Examination arrangement

Course content

This course qualifies the student to use educational design and dramaturgical thinking to compose varied and inclusive teaching designs. Educational design theory and theory about dramaturgy and dramaturgical elements like composition, choreography, body and space are the bases for the professional practices explored through the course. Practice-led ways of working are emphasized to qualify the student to approach teaching, learning and research as a performative and collaborative practice. The student will explore the triple role of artist, researcher, and teacher to develop integrity and flexibility in facilitating educational practices. The student will develop communicative skills on a broad arts educational field, as well as knowledge about how to work in creative and participatory ways in arts education with different groups and individuals in varied educational contexts. Performance-lecture, combining theoretical and artistic parts, is explored, and used as communicative format during the course.

Learning outcome

Knowledge

The candidate has

• advanced knowledge about educational design theory and dramaturgy in educational contexts
• thorough knowledge about designing and carrying out teaching with the help of educational design theory and dramaturgy in educational contexts
• thorough knowledge about practice-led approaches to teaching, learning and research in arts education
• thorough knowledge of how dramaturgical thinking can contribute inclusive educational engagement with different populations and individuals in varied educational contexts
• thorough knowledge about performance-lecture as communicative format

Skills

The candidate can

• plan, carry out, evaluate and present teaching with the help of educational design theory and dramaturgy in educational contexts
• investigate research questions through practice-led inquiry.
• use difference as a central value for planning, carrying out and developing arts education practises
• communicate in the triple role as artist, researcher and teacher in a way that supports students’ learning in arts education
• communicate their practice-led arts education research in the format of performance-lecture

General competence

The candidate can

• constructively contribute in enquiry led student peer review processes
• apply their knowledge about educational design and dramaturgy in new areas to carry out explorative and innovative projects in arts education
• work with research communication

Learning methods and activities

Workshops, collaborative learning, reading, writing, analysis, peer discourse and discussions with co-students and course teachers, planning and carrying out an individual arts educational project in collaboration with a self-chosen and self-organized arts/arts education institution, self-directed learning and performance-lecture.

Self-directed learning through an independent project in this course will require collaboration with a self-chosen arts/arts education institution. The organization of collaboration with and research at this institution must be arranged by the student themselves.

Compulsory activities

Preparation that takes place during the seminars for the compulsory assignments.

Individual and collective student activities in and outside of the scheduled seminars.

4 compulsory assignments: 2 tasks either in written formats or as digital expositions combining multimodal documentation and written reflection, 1 individual arts educational project in collaboration with a self-chosen and self-organized arts/arts education institution, 1 practical presentation in the format of a performance-lecture in process.

Compulsory assignments

There are four compulsory assignments: 2 tasks either in written formats or as digital expositions combining multimodal documentation and written reflection, 1 individual arts educational project in collaboration with a self-chosen and self-organized arts/arts education institution, 1 practical presentation in the format of a performance-lecture in process. All compulsory assignments must be approved in order to take the examination for this course.

Compulsory assignments

• Written or digital compulsory work requirement 1
• Written or digital compulsory work requirement 2
• Independent arts educational project with a self-chosen arts/arts education institution
• Practical process sharing

Further on evaluation

The examination for this course consist of two components:

• Performance lecture about an individual arts educational project in collaboration with a self-chosen and self-organized arts/arts education institution (60%).
• Theory-infused reflection text (40%).

The assessment scale will be through the letter grade scale A-F, where the grades A-E means pass and F means failed. A is the highest and E is the lowest grade. Both components must be passed in order to pass the course. If one part is failed, only this part must be taken again in order to pass the course. If a student wishes to improve the assessment result, it is possible to take up only one of the parts again.

Recommended previous knowledge

Fulfilled teacher qualification education or a relevant BA is recommended. Experience from artistic creative and arts education practices is desirable

Course materials

The teaching materials required for this course:

- This course description, and a course plan which will be shared by the course teacher.

- Course reader including current global theories associated with arts education research with literature choices in English and Nordic languages. There will be compulsory reading a well as different reading choices, but the readings list will be advised by and must be approved by the course coordinator. A preliminary reading list will be posted on the digital learning platform prior to the start of the course.

- Different arts materials as required and as available at Department of Teacher Education (ILU), NTNU. ILU will not cover the costs of other materials.

Credit reductions