PROGRAMME SPECIFICATION
MA Art & Design in Education
Awarding Institution
University College London
Teaching Institution
UCL Institute of Education
Name of final award
Master of Arts (MA)
Postgraduate Diploma
Postgraduate Certificate
Programme title
Art & Design in Education
UKPASS Code
P005925 (A)
Language of study
The UCL Institute of Education teaches and assesses participants in English.
Competence in English language is required of all applicants. Programme regulations
may indicate the level of competence required of each applicant and may make its
achievement a condition of admission.
Participants
Applications are invited from: Artists, arts administrators, designers, gallery and
museum educators, lecturers, primary and secondary teachers and other suitably
qualified professionals.
Criteria for admission
Candidates normally hold a good honours degree or equivalent (usually in an area of
fine art, design, art history or a closely related field) plus appropriate
teaching/educational experience. They are expected to demonstrate a high level of
commitment to and involvement in art and design in an educational setting (e.g. arts
organisation/college/gallery/LEA/school). All applicants are considered on an
individual basis and tutors are sensitive to the idiosyncratic educational routes and
range of professional roles that are potentially enriching learning experiences for
individuals and the group. European or international applicants are expected to have
qualifications at an equivalent level. When normal qualifying criteria are not met
qualifying essays are required. All applicants who meet the entry criteria are
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interviewed by the programme leader or an experienced MA tutor. Interviews focus
on the applicant’s ability to articulate the relationship between art and design practice
and art and design education based on a portfolio that provides evidence of their work
as an artist, craftsperson or designer and as an educator plus a written statement (500
words). In addition these provide an opportunity for applicants to view the art, design
& museology studios and gain a sense of the strong art and design subject community
that exists at the UCL Institute of Education. Alternative arrangements are made via
SKYPE or telephone for those unable to attend a face-to-face interview.
Applicants whose first language is a language other than English may be required to
provide evidence of their English language proficiency.
The UCL Institute of Education is committed to admitting and supporting participants
with disabilities and welcomes applications from them. We provide support for
students with a range of conditions which have a long-term and adverse effect on
studying such as:
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sensory (visual/hearing/speech) impairments
mental health issues
mobility or dexterity impairments
Asperger's Syndrome or other autistic spectrum disorders
chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)
specific learning difficulties (e.g. dyslexia, dyspraxia)
Disability and Wellbeing Support will also advise people who have a temporary
mobility/dexterity impairment/other difficulty as a result of an accident, injury, illness
or surgery.
Every person is treated as an individual, and we invite you to contact us as early as
possible so that we can consider your needs and tailor our support to meet them. This
applies to all students – home, EU and international.
Educational aims of the programme/What makes the programme distinctive
This programme enables participants to:
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share and investigate educational experiences within a theoretical and
historical framework;
address key issues from different perspectives;
consider, critique and encourage you to use alternative research
methodologies and to apply them to your personal research;
explore the relationship between practical and theoretical modes of enquiry
and enable you to use evidence to support an educational argument.
Learning Outcomes: Knowledge and understanding; skills and other attributes
On successful completion of the programme participants should be able to:
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locate their experience and understanding of art and design education within a
theoretical and historical framework;
demonstrate their awareness and understanding of key issues that influence art
and design education;
situate their practice within the histories and potential futures of art education;
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critically consider alternative theoretical positions and research methodologies in
the field of art and design education;
demonstrate how research can develop from an engagement with art and design
practice;
use appropriate visual and written evidence to support research in the field of art
and design education.
Mode of Study
The programme is offered within the UCL Institute of Education’s 180 credit MA
scheme. It is offered on both a part-time (two years) and a full-time (one year) basis.
Full-time entry is only possible in October, entry on a part-time basis is possible in
October or January of each academic year.
Programme structures and requirements, levels, modules, credits and awards
The UCL Institute of Education uses the European Credit Transfer and Accumulation
System (ECTS), as a guide to support periods of study undertaken abroad and to assist
student mobility. Currently it is assumed that two UK credits equate to one ECTS.
Therefore a module of 30 credits would typically equate to 15 ECTS credits.
Participants who for academic or personal reasons are unable to successfully complete
the 180 credits required for the masters award may exit with the completion of 60 or
120 credits respectively and be awarded a Postgraduate Certificate or Postgraduate
Diploma in the subject area.
The programme comprises a combination of required and recommended modules
with the possibility of students being able to import a maximum of 60 PGCE Level 7
credits from, e.g. Post-Compulsory, Primary and Secondary – although this is
dependent on discussions with the Programme Leader at interview.
