Who is this pathway for?
For Teaching Artists working within a Higher Education context or with learners at SCQF level 7 and above, this pathway provides a Masters level qualification in learning and teaching that is accredited by the Higher Education Academy. The pathway provides opportunities to explore your own arts practice and to develop the specialist knowledge and skills required to successfully teach a performing arts discipline(s) within your own unique context. With bespoke support from a range of educational and subject specialists, you will have the opportunity to build an evidence base to demonstrate your engagement with learning and teaching theories, practices and policies in the design, delivery and evaluation of learning experiences in your professional context.
What does this pathway lead to?
On successful completion of this pathway you will gain a MEd in Learning and Teaching in the Performing Arts qualification, professional recognition as a Fellow of the Higher Education Academy, and will have gathered significant evidence of your commitment to professionalism to learning and teaching in a performing arts discipline(s), leading to increased employability within the Higher and Further Education sectors.
What do participants say?
‘The MEd has really helped me to reflect in a much deeper way about my teaching, it has challenged me to try out new approaches and enabled me the chance to develop in areas I have felt were weaker. I have always felt supported and encouraged by the staff team and fellow students and the weekend sessions are inspiring!’
‘A year ago I attended an International symposium as part of my MEd research. This year I’m presenting at it!’
Funded places may be available for Scottish domiciled applicants.
What would I study and when?
Over the duration of the programme you will engage in five modules of study:
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 ‘Teaching Artist’ module, you will have the opportunity to critically explore your practice in light of the policies and learning theories that are relevant to your teaching in the Higher Education sector. You will deliver and evaluate two short teaching sessions designed to meet the needs of your learners.
Years one and two
Spanning years 1 and 2, ‘Context and Culture’ 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 choice modules.
In ‘Project (PG Cert)’ you will design, deliver and evaluate a practice-based research project that will enhance the development of identified learners working at SCQF level 7 or above in your performing arts context.
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 dance classes. This self-generated project might involve creative and collaborative partnership, or be a solo project. You must design a mechanism for disseminating your project findings.
How would I study this pathway?
The 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. From the outset, you will engage in a multidisciplinary arts education community of practice with students across all of the PG Learning and Teaching programmes, and, within your specific pathway, you will join an Action Learning Set to share in targeted peer support. A personal supervisor will work with you throughout your studies and you will engage with a subject mentor and professional mentor as you progress through the programme.
The programme is mapped to the UK Professional Standards for Learning and Teaching in Higher Education (UKPSF) and accredited by the AdvanceHE. As a result, successful completion of the programme leads to professional accreditation by AdvanceHE and attainment of Higher Education Academy Fellow status.
We will consider advanced entry into year 2 for applicants with an equivalent PG Cert qualification and existing HEA Fellow status.
The Royal Conservatoire of Scotland is in the World Top 10 for performing arts education 2016, 2017 and 2018 (QS World Rankings)
- We offer a rich and multidisciplinary community of practice
- A unique programme designed specifically for performing artists and teachers
- The opportunity to gain a teaching 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
- Access to unrivalled performing arts education provision, facilities, resources and expertise
- Opportunities for artistic and educational collaboration between teachers and artists
Pathway 4 – Teaching Artist in Higher Education of the MEd Learning and Teaching in the Performing Arts is designed for individuals who are already employed in a Higher or Further education context. As such, the focus of the pathway is on enhancing current practice and on helping students to build an evidence base to demonstrate their significant investment in their own development both within the artform and in the teaching of that artform. For students on this pathway, the emphasis is on demonstrating that their teaching practice is informed by a full and demonstrable engagement with the UK Professional Standards Framework. Successful graduates of this pathway will gain Fellowship of the Higher Education Academy as part of the AdvanceHE accreditation of the modules of this pathway. Whilst HEA Fellow status is not mandatory within the sector, it is increasingly being seen as a a highly desirable professional recognition to have achieved, enhancing graduate opportunities within the Higher Education sector across the UK and beyond. Many of our graduates on this pathway have gone on to secure positions within the Conservatoire and University sector as a consequence of their investment in their subject discipline and teaching practice. The Final Project module provides an opportunity to design, develop and evaluate a major piece of work to enhance the learning experience within your professional context. Disseminating this work within relevant professional networks provides opportunities to demonstrate leadership and innovation, further enhancing opportunities for professional advancement.
It has consolidated my view of myself as a researcher/practitioner, given me a new network which I will draw on and prepared me to continue study at PhD level.
Students on this pathway will study the following modules:
Approaches to Critical Artistry (10 credits) – this module is delivered in year 1 and is designed to introduce key principles of critical reflection, scholarship and academic practices and culminates in a personal learning plan
Teaching Artist (20 credits) – this module is delivered in year 1 and is designed to allow you to explore and enhance your teaching practice through the development of learning experiences that are appropriate to your learners’ needs, level and context. You will design, deliver and evaluate two observed sessions for your learners that have been designed around relevant guidelines and learning theories.
Context and Culture (60 credits) – this module runs over years 1 and 2 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 begins in year 1 and completes in year 2 and 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.
Approaches to Critical Artistry, Teaching Artist and Project (PG Cert) have been accredited by AdvanceHE and as such your study on these modules provide an opportunity to demonstrate that you are working to Descriptor 2 of the UK Professional Standards Framework and are eligible for Fellow of the Higher Education Academy.
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.