PG Certificate in Learning and Teaching in the Arts

As a participant on this programme, you will join a vibrant and diverse community sharing in a journey of professional enquiry designed to enhance your practice as an arts educator.

This part-time 60-credit programme provides a unique opportunity for arts educators to upgrade their teaching qualifications and obtain a PG Cert qualification that has been designed to develop teaching skills for the arts.

It is delivered on a part-time basis through a blended learning model, which includes a mix of face-to-face sessions, online sessions, one-to-one tutorials and independent study. Distance students can study the programme fully online, accessing the face-to-face sessions through a video conferencing platform.

The programme is designed to allow arts education professionals to integrate their studies within their professional teaching contexts. The process of professional enquiry that underpins all modules requires students to engage in a critical analysis of their teaching and arts practice in order to identify and address their own developmental priorities at each stage.

Please note: our audition content is being updated for entry in September 2023 and will be shared soon, if you have any questions in the meantime please e-mail admissions@rcs.ac.uk.

An Overview

Description of Applicants

The programme is designed to appeal to individuals who have a role as an arts educator within an informal context, such as a:

• Community Arts Tutor
• Participatory Arts Tutor
• Private Tutor
• Dance Tutor/Teacher
• Tutor in a pre-HE organisation
• Freelance Teaching Artist

or within a formal context such as a:

• Further Education lecturer/tutor*
• Higher Education lecturer/tutor*
• Visiting Guest Tutor in a school
• Instrumental Music Instructor
• Teacher in an International School
• Lecturer/tutor in an International Higher Education context*
• GTCS registered primary teacher**
• GTCS registered secondary teacher**
• Early Years educator

Professional Recognition

AdvanceHE and HEA Fellowship

*For lecturers/tutors working in a further or higher education context with learners at SCQF Level 7 or above (or equivalent), this programme leads to Fellowship of the Higher Education Academy.

**GTCS registered teachers who have a remit for an arts subject within their school teaching context can use this programme to build evidence of their commitment to their professional learning as an arts educator. We include the following within our definition of an arts ‘subject’: music, dance, drama and art and design.

For all participants, the programme can be used to develop knowledge and skills as an arts educator and to build an evidence-base to demonstrate commitment their professional learning in designing and delivering learning activities.

Who Studies on these Programmes?

Students on these programmes typically have an undergraduate arts qualification in one of the following discipline areas:

• Dance (e.g. contemporary, ballet, highland, jazz)
• Drama (e.g. acting, directing, dramaturgy, playwriting)
• Musical Theatre
• Contemporary Performance (e.g. devised theatre)
• Music (e.g. classical, jazz, traditional, contemporary, world, pop, rock, composition)
• Film (e.g. screenwriting, directing, cinematography)
• Production (e.g. set and costume design, scenic art, sound design, production management, costume making, stage management)
• Visual Art (e.g. painting, sculpture, design)

“It has opened my eyes up to so much more information than I ever could have expected such as websites, organisations, research and also it changed my mind in what I want out of education. It has allowed me to network with experts and meet other like-minded people. I am a far better educator for being on this course.” – PG Cert graduate

Two years part-time

The programme is delivered over a two year period, through a combination of online workshops, distance and independent learning, weekend seminars and work-based learning.

At its core, the programme is primarily concerned with helping arts education professionals engage in a process of active enquiry into their teaching practice.

The aim of the programme is to encourage you to investigate your teaching practice and develop the skills of critical reflection, academic writing, scholarship and practice-based research whilst engaged in a sustained process of development with the aim of enhancing your teaching practice.

Year one

In year one, the focus will be on developing the knowledge and skills required to evidence the quality of your teaching practice. Over this year you will develop a working knowledge of the definitions, conventions and priorities expressed within arts education, helping you engage with policies, philosophies and practices that are most relevant to your specific context. The submissions will encourage you to use research and critical reflection to ensure that your teaching practices are underpinned by robust evidence both in relation to your subject area, and to credible learning theories.

In year one you will study the following module:

Teaching the Arts

This is a 30-credit module designed to help you to build an evidence-base to support a critical evaluation of your teaching practices. Having articulated the philosophies, principles and values that underpin your current teaching practice, you will design, deliver and evaluate learning activities, demonstrating how your teaching is underpinned by appropriate and current policies and learning theories, and use feedback from peers and your learners to inform your ongoing development priorities.

