Digital Hub
X

MEd Pathway 2

Career-long professional learning (GTCS accredited)

Introduction

This pathway through the MEd Learning and Teaching in the Performing Arts has been created for GTCS-registered teachers who want to undertake Masters level study to further develop their practice.

It has been designed to allow you to complete your studies around your existing professional commitments, and is delivered through a blend of online and distance learning, as well as six days of weekend seminars/workshops per year.

Over the three years of study, you will undertake practice-based research, critical reflection and a final project which will benefit your learning and professional aspirations.

This is the only programme of its kind in the UK, and this unique pathway will enable you to get the very most out of your postgraduate learning experience.

Who is this pathway for?

This pathway is for GTCS-registered teachers seeking Professional Update opportunities within the area of performing arts education. Both primary and secondary school teachers who are responsible for teaching a performing arts discipline(s) can benefit from the programme.

This Masters qualification provides opportunities to explore your own arts practice and to develop the specialist knowledge and skills required to teach a performing arts discipline(s) successfully across the Scottish school curriculum.

With bespoke support from a range of educational and subject specialists from the Royal Conservatoire, you will construct an evidence base to demonstrate your engagement with the GTCS Standards for Career-Long Professional Learning.

What does this pathway lead to?

On successful completion of this qualification you will gain a MEd in Learning and Teaching in the Performing Arts qualification, and will have generated significant evidence of your commitment to, and professionalism in, learning and teaching in a performing arts discipline(s), leading to increased employability within the Scottish Primary or Secondary school sector.

What do participants say?

The MEd has transformed my teaching practice and given me so many creative opportunities as a musician.”

Introduction

This pathway through the MEd Learning and Teaching in the Performing Arts has been created for GTCS-registered teachers who want to undertake Masters level study to further develop their practice.

It has been designed to allow you to complete your studies around your existing professional commitments, and is delivered through a blend of online and distance learning, as well as six days of weekend seminars/workshops per year.

Over the three years of study, you will undertake practice-based research, critical reflection and a final project which will benefit your learning and professional aspirations.

This is the only programme of its kind in the UK, and this unique pathway will enable you to get the very most out of your postgraduate learning experience.

Who is this pathway for?

This pathway is for GTCS-registered teachers seeking Professional Update opportunities within the area of performing arts education. Both primary and secondary school teachers who are responsible for teaching a performing arts discipline(s) can benefit from the programme.

This Masters qualification provides opportunities to explore your own arts practice and to develop the specialist knowledge and skills required to teach a performing arts discipline(s) successfully across the Scottish school curriculum.

With bespoke support from a range of educational and subject specialists from the Royal Conservatoire, you will construct an evidence base to demonstrate your engagement with the GTCS Standards for Career-Long Professional Learning.

What does this pathway lead to?

On successful completion of this qualification you will gain a MEd in Learning and Teaching in the Performing Arts qualification, and will have generated significant evidence of your commitment to, and professionalism in, learning and teaching in a performing arts discipline(s), leading to increased employability within the Scottish Primary or Secondary school sector.

What do participants say?

The MEd has transformed my teaching practice and given me so many creative opportunities as a musician.”

Programme Outline

The programme is delivered part-time over three years and comprises five modules of study. More detail on what you can expect to study is outlined below.

Year one
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.

10 credits

In the second module ‘Practitioner Enquiry’ you will engage in a critical exploration of your practice, looking at work-based research, effective pedagogies and policies in a schools context.

20 credits

Years one and two
Spanning years 1 and 2, the ‘Context and Culture’ module provides significant opportunities to explore your performing arts discipline(s) over a series of self-directed learning experiences. Your subject mentor will support you in identifying the experiences that will address your learning needs, such as professional placements, projects, masterclasses, or RCS Options modules.

60 credits

Year 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.

There is opportunity within this module to work with practitioners and artists from across the conservatoire – sharing practice and learning new skills.

