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MEd Learning and Teaching in the Performing Arts

Introduction

This programme provides a unique opportunity for practising artists and teachers in a performing arts education context to upgrade their teaching qualifications and obtain a Masters qualification in learning and teaching that has been designed to develop teaching skills for the performing arts. The programme has four pathways:

  1. Pathway one is for GTCS registered teachers who wish to develop knowledge and skills in teaching dance and to obtain GTCS Second Subject Registration in Dance
  2. Pathway two is for GTCS registered teachers who wish to engage in CLPL around learning and teaching in the performing arts and to demonstrate evidence of Professional Update
  3. Pathway three is for teaching artists working in educational contexts that do not require GTCS registration (such as visiting specialist teacher in schools, community or experiential learning), who are interested in developing knowledge and skills in learning and teaching as part of their professional development or to enhance opportunities as a teaching artist
  4. Pathway four is for individuals teaching on programmes at Higher Education level (SCQF levels 7 to 12 or equivalent) who wish to professionally develop their learning, teaching and assessment methods and skills in an arts context, gain professional recognition from the Higher Education Academy at Fellow status and achieve a Masters level qualification

Introduction

This programme provides a unique opportunity for practising artists and teachers in a performing arts education context to upgrade their teaching qualifications and obtain a Masters qualification in learning and teaching that has been designed to develop teaching skills for the performing arts. The programme has four pathways:

  1. Pathway one is for GTCS registered teachers who wish to develop knowledge and skills in teaching dance and to obtain GTCS Second Subject Registration in Dance
  2. Pathway two is for GTCS registered teachers who wish to engage in CLPL around learning and teaching in the performing arts and to demonstrate evidence of Professional Update
  3. Pathway three is for teaching artists working in educational contexts that do not require GTCS registration (such as visiting specialist teacher in schools, community or experiential learning), who are interested in developing knowledge and skills in learning and teaching as part of their professional development or to enhance opportunities as a teaching artist
  4. Pathway four is for individuals teaching on programmes at Higher Education level (SCQF levels 7 to 12 or equivalent) who wish to professionally develop their learning, teaching and assessment methods and skills in an arts context, gain professional recognition from the Higher Education Academy at Fellow status and achieve a Masters level qualification

Programme Outline

Three years part-time

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

Year one
You will be introduced to and engage in an Arts Education Community of Practice where you will critically examine your own teaching methods informed by reflection and, using a range of relevant theories, viewpoints and models of learning and teaching.

You will advance your skills in teaching and learning in light of new experiences and understandings. Students on pathways one and two will engage in an exploration of practitioner enquiry, looking at practice-based research, effective pedagogies and policies in a schools context. Students on pathways three and four will have the opportunity to apply skills, new insights and understanding to their practice, critically examine their impact on their learners’ experience and obtain feedback both from tutors and peers to inform future professional development and practice.

Year two
Alongside continued exploration of your own arts practice, all students undertake a work-based learning and teaching project in their performing arts subject discipline. You will be required to develop effective learning environments and approaches to student support and guidance, design and plan learning activities and/ or programmes of study, teach and support learning, and assess and give feedback to learners.

Year three
In year three, all students will design their own module learning outcomes, content and assessment modes in order to develop, deliver and evaluate a final project situated within their own professional context. You will work with a professional mentor to help you build your project and on completion of the project you are required to find appropriate ways to disseminate your findings to maximise on the impact of the work within your sector.

Staff and masterclasses

Head of Programme: Jamie Mackay

Dr Rachel Drury, Lecturer (Post 16 and Community based Arts Education)

Dr. Jill Morgan, Lecturer (Early Years to Senior Phase)

Mary Troup, Lecturer

How to apply

Application process

You need to submit your application for the course online through UCAS Conservatoires. Before submitting your application, please download and read the MA MEd Learning and Teaching 2016-17.

Selection process

Once you have submitted your application for the MEd in Learning and Teaching in the Performing Arts, as part of the selection process, you will be invited to attend a 30 minute online/telephone interview with the Head of Programme.

Interview process
The interview is designed to provide the programme team with an insight into your level of suitability for study on the programme.

The interview will comprise two parts:

  • Short presentation (no more than 10 minutes)
  • Interview (20 minutes)

Presentation
Your presentation will focus on your ideas for the ‘Final Project’ module of the programme which enables you to design and undertake a substantial project that will synthesise your personal understanding of your learning and teaching philosophy and practice and your professional arts and education practice into one cohesive piece of work.

You are invited to share your initial ideas for how you might use this project. For example, you may choose to focus on investigating:

  • Gaps in the existing provision of learning within your specialist profession
  • Opportunities within your specialist area that you could engage with
  • Areas of your specialist area that you believe would benefit from further research
  • Ways in which you might use this final module to address gaps in your own development

You will be requested to provide evidence to establish some foundations for your initial proposals, drawn from any relevant sources.

Any visual aids or other documentation produced for your presentation must be sent to the Head of Programme one week in advance of your interview date. If you elect to submit a presentation without written text e.g. a video presentation, you will be required to provide a short summary of your presentation in English.

Interview
Following your presentation, there will be a 20-minute discussion about your presentation and application with the Head of Programme. This will be used to explore your educational background, experience, opportunities and aspirations and you will be invited to address the following questions:

1. What has led you to apply for this programme?
2. How do you see this programme contributing to your professional development?
3. What opportunities will you have to work with learners during the programme?

Decision
The decision to offer you a place on the programme will be based on both your application and the interview.

This will be communicated to after your interview.

Why choose us?

  • A unique programme designed specifically for performing artists and teachers in the performing arts
  • Opportunity to gain a qualification at Masters level
  • Personal supervision and mentoring by expert teachers and artists in the performing arts
  • Opportunities to develop specialist or new skills in your subject discipline or a related performing arts subject discipline
  • Access to unrivalled performing arts education provision, facilities and, resources
  • Opportunities for artistic and educational collaboration between teachers and artists

Entry requirements

Entrance to RCS is based on talent, potential and ability, therefore consideration will be given to relevant experience which is deemed to compensate for any traditional education. We accept a wide range of qualification, including international qualifications, but would recommend that applicants have a good degree, or its overseas equivalent, in a performing arts subject area relevant to the programme and/or hold a teaching qualification at undergraduate level.

It is not essential that applicants are in a teaching role currently to apply for the programme. However, during the programme applicants will participate in teaching work placements. This can be either in formal or informal education contexts. (e.g. schools, colleges, HEIs, private teaching and/or community, cultural or participatory settings). Applicants who already have teaching work may use existing teaching commitments to fulfil work based elements of the programme.

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.

Graduate destinations

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.