the MA Inclusive Arts Practice students and occasionally students from across the University or wider public. The final session in each module is usually tailored to provide reflective activities for students regarding the skills and knowledge they have built up and creative exercises to evaluate each module.

The final 60 credit module Practice as Research: Making it Visible is a peer and staff supported module comprising of group seminars and culminating in a public viewing/exhibition/symposium/performance of the resultant artwork and research.

Individuals are expected to engage in self-directed activities and to effect good time management skills. In consultation with tutors, they will be supported to propose lines of enquiry and areas for research throughout the course as well as for the final independent research module.

More generally, students are encouraged to demonstrate an increasing and sustained level of independence, motivation and autonomy in shaping the pattern of their studies and their research and professional activities.

Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

* Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

Level9

Module code

Status Module title Credit

7 AGP751 C Working Together: Developing an Inclusive Practice

40

7 AGP741 C Participatory Practice and Creative Exchange: inclusive approaches to collaboration

20

7 AGP743 C Arts Research: Planning and Development

20

7 AGP752 C Independent Practice: Developing a Creative Identity 20

7 AGP742 C Practice as Research: Making it Visible

60

7 AGP744 C Looking ahead: continuing professional development 20

9 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits10 Minimum credits11 Ratio of marks12: Class of award

Final MA MA Inclusive Arts Practice 7 Total credit 180 Minimum credit at level of award 150

Level 7 marks Postgraduate degree

Intermediate PGDip Post-graduate Diploma Inclusive Arts Practice.

7 Total credit 120 Minimum credit at level of award 90

Level 7 marks Postgraduate (taught) degree

Intermediate PGCert Post-graduate Certificate Inclusive Arts Practice

7 Total credit 60 Minimum credit at level of award 40

Level 7 marks Postgraduate (taught) degree

Select Select Total credit Select Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate13 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

10 Total number of credits required to be eligible for the award. 11 Minimum number of credits required, at level of award, to be eligible for the award. 12 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 13 Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised August 2017

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The following course specific regulations apply:

Students must have their DBS approved by the University before commencing research projects with vulnerable people.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

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PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY ... · Post-graduate Certificate Inclusive...

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