Year two

In year two, the focus shifts to the ways in which you can engage in a meaningful exploration of your teaching practice in order to challenge preconceptions and to take advantage of innovations in education. Over this year you will focus on proposing and testing hypothesis designed to advance your practice as an arts educator.

The Teacher as Researcher

In this 30-credit module for all students, you will focus on the development of a practice-based research project that will help you explore new and innovating ways in which you might meet the identified needs of your learners. In this module you will explore the impact of your new innovative practices through the ethical use of research data and objective critical analysis, informing your ongoing development as an arts educator.

• A unique programme designed specifically for arts educators
• Opportunity to gain a PG Cert qualification at masters level
• Personal supervision and mentoring by expert teachers in the arts
• Access to unrivalled performing arts education provision, facilities and, resources
• Opportunity to develop professional knowledge, networks and collaboration opportunities as part of a diverse learning community

 “As a theatre practitioner in a more rural part of Scotland, the course has been an absolute game-changer for me. I have gone from feeling stuck and isolated to feeling challenged and supported.” – PG Cert graduate

Jamie Mackay
Head of Postgraduate Learning & Teaching Programmes

• Dr Rachel Drury Lecturer (Post 16 and Community based Arts Education)
• Dr Jill Morgan Lecturer (Early Years to Senior Phase)
• Annie McCourt Lecturer in Arts Education
• Eilidh Slattery Lecturer in Arts Education
• Dr Lio Moscardini Lecturer in Arts Education
• Louise Brown Lecturer in Arts Education

Successful completion of this qualification provides evidence of your commitment to professionalism to learning and teaching. We expect graduates to progress further in their careers, increase their employability and be able to work in a host of different arts settings.

Many students on the programme secure promoted roles within their own organisations, or may move to different organisations whilst still studying on the programme. Some students will remain in their original posts, but benefit from enhanced practice and increased recognition and responsibility. In each case, we expect the programme to provide increased professional opportunity to the graduate as they will have built a robust evidence-base of their commitment to the development of their teaching practice. For students gaining HEA Fellowship through the programme, the additional professional recognition shows further evidence of relevant professional development, and is likely to be recognised by existing and potential employers.

Tuition fees for academic year 2022-23

Scottish Students

£2,265

Rest of UK (RUK) Students

£2,265

International (including EU)

£2,265

From 21/22 academic year all EU students commencing study in Scotland will pay fees at the International rate.

Scottish

New Scottish 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.

English

Postgraduate students from England can benefit from a postgraduate loan to be used towards tuition fees and/or living costs.

Northern Irish

Students from Northern Ireland may be eligible to apply for a Postgraduate Tuition Fee Loan to help with the cost of their course fees. Please see the Student Finance NI website for more details.

Welsh

From 1 August 2019, students ordinarily resident in Wales (and those from the EU studying at a Welsh institution) may be entitled to a combination of loan and grant as a contribution to costs while studying a postgraduate Master’s degree course. The total amount of support available is non-means-tested and is paid directly to the student. Please see the Student Finance Wales website for more details.

EU Students

The Royal Conservatoire is resolutely international in outlook and we celebrate and are enriched by the diversity of our community of students and staff. Students from across the globe are welcome and valued members of the RCS community and we continue to welcome applicants from across the EU and throughout the world.

Q: What is the fee situation for EU students?

A: On July 9 2020 Scotland’s Minister for Further Education, Higher Education and Science, Richard Lochhead announced changes to the fee regime for EU students studying in Scotland. From 2021/22, all EU students commencing study in Scotland will pay fees at the International rate.

Q: I’m an EU student looking to start my studies in 2022-23. How does this impact me?

A: From 2021/22, all EU students commencing study in Scotland will pay fees at the International rate.

Only EU nationals who are ‘settled’ or ‘pre-settled’ in the UK will remain eligible to apply for home tuition fees providing they meet the residency conditions. Other EU nationals and associated groups, starting a course of study in academic year 2021-22 or later, are not eligible to apply to SAAS for tuition fee support. Because of a long-standing agreement between the UK and Republic of Ireland, new students from the Republic of Ireland starting their studies in 2021-22 and onwards will be eligible to pay the UK fee.

Scholarships

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 on our Fees and Funding page.