The taught programme takes a variety of forms and includes lectures, seminars, visual
presentations, gallery and museum based learning and practical sessions. Teaching is
undertaken by UCL Institute of Education staff and visiting lecturers with part of the
programme involving off site teaching in galleries, museums, colleges.
Participants are invited to share their ideas, expertise and experience through a series
of participant presentations. In order to provide support for this programme, and for
the writing of dissertations, small group and individual tutorials are timetabled.
Term
Title of Module
Attendance
Assessment
Credits
Autumn
Learning and
Teaching in Art
& Design
Tuesdays –
Variable
attendance
(evenings, halfdays + whole days
during autumn
half-term week)
Visual practice/
presentation plus
written rationale
of 2,000 words
30
3
REQUIRED MODULE
Autumn*
Contemporary
Art & Artists in
Education
4 x Thursdays,
5.30-8.30
3 x day block
(gallery-based
work)
4
5,000 word
assignment
30
RECOMMENDED MODULE
Term
Title of
Module
Attendance
Assessment
Spring*
Material and
Virtual
Cultures: transforming the
museum and
gallery
experience
Wednesdays –
Variable
attendance
(evenings, halfdays + whole
days)
5,000-word
30
assignment
OR:
Create an
interpretative tool
around a single
object or artwork +
a 2-3,000-word
written rationale
RECOMMENDED MODULE
Spring and
Summer
Dissertation
Spring Term:
10 x Thursdays,
5.00-8.00
PLUS:
3 x whole days
Spring half-term
i) Art practice/
Report:
Art practice (e.g.
studio work),
Assessment
through exhibition
and written study
(10,000-word)
ii) Placement/
Report:
Placement in an
educational site.
Assessment
through exhibition
and written study
(10,000-word)
iii) Thesis:
(20,000 words)
Easter School: 3 x
whole days
Summer Term:
10 x Thursdays,
5.00-8.00
PLUS:
3 x whole days
middle of May:
Friday, Saturday,
Monday
Credits
60
REQUIRED MODULE
Summer*
Alternative
Models for Art
Education
6 x Wednesdays,
5.00-8.00
2 x days during
summer halfterm,
10.00-6.00
1,000-word
proposal for an alt
educational model
linked to a specific
context that is
relevant to
students’ practice
accompanied by a
4,000-word
rationale
30
REQUIRED MODULE
*
The close relationship between the MA Art & Design in Education and the MA
Museums & Galleries in Education enables Art and Design participants to benefit
both from the opportunity to follow shared (recommended) modules across the
programmes and from a wider involvement with gallery and museum education
officers.
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Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated
This innovative MA provides a forum for participants to explore and debate
contemporary issues in art and design education and is designed to enable them to
draw upon their experience as an art educator and their practice in art, craft, design
and/or critical theory as a basis for research. In this way participants are able to set up
mutually productive relationships between theory and practice and between academic
study and professional experience. Together, participants and tutors develop a
research community informed by contributions from visiting artists, lecturers and
other practitioners in the field.
The programme challenges participants to re-engage with art, craft and design practice
as a means to understand learning through art and as a way to research within art
education. At the same time participants are introduced to social science and
humanities research methodologies. The Dissertation provides participants with the
opportunity to apply appropriate methodologies to their particular research interest
and, depending on the focus of their research questions, to choose either the
traditional written thesis or one of the practice-based routes.
Each module provides a clear structure within which participants are encouraged to
reflect upon their professional practice, identify issues for investigation, select and
develop research methods, conduct and report on their research. Modules engage
participants in a variety of learning experiences (e.g. individual and small group
tutorials, seminars, lectures, participant portfolio presentations, visual presentations,
practical studio-based sessions, gallery and exhibition-based sessions).
Modules are taught by teams of specialist tutors working in the fields of Art, Design &
Museology at the UCL Institute of Education. In addition visiting lecturers, drawn from
a vast national network of arts organisations, artists, craftspeople, designers,
internationally recognised researchers and former participants, contribute to the
programme and enrich the quality of participants’ learning experiences.
To meet the particular needs of part-time and full-time participants the programme
provides different patterns of attendance that include evening sessions, half day and
whole day sessions during half-terms and studio practice sessions during the spring
half-term and Easter break.
Assessment is based on coursework assignments and a dissertation that has three
routes: a written thesis (20,000 words), a placement (exhibition and 10,000-word
report), studio-practice (exhibition and 10,000-word report). Tutorial support for
assignments and the dissertation is timetabled and tutors/supervisors are allocated to
participants. In addition each participant is allocated a personal tutor at the beginning
of each academic year.
