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.
“I can work in times which suit me but am kept motivated through my action learning set and email communication”
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.”
Funded places may be available for Scottish domiciled applicants.
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.
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 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.
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.
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.
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.
The Royal Conservatoire of Scotland is in the World Top 10 for performing arts education 2016, 2017 and 2018 (QS World Rankings)
- 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
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
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
MEd Pathway 2: Career-Long Professional Learning (GTCS Accredited) is designed to meet the needs of teachers who are already employed to teach an arts discipline within a school context. Successful graduates from this pathway will have been able to demonstrate significant investment in their professional learning within their artform and the teaching of that art form, producing a significant final project that will help them demonstrate a depth of knowledge and experience within particular research areas. Through disseminating this work, we expect that increased opportunities for professional advancement will follow within existing roles, and will prepare graduates for more senior promoted posts. Study on this pathway is accredited by the GTCS against their Standards for Career-Long Professional Learning and as such contributes significantly to the demonstration of professional learning as part of the Professional Update process.
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.
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.
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.
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.
Students on this pathway will study the following modules:
Approaches to Critical Artistry (10 credits) – this module is designed to introduce key principles of critical reflection, scholarship and academic practices and culminates in a personal learning plan
Practitioner Enquiry (20 credits) – this module is designed to allow you to explore the principles of practice-based research within a school context and culminates in an individual enquiry plan
Context and Culture (60 credits) – this module runs over years one and two and is designed to help you explore your art discipline through building an evidence base to demonstrate the development of your knowledge and skills. The module is self-directed and you are supported to find a range of professional learning opportunities that will contribute to the development of your own subject knowledge and skill, and to enhance your understanding of the political, cultural and social landscape of your artform.
Project (PG Cert) (30 credits) – this module 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.
Final Project (60 credits) – this module is undertaken in year 3 of the programme. At the start of the module you are provided with a module descriptor template that you need to complete with self-defined additional learning outcomes and assessment modes. The module is an opportunity for your to develop and deliver a major-scale project that in some way will positively impact learners within your professional context. The final project may be designed around a traditional masters dissertation, the development of a new curriculum or strategy document, or the delivery of a new learning experience such as a series of workshops.
You need to submit your application for the course online through UCAS Conservatoires.
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)
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.
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?
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 within two weeks of your interview.