Sources of external funding

For more information about alternative funding sources, including external scholarships and bursaries, please visit our Fees and Funding page.

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 for the programme normally have a good degree, or international equivalent in a subject area relevant to the demands of the programme. It is recognised that some applicants may not have achieved a full degree in a relevant subject area and we will take account of relevant professional experience where it is deemed to be a suitable equivalency.

Applicants seeking Fellowship of the Higher Education Academy (FHEA) must have a remit for teaching in a Further or Higher Education context with learners working at SCQF Level 7 and/or above (or equivalent).

International English Language Testing System score (IELTS) (if applicable) Level 7.5 with a minimum score of 7.5 in speaking and with a minimum score of 5.5 in all parts.

Appropriate Prior Learning (APL)

In some cases, applicants to the programme may already have achieved academic credit on another programme/module of study and are seeking to reduce the number of modules they will need to study on the Programme. Applications for APL will normally be decided prior to the applicant’s admission to the Conservatoire.

The staff team will use the applicant’s previous transcript and module information to attempt to match the existing credit against modules in the programme. Staff must identify a match between the level, the learning outcomes and volume of credit associated with the unit/module passed by the applicant and the corresponding Conservatoire module.

APL will not normally be awarded for students who are seeking HEA Fellowship status, however, module credit from another AdvanceHE accredited programme may be considered if the content is deemed a suitable match.

PG Cert Graduate and Student Survey Responses 2020

In 2020, we asked our current students and graduates to take an anonymous survey to provide us with some feedback that we thought would be useful for people thinking about making an application.

The first question related to blended-learning. We were interested to know how much experience our students had of blended-learning prior to starting their programme. The following graph shows responses from all of our PG Learning and Teaching programmes. It highlights that 76% of respondents had never experienced blended-learning or had only experienced a small amount prior to studying on the programme.

Graduates

We asked our recent graduates what they felt about blended-learning now that they had completed their PG Cert programme.

They said:

“Prior to attending the course, I anticipated that it might be difficult to focus and retain information from the online sessions, and wondered that it might feel impersonal. However, I found it easy to focus and retain information due to the well designed presentations and also felt connected and considered on a personal level.”

“Love it. It’s the way forwards.”

We then asked our graduates about how the PG Cert programme had impacted their professional development.

They said:

“Through the PG Cert course I have gained a much greater understanding of the Higher Education environment including requirements, benchmarks, standards and policies. I have been facilitated to explore a range of teaching philosophies and practices which relate to my field. I feel that the course has given me confidence as a teacher and skills in academic writing, reading and research. Through the course I feel that my teaching has improved and stabilised. The course provides a fantastic opportunity to meet, network, exchange and collaborate with an exciting group of professional artists and teachers.”

“Has given me a structure to move forwards and continue developing as an arts educator.”

Finally, we asked our graduates about what they would say to a colleague or friend who was considering applying to the programme.

They said:

“This is a worthwhile course, which offers quality, challenge and a great opportunity for professional growth.”

“Would definitely recommend (and have done so).”

Current Students

We asked our current students what impact the programme was having on their professional learning.

Here are some of the responses:

“The programme is encouraging me to reflect on my practice and research aspects of teaching in a deeper and more significant level.”

“The programme is encouraging me to reflect on my practice and research aspects of teaching in a deeper and more significant level.”

We asked our students about what they would say to a colleague or friend who was considering applying to the programme.

They said:

“Do it.”

“I would hope they would find it valuable and empowering.”

The Programme is delivered through a mix of scheduled sessions and one-to-one support. In each year of study, students will be required to attend 6 days of intensive study, either face-to-face* at RCS or through accessing online (for distance learners). In academic year 20/21, the weekend sessions will be delivered on the following dates:

Online sessions run approximately every second Thursday throughout term time. These are delivered in the morning between 10am and 12pm, and are repeated between 6.30 and 8.30pm in the evening. All other tutorial support can be negotiated with personal supervisors, mentors and peers on the programme.

International students can attend weekend sessions remotely for the duration of their studies. *Due to Covid restrictions, all weekend sessions will be delivered remotely for the first two weekend sessions

Applications are made online via UCAS Conservatoires. Once you submit your application, please complete our short questionnaire via Acceptd. Once we have received your application and response to the questionnaire, we can arrange an interview for you.

PgCert L&T in the Arts— 110P

Institution code: R58