This part-time blended learning programme is for Teaching Artists working within informal, community, pre-school, and/or any other educational context.
Part-time study means that you can study the programme alongside and through your existing professional roles. On paper, the study hours nominally equate to around 8-10 hours a week, however as much of the study is situated in your current practice, a great deal of this time is likely to be undertaken as part of your everyday work.
Blended learning means that these programmes are delivered through a blend of face-to-face weekend seminars, online classes and one-to-one tutorials. Over the academic year we have 6 days of face-to-face seminars (delivered over 4 weekends). We have live online classes running approximately every second Thursday evening. All other tutorials are arranged to suit your availability.
This Masters level qualification in learning and teaching provides opportunities to explore and develop the specialist knowledge and skills required to teach your discipline successfully within your own unique context. With bespoke support from a range of educational and subject specialists, you will have the opportunity to build an evidence base to demonstrate your engagement with learning and teaching theories, practices and policies in the design, delivery and evaluation of learning experiences in your professional context.
Successful applicants are expected to be qualified/experienced to teach in their arts subject discipline and must be working either part-time or full-time as a teaching artist or have access to work placement to undertake practical elements of the programme. The programme carries 60 SCQF Credits at SCQF Level 11.
On successful completion of this qualification you will gain a PG Cert in Learning and Teaching in Arts Education qualification and will have generated evidence of your commitment to, and professionalism in, learning and teaching in a performing arts discipline, leading to increased employability as a teaching artist within a range of contexts.
What do participants say?
“The experience studying in the PG Cert programme at the RCS has been possibly one of the best things I have done. It has transformed my own perception of my own learning and therefore my teaching. I want to continue to strive for excellence for both myself and my students. I can see how this transformation can positively impact people.”
“PG Cert has given me the vision and inspiration to view myself as an independent, reflective, creative, innovative teaching artist and this was instrumental in my decision to pursue a freelance career. The PG Cert facilitated a radical shift in my perspective in terms of learning, life and work and I found a new sense of professional identity and empowerment. I fully committed to freelance practice just a few short weeks ago and there have been some very exciting developments so far! I’m very excited to see what the future will bring as I continue to develop my practice in tandem with my studies.”
“I would highly recommend this course to anybody teaching an arts subject. In 2013 I completed a post graduate TQFE and found it to be a good all round standard teaching course that gave me a grounding in the practicality of getting up and teaching a class. But unlike the course at RCS it could be studied by a student from any subject area background. I wished the PG Cert in higher arts education had been available at the time as this course for me has been a very much holistic experience. Being surrounded by like-minded people with the focus firmly on the arts and arts practice. Coming from a technical theatre background, I never before now would have thought of myself as a ‘teaching artist’ and I have struggled all though the course to believe that this is true. Now coming to the end of the course I believe it to be true. This has only been possible due to the mentoring and support from my personal tutor, learning and teaching staff and from my fellow students at the RCS that I now I truly feel like one!”
Over the duration of the programme you will engage in three modules of study:
In the first module, ‘Approaches to Critical Artistry’, you will develop critical and scholarly reflection by critically exploring your learning priorities as both an artist and teacher.
In the ‘Teaching Artist’ module, you will have the opportunity to critically explore your practice in light of the policies and learning theories that are relevant to your teaching context. You will deliver and evaluate two short teaching sessions designed to meet the needs of your learners.
Years one and two
In ‘Project (PG Cert)’ you will design, deliver and evaluate a practice-based research project that will enhance the development of identified learners in your performing arts context.
The Royal Conservatoire of Scotland is in the World Top 5 for performing arts education
The programme is designed specifically for artists who either have as part of their professional lives, a teaching commitment either in an arts education context, community context or participatory setting context or aspire to be teaching artists
Successful completion of this programme provides evidence of your commitment to professionalism in teaching and learning. As a result, achieving the qualification could help you to, for example:
- Secure part-time/full-time and/or project based teaching work in a host of different arts settings including cultural, community and other participatory settings
- Secure part-time/full-time teaching posts in post-16 education
The PG Cert in Learning and Teaching in Arts Education is designed for individuals who are already employed in an education context. As such, the focus of the pathway is on enhancing current practice and on helping students to build an evidence base to demonstrate their significant investment in their own development as a teaching artist. Project (PG Cert) module provides an opportunity to design, develop and evaluate a piece of work to enhance the learning experience within your professional context. Disseminating this work within relevant professional networks provides opportunities to demonstrate leadership and innovation, further enhancing opportunities for professional advancement.
Tuition fees for academic year 2019-20
- UK/EU Students – £3,984
- International (Non-EU) – £3,984
New Scottish and EU domiciled students may be eligible for a Postgraduate Tuition Fee Loan. All eligible students will be able to apply directly to Student Awards Agency for Scotland (SAAS) for a non-means tested loan of up to £3,400. See the SAAS website for further details of the PSAS scheme.
Scottish domiciled postgraduate students on eligible courses can also apply for a Postgraduate Living Cost Loan up to £4,500 towards living expenses. This is in addition to the existing loan available towards the cost of their tuition fees.
Any potential student who auditions for a place at the Royal Conservatoire will automatically be considered for a scholarship. They are awarded on a combination of talent, potential and financial need. More information about Scholarships is available here
Sources of external funding
For more information about alternative funding sources, including external scholarships and bursaries, please visit here.
The Conservatoire’s International and Student Experience team are available to advise and assist applicants and current students in respect of queries about funding your studies at the Conservatoire. Please email or telephone +44 (0)141 270 8281/ +44 (0)141 270 8223 for further information.
Applicants are expected to be either working as a teaching artist, full-time or part-time in a formal or informal education context (e.g. as a private teacher, in an educational institution, in a cultural setting in a community setting or participatory setting) or able to secure a suitable amount of work placement as a teaching artist in an education context (as detailed above).
Applicants are expected to have a good degree, or its overseas equivalent, in an arts subject area relevant to the demands of the programme.
Applicants may be admitted to the programme whose qualifications do not match (in terms of equivalence) or fall short of the normal entrance requirements, but who can clearly satisfy the selection criteria for the programme and indicate they have the capacity to pursue the programme. In considering applications, the selection panel will be looking for evidence that the applicant:
- Is teaching and support learners in a formal or informal educational context, or community or participatory setting.
- Has sufficient teaching levels to undertake the practical work in the programme.
- For those artists currently not in a teaching role, that the applicant has considered ways of gaining work placement/experience to allow them to complete the practical teaching aspects of the programme.
- Demonstrates commitment to initial or continuing professional development in teaching and supporting learners.
- Understands and demonstrates ability to commit the time needed to participate fully in the programme.
- Has the support of their line manager/ employer (where appropriate) to undertake and complete the programme.
International English Language Testing System Score (IELTS) (if applicable). Level 7.5 with a minimum score of 7.5 in speaking.
Students on this pathway will study the following modules:
Approaches to Critical Artistry (10 credits) – this module is delivered in year 1 and is designed to introduce key principles of critical reflection, scholarship and academic practices and culminates in a personal learning plan
Teaching Artist (20 credits) – this module is delivered in year 1 and is designed to allow you to explore and enhance your teaching practice through the development of learning experiences that are appropriate to your learners’ needs, level and context. You will design, deliver and evaluate two observed sessions for your learners that have been designed around relevant guidelines and learning theories.
Project (PG Cert) (30 credits) – this module begins in year 1 and completes in year 2 and provides an opportunity for you to develop, deliver and evaluate a practice-based research project within your teaching context. Within this module you will design an intervention designed to enhance the learning experience for your pupils, and then to use feedback data to evidence the success of your project and highlight priorities for ongoing development.