MEd in Learning and Teaching in the Arts

The MEd team will be running an online discovery session for anyone interested in finding out more about the programme, 11am (GMT) Friday 4 December 2020. Fill in your details to join.

The Discovery Session will be led by Jamie Mackay (Head of Programme). He will be joined by other members of the teaching staff and a current student to provide a programme overview, while also be sharing how prospective MEd students can expect to engage in a process of active enquiry, examining arts, teaching and professional practices with classmates from around the world.

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 180-credit programme provides a unique opportunity for arts educators to upgrade their teaching qualifications and obtain a Masters 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 sustained critical analysis of their teaching and arts practice in order to identify and address their own developmental priorities at each stage. The programme culminates in a self-designed, self-generated, major-scale project that is intended to help students make a significant contribution to their learners and their professional sector. As such, we are looking for individuals who are ready to engage their creativity in developing and evolving innovative approaches to their practice as arts educators.

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

• GTCS registered primary teacher*
• GTCS registered secondary teacher*
• 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**
• Early Years educator

Or within a UK or International 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

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 to 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)

Funded places may beavailable for Scottish domiciled applicants.

“The MEd has helped shape the way I see my future development as an artist and the importance of engaging in meaningful creative teaching methods.”

Professional Recognition

*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. The programme is accredited by the GTCS, and upon completion of the programme, students can apply to gain Professional Recognition with the GTCS (pending award). The programme can also be used to build credit towards an application for 2^nd Subject Registration in dance, drama, music or art and design.

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 (FHEA).

Applicants who have a role as an arts educator within a formal or informal context where Gaelic is the main language can use this programme to develop their knowledge and skills as an arts educator and to build an evidence-base to demonstrate their commitment to their professional learning as an arts educator working with Gaelic. For students working with Gaelic in a further or higher education context with learners at SCQF Level 7 or above (or equivalent), this programme can lead to Fellowship of the Higher Education Academy.

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.

At its core, the programme is primarily concerned with helping arts education professionals engage in a process of active enquiry, and the underpinning structure of the delivery model reflects three distinct types of enquiry:

• Teaching Practice Enquiry
• Arts Practice Enquiry
• Professional Enquiry

The aim of the programme is to encourage you to investigate your teaching practice alongside your arts practice in order to lead towards a significant piece of work in year three that is intended to have an impact within your professional context.

Year one

In year one, the focus will be on developing the knowledge and skills required to evidence the quality of your teaching and arts practice. Over this year you will develop a working knowledge of the definitions, conventions and priorities expressed within the arts and 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 appropriate established learning theories.

In year one  you will study the following modules:

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.

Arts Context and Culture

This is a 30-credit module that will engage you in building an evidence-base to demonstrate a critical understanding of your art form. Having articulated the philosophies, principles and values that support your understanding of your arts discipline, your will engage in an enquiry of the social, political, cultural and economic factors that define the context in which it operates. Through this module, you will gain an understanding of how to build a plan for your own development that is built on a robust foundation of relevant literature, resources and discourses in your artform.

Year two

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

Artist Development

In this 30-credit module for all students who are not working in a Gaelic-speaking educational context, you will undertake an exploration into your professional arts practice, targeting gaps in your knowledge, your skills understanding of your specific art form. In this self-directed module you will explore a range of self-identified contexts and partnerships to discover and evaluate your learning experiences. At the end of the module you will critically evaluate your experiences in relation to your teaching practices and your ongoing development priorities.

OR

Gaelic Artist Development

In this 30-credit module for all Gaelic speaking students you will undertake an exploration into your professional Gaelic arts practice, targeting gaps in your knowledge, your skills understanding of your specific art form and of your knowledge of Gaelic culture and level of Gaelic literacy. In this self-directed module you will explore a range of self-identified contexts and partnerships to discover and evaluate your learning experiences. At the end of the module you will critically evaluate your experiences in relation to your teaching practices and your ongoing development priorities.

Year three

In year three, the focus changes towards an enquiry that is designed to have a significant impact on your learners and the context within which you work.

Final Project

This 60-credit module is for all students and is designed to provide an opportunity for you to design a unique module of study for yourself that will help you address an established gap in the provision for your learners, and to help you meet your own professional learning priorities. The focus of year three is on the development of a project that brings together the findings from your Arts Practice Enquiry and your Teaching Practice Enquiry. This project is expected to have an impact on your learners at a local level, but may have a broader application and may impact your sector more widely.