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Information about assessment regulations
Participants must successfully complete all elements of the programme, to achieve the
minimum 180 credits required for the award of an MA. All coursework is assessed
according to the grade-related criteria for the programme level, found in the student
handbook.
All assignments are independently marked by two staff members, who meet to
discuss and reconcile the marks and comments for each individual. Assignments
are graded from A to D, with D being a failing grade. Participants who fail an
assignment may be re-assessed in that element of their programme of study on
one further occasion only, within the deadline specified by the Programme
Leader.
An external examiner is appointed and plays an important role in monitoring the
quality of the programme and evaluating the effectiveness of the teaching and
support provided for the programme participants and the reliability of the
judgements made in assessing them. Further details about assessment
regulations can be found on the UCL website.
Support for learning
The programme team is aware of the wide range of specialisms and distinctive nature
of studio-based undergraduate programmes in art and design represented by the
participant body. For many participants the decision to embark on an MA programme
of study is taken after many years away from formal education. Given the breadth of
experience, expertise and interests participants bring to the programme strategies to
support their study acknowledge this diversity. Support includes:
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Induction sessions – to include a joint social gathering with MA Museums &
Galleries in Education participants and tutors;
Module Handbooks;
Programme Handbook (Notes of Guidance for Students and Staff);
Whole programme Bibliography;
The programme leader is available to advise all participants on academic
matters and to refer them to the range of support services available at the IoE
including Student Support Services, the Academic Writing Centre, online
induction on the use of the library and VLE;
Specialist resources available within Art, Design & Museology including
photographic darkroom, Mac computer suite/2D and 3D studios;
Access to art and design ICT, 2D and 3D specialist technical staff and resources
officer;
Access to national and international network of museum and gallery
education staff;
Access to art and design and gallery and museum conferences and seminars,
teachers’ evenings and private views;
Access to research projects in the fields of art and design and museum and
gallery education;
Critical and supportive written/oral feedback on draft sections of
assignments/dissertations and submitted coursework/dissertations;
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Access to the full range of welfare and union facilities is afforded to all UCL
Institute of Education students.
Methods for evaluating and improving the programme
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Module evaluation by participants;
Termly meetings of the MA Art & Design Programme Committee including
student representation;
Annual programme review prepared by programme team and considered by
the Teaching and Quality Committee;
Periodic programme review and revalidation involving external panel
member;
Staff Review and development;
External examiner reports;
Structured professional development for teaching teams;
National student surveys.
Committees with responsibilities for monitoring and evaluating quality and standards:
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MA Art & Design programme committee;
Board of Examiners;
Teaching and Quality Committee;
Validation and Partnership Panels.
Mechanisms for gaining participant feedback on the quality of teaching and their
learning experience:
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Participant module evaluation (sessional and programme);
Student representation on MA Art & Design programme committee.
Staff development priorities include:
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Staff appraisal and institutional staff development programmes including the
development of skills in relation to new teaching resources;
Dissemination of research projects concerned with teaching;
Staff development related to internal post-Subject Review action plan, the
Human Resources Strategy and the Learning and Teaching Strategy;
Dissemination of innovative practice within the Department and across the
Faculty through workshops, peer review, seminars and articles in professional
and academic journals.
Indicators of quality and standards
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A number of former participants have become highly successful university
academics, teacher educators, senior managers/heads of department in
schools and colleges and gallery education officers;
Based on research for module assignments and dissertations a number of
students have published articles in academic journals, contributed chapters to
edited books and given conference papers at international and national
conferences;
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A number of participants have gone on to successfully complete doctoral
studies in art and education and gallery and museum education;
Independent scholarship and funded research undertaken by members of the
tutor team informs their teaching at MA level;
Successive visiting examiners’ reports draw attention to the quality and
innovative nature of the programme as it continues to evolve.
Relevant benchmark statements and other external and internal reference points
used to inform programme outcomes
Masters degrees are awarded to participants who are able to demonstrate:
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a breadth and depth of knowledge and understanding of the complex
relationship between studio practice in art and design and art and design
education;
a critical awareness of alternative rationales for art and design education
informed by theory and research;
a capacity to sustain with confidence an argument in the field of art and
design education through oral, visual and written modes of communication.
The external examiner is appointed for a period of four years by the Chair of the
Teaching & Quality Committee. The external examiner is a prominent art and design
educator in HE and their role is that of moderator:
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approving examination procedures;
reviewing programme work;
viewing the annual exhibition;
attending the final examination board meeting.
Traditionally the external examiner has contributed to the development of the
programme team’s thinking about the future direction for the programme.
Date of completion/amendment of specification
14 August 2015.
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