Art and Design with Digital Media – PME

The module introduces students to theories of teaching, learning and assessment and provides a framework of understanding to enable the development of subject pedagogic knowledge. Subject specific approaches to teaching and learning are explored and critically analysed through microteaching experiences, peer learning and video documentary analysis. Structured observation and reflective activities promote critique and evaluation of theories in action identifying the interdependent nature of theory and practice.

The module examines the relationship between subject knowledge and subject application by engaging with creative workshop practice in parallel with an examination of curricula frameworks for art and design. Employing a/r/tographical research and reflective enquiry methods the module introduces students to practice based inquiry as the basis for curriculum planning and development in art and design. The module takes full advantage of collaborative studio work within the community of practice to reflect on, identify and present innovative approaches to drawing and related curriculum development.

The purpose of this module is to introduce students to different theoretical views of how people learn and the factors influencing this learning. Employing an evidence-based perspective, it aims to challenge the lay theories often associated with learning as a result of formal educational practices.

Students are immersed in an examination of creative and pedagogical implications of the digital iconic turn in today’s world. This turn necessitates rigorous knowledge of and increasingly capable skills in digital forms of representation and usage. For teachers, working as they do with young people who have digital lifestyles, the need to know and create digital audio-visual elements and their interpretation is crucial. Art and design specialist graduates have the advantage of being in a position to grow their digital expertise as creative artists and extend that expertise to teaching and learning. The main part of this activity is the hands-on investigative environment, an openly experimental locus, a media hot house, for students to pursue their digital ideas in any number of ways, but especially to try out synergies in creative art and design digital work and media work digital technologies and pedagogies. The module emphasises the ability to interpret and construct dynamic models of real world processes in simulation.

The module builds on Art and Design Curriculum and Creative Practice 1 examining the role of the artist/researcher/teacher in the development of art and design curriculum. The module examines the historical, cultural and philosophical perspectives, which have influenced the curriculum in art and design.

The module actively draws on students’ school placement experience to contextualise theoretical perspectives on teaching, learning and assessment in art and design and to further advance subject pedagogic knowledge to include approaches to teaching art history and appreciation. In this module a particular emphasis is place on Inclusion and Special Educational Needs, students are introduced to differentiated learning and inclusivity in art and design teaching.
Students also explore strategies to include literacy and numeracy skills in scheme and lesson planning. Subject specific approaches to teaching are explored and critically analysed through microteaching experiences, peer learning and video documentary analysis. Structured observation and reflective activities promote critique and evaluation of theories in action.

The first module is concerned with the formation of a community of practice that has a common professional domain in art and design education. The module activities centre on how members will learn together, concentrating on collaborative searching, sharing and the construction of materials that will assist them understand the programme and their involvement in it. Thus, it as much about how to learn collaboratively as it is about making sense of the curriculum map of the programme, linking theory and practice and collage work with school teaching. The syllabus is designed to assist identity formation within a landscape of practices, creative, professional and academic.

During an eight week school placement students will build on their experience from school placement one to become more actively involved in the life of the whole school with the support and guidance of the co-operating teacher. Students will become more aware of the roles and responsibilities of teachers and the overarching pastoral and ethical considerations involved in the learning community of a school. During this period of situated learning student teachers will build on prior learning to further develop reflective skills in order to theorise practice in action. The student teacher will continue to work online within the community of practice to become more critically aware of theory/practice issues arising from their situated experiences and gain new insights from collaborative discussion and feedback.

The purpose of this module is to introduce students to educational research and its contribution to policy and practice. The module will outline the different paradigms of research and will introduce students to a range of different research methodologies. The module introduces a/r/tography as a holistic model of research that emphasises the intergrated roles of the artist/teacher/researcher in educational research with students beginning to examine project themes making connections across personal art and design work, curriculum and school/community contexts. Students will explore the ‘teacher research movement’; situating the teacher as an agent of change students will examine the role of small-scale teacher research in school-based curriculum development. Students will critically appraise approaches to qualitative inquiry and forms of representation and examine the purpose and use of mixed methods in educational research contexts.

The module actively draws on students’ school placement experience to contextualise theoretical perspectives on teaching, learning and assessment in art and design and to further advance subject pedagogic knowledge to include approaches to project-based learning and creative digital media practice. In this module a particular emphasis is place on pedagogical knowledge regarding digital technologies and ICT in the classroom. Students will revisit digital resources developed during the module ICT in education: Creative Digital Media Practice and Pedagogy and reflect on the effectiveness of digital tools and resources to support pupil learning in art and design during school placements. In this module students will refine pedagogical approaches, digital resources and teaching aids. Students will develop a short course module in digital media for the New Junior Cycle employing a blended model of course delivery that is inclusive and responsive to the styles and forms of youth culture and use of current technologies.

During this ten-week school placement students will continue to develop reflective and critical skills focusing on pedagogical issues, challenges, concerns or opportunities derived from their teaching contexts. Engaging a/r/tographical modes of inquiry students will undertake an action research project to qualitatively investigate innovative curriculum interventions involving collaborative project-based learning and digital media and technologies in art and design education. Student teachers will continue to work online within the community of practice to reflect on and discuss ideas for expanding and reconfiguring established art and design curriculum with a view to designing new models of learning for art and design within new and emerging curriculum frameworks at Junior and Senior Cycle levels.

Introduction to the concepts of curriculum and the variety of definitions surrounding curriculum; curriculum as pedagogy, content and assessment; key influences on curriculum change and reform; curriculum development; the implementation of curriculum change/reform; impact of school culture on curriculum change/reform; the implementation and evaluation of curriculum reform; exploration of the concept of hidden curriculum; curriculum policy and policymaking in Ireland; modes and techniques of assessment; national assessment policy; liberal and vocational education; key contextual influences on the policy making process; partnership and ownership of curriculum; the work of the NCCA; values and curriculum; philosophical, sociological and ideological underpinnings; political influences on curriculum; international influences and trends; some radical alternatives.

The objective of this module is to allow student teachers to examine educational policy and institutions in their historical context. The module is also designed to reflect changes and current trends in modern Irish society and locate professional practice in its broader context. In particular, the module will outline the relationship between the social, economic and political structures of modern Ireland and the education system. It will enhance students’ understanding of the historical sociology of the Irish education system and enable them to think critically about it.

The purpose of this module is to critically evaluate research findings and to consolidate and present work in an exhibition/symposium setting. It will assist students to evaluate, synthesise and interpret their work with a view to dissemination to the community of practice and external agencies.

This module creates a platform for teacher initiative in the context of the continuum of teacher education through the initiation of self-directed independent study project aimed at working with external agencies to identify models of practice in different educational settings. Students will design a web-based professional portfolio that provides a coherent and balanced reflection of achievements with regard to teaching and learning experiences in schools, research and reflective practice and creative practice. Artist-teachers will be familiar with the work of creating art portfolios and the organisation of a variety of different artefacts the professional portfolio is a situated portrayal of what a teacher has done, knows and is thinking about. On one level the portfolio will focus on key outcomes and signifiers, however, within the programme activities portfolios are created over time, developed in stages, from the bringing together of materials to exploring innovative teaching and curriculum through to critical reflection to informed action.