The Royal Conservatoire of Scotland is in the World Top 10 for performing arts education 2016, 2017, 2018 and 2020 (QS World Rankings) 

• A unique programme designed specifically for arts educators
• Opportunity to gain a qualification at Masters level
• Personal supervision and mentoring by expert teachers and artists in the arts
• Opportunities to develop specialist or new skills in your subject discipline or a related subject discipline
• 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

“The teaching artist pathway of the MEd in learning and teaching has allowed me to explore my own potential in an enlightening and positive way. I have developed skills I didn’t know I had as well as developing a new and individual look at my own practice within many different creative contexts. The course has given me the confidence to develop, pitch and produce my own workshops and I am excited by my career prospects.” 

“The MEd course has been a meaningful transformative experience for me in terms of my personal growth and artistic development. The bespoke nature of the MEd enables you to strategically feed your course work into your current practice or workplace while being offered support to explore, experiment and reflect.”

“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.”

“The MEd course has been a meaningful transformative experience for me in terms of my personal growth and artistic development. The bespoke nature of the Med enables you to strategically feed your course work into your current practice or workplace while being offered support to explore, experiment and reflect.”

“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.”

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.

As a programme that is only open to professional arts educators who already have employment in the sector, graduate destinations are harder to track. 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 with GTCS registration and those 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.

The ‘Final Project’ provides a significant opportunity for students to develop and disseminate a major piece of work that contributes to their sector, helping them gain recognition and further their career opportunities. Some graduates from the existing MEd and MA have gone on to further PhD study, continuing their professional/academic enquiry beyond the programme.

Tuition fees for academic year 2020-21

• UK/EU Students – £13,764
• International (non EU) – £21,612

From the next academic year (21/22) 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 of up to £11,222 (in 2020/2021) to be used towards tuition fees and/or living costs.

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. The total support available to an eligible student is £17,000. A grant of up to £6,885 is available, depending upon household income. The balance of support is a loan.

Support comprises of the following elements:

• A non-means-tested contribution to costs base grant of £1,000 is available to all eligible students. ï‚·
• An additional means-tested contribution to costs grant of £5,885 is available to eligible students with a household income of up to £18,370 per annum. For every £6.937 of household income per annum above this threshold, the amount of additional means-tested grant will be reduced by £1.
• A non-means-tested contribution to costs loan is available to all eligible students. The amount of loan available will be equal to the level of total support (£17,000 in 2019/20) less the total grant (base grant plus additional grant) a student is eligible for.

For part-time study, support is allocated over the number of years the course is studied. Support is capped in each academic year; for example, £17,000 for a one year course, £8,500 per year for a course lasting two years and £4,250 per year for a course lasting four years. Full-time courses between one and two years are eligible for support. Part-time courses of up to four years are eligible for support.

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 next academic year (21/22) 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 2021-22. How does this impact me?

A: From the next academic year (21/22) 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.

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 to build evidence towards GTCS second subject registration, must already hold full GTCS registration and have a remit for the second subject within their teaching workload. Applicants seeking GTCS Professional Recognition must also hold full GTCS registration.

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.

Gaelic speaking students will be required to demonstrate fluency in spoken Gaelic and a basic level of competence in written Gaelic.

Appropriate Prior Learning (APL)

For participants seeking HEA Fellowship, APL will not normally be awarded for the modules that contribute to the award of HEA Fellow, unless they have been achieved on an AdvanceHE accredited programme that is deemed a suitable match.

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:

• September 19^th and 20^th
• November 7^th
• February 6^th and 7th
• April 24^th

Online sessions run approximately every second Thursday 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, and duplicate online sessions can be arranged for students in significantly different time zones from BST.

Application process

You need to submit your application for the course online through UCAS Conservatoires.

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 of 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 some 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 some evidence to support your initial proposals, drawing on published journal articles, books or other key sources and to be prepared to provide some critical analysis of these in light of your project ideas.

Interview
Following your presentation, there will be a 20-minute discussion about your presentation and application with the Head of Programme and a member of the delivery team. 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 normally be communicated to within two to three weeks of your interview.