30 credits

 

Year three
In the ‘Final Project’ module you will design your own project to meet your educational needs and professional aspirations. This project can take a number of different forms including but not limited to: curriculum documentation, a strategic plan, a dissertation, a performance, workshops or the design and delivery of new resources. This self-generated project might involve creative and collaborative partnership, or be a solo project.

60 credits

Staff and masterclasses

Teaching staff

Jamie Mackay – Head of Programme

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

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

Mary Troup – Lecturer

Annie McCourt – Lecturer

Zoe Gadd – Lecturer

Dr Angela Japp – Lecturer

 

Subject mentors

Bethany Whiteside – dance mentor, Research Lecturer and Doctoral Degrees Co-ordinator at the Royal Conservatoire of Scotland

Louise Brown – drama mentor, Creative Learning Office at The Citizens Theatre

Lucinda Geoghegan – music mentor, Education Director at NYCOS and Lecturer within the Royal Conservatoire’s School of Music

How to apply

All applications must be submitted through UCAS Conservatoires using the Royal Conservatoire’s institution code (R58) and using the programme code 310P.

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

 

Interview process

This 30-minute interview is designed to provide the programme team with an insight into your level of suitability for 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 brings together your learning and teaching ethos with your professional practice.

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. 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, and we hope to communicate the outcome of the interview within one month of your interview.

Find out more about the application process on our how to apply page or you can contact us at hello@rcs.ac.uk

 


Why choose us?

  • Study at one of the world’s top 5 performing arts education institutions
    (QS World Rankings, 2018)
  • The MEd programme offers a rich and multidisciplinary community of practice
  • Funded places available for Scottish-domiciled students
  • It is a unique programme designed specifically for performing artists and teachers – there is no other course like this in Scotland
  • Learn on a bespoke programme which can be tailored to meet your individual learning needs and aspirations
  • Benefit from personal supervision and mentoring by expert teachers and artists in your area of the performing arts
  • Take advantage of opportunities to develop specialist or new skills in your subject discipline or a related performing arts subject
  • Access to the Royal Conservatoire’s unrivalled performing arts education provision, facilities, resources and expertise
  • Opportunities for artistic and educational collaboration between teachers and artists
  • As a Royal Conservatoire student, take advantage of a free ticket for all RCS productions held on campus

Entry requirements

For Pathway 2 applicants, you must be GTCS-registered and work within a schools environment to take part in the programme.

Although the majority of the programme is delivered online, it is also recommended that you are available to take part in six days of seminars and workshops held at the Royal Conservatoire of Scotland each year. If you cannot make it in person, we can arrange for you to take part through Skype.

English Language

All students must have an International English Language Testing System Score (IELTS) (if applicable) of Level 7.5 with a minimum score of 7.5 in speaking.

Graduate destinations

Graduates from pathway 2 will have developed and enhanced their learning and teaching skills throughout their studies at the Royal Conservatoire, benefiting them and their future learners.

We also would expect graduates of the programme to benefit from increased employability and opportunities for promotion within the schools sector.

Programme delivery

This programme is delivered part-time over a three year period, through a combination of online workshops, weekend seminars, independent learning, and work-based learning within your own professional context.

We currently have students enrolled from across Scotland, the UK, Singapore, Hong Kong and Switzerland. This is a flexible Masters programme which allows you to continue to meet your current professional commitments whilst studying.

Action Learning Set

From the beginning of your studies, you will engage in a multidisciplinary arts education community of practice with students across all of the postgraduate learning and teaching programmes. From first year, you will join an Action Learning Set to share in targeted peer support.

Your Action Learning Set is a network where you will find opportunities to speak to your fellow students, test out ideas, and gain valuable feedback and support throughout the programme. Students have found this an invaluable support and networking tool for distance learning.

Subject Mentor

A subject mentor can be made available to you from the beginning of the programme to help facilitate your learning and development.

Subject mentors are experts in their field and will be able to work with you to signpost opportunities, give feedback and advice on your projects, arrange meetings with key personnel within your arts industry or simply to listen to your experience and ideas going through the programme.

Each mentor will be selected for you based on your arts practice to ensure the best skills match possible.