| Module Title |
Communities of Practice: Responding to change in contemporary arts education |
| Module Code |
EDU1193 |
|
Faculty |
DCU Institute of Education |
School |
Arts Education & Movement |
|
NFQ level |
9 |
Credit Rating |
10 |
|
|
Description
|
Learning Outcomes
1. Develop a deep understanding of the nature of diverse arts pedagogies and their potential in various arts education contexts
2. Refine understanding of the nature of communities of practice informed by engagement with theory and practice
3. Develop innovative approaches to artistic modes of communication, collaboration and relationship building.
4. Collaborate with peers to design enriching, high-quality artistic experiences for particular audiences and education contexts
5. Enhance, inform and enrich one’s own particular prior practice through collaborative participatory work while also sharing experience and practice to enrich the learning and development of others.
6. Practice and appreciate the importance of consulting with children to positively inform the design of arts education experiences with particular cohorts in mind.
7. Appreciate the value and importance of meaningful, supportive collaboration amongst peers and other experts including children to develop one's own individual practice.
8. Develop openness to being adaptable in one’s own practice and an ability to respond positively to, and act upon, feedback from peers and other experts including children.
9. Advocate for inclusivity through the development of a critical examination and understanding of potential barriers to participation in the arts.
|
| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Workshop | 21 | Delivered over evenings and weekends including fieldtrip. |
| Total Workload: 21 |
|
|
| Section Breakdown | | CRN | 21418 | Part of Term | Semester 2 | | Coursework | 100% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | N | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Annie Ó Breacháin | Module Teacher | |
|
| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Group project | Working in a multi-disciplinary team, design and develop an artistic project for a group of children with diverse profiles, as a CoP. This project should reflect the collaborative nature of the team’s work and incorporate input from the children, practising ‘consulting with children’ skills. The project is assessed for evidence of collaboration, artistic quality and consulting with children skills. | 50% | n/a | | Reflective journal | An individual reflective documentation of the collaborative process and outcomes to illustrate communication, collaboration and creativity, roles, challenges and decision making processes.
Assignment is equivalent to 5,000 words.
To reflect the principles of Universal Design for Learning (UDL), the individual reflective output may be in any creative mode (visual, digital, audio etc). | 50% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
|
|
Pre-requisite |
None
|
|
Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
|
|
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
|
Indicative Content and Learning Activities
Inidcative Content
Exploration of Communities of Practice (CoP): Participants will engage with historical and contemporary theories of CoP, examining their relevance and application in educational and artistic contexts.
Collaborative Learning Environment: The module will be structured as a functioning community of practice, where participants learn through shared experiences, peer collaboration, and reflective dialogue.
Development of Collaborative Artistic Projects: Working in multi-disciplinary teams, participants will co-design and implement artistic projects for children with diverse profiles. These projects will integrate child consultation practices and reflect collaborative decision-making.
Consulting with Children: Participants will develop and apply skills in ethically engaging children in the creative process, drawing on best practices in participation and co-creation.
Engagement with National Arts Education Organisations: The module will include input from organisations such as The Ark, offering insights into professional practices, policy contexts, and models of children’s participation in the arts.
Leadership and Change Management in Arts Education: Participants will explore strategies for initiating, sustaining, and evaluating change within arts education settings, with a focus on advocacy, leadership, and policy awareness.
Critical Reflection and Creative Documentation: Participants will produce individual reflective outputs in a format of their choice (e.g., written, visual, audio), demonstrating their understanding of collaboration, creativity, and the dynamics of working within a CoP.
|
Indicative Reading List
Books:
- Jennie Guy: 2020, Curriculum, Intellect (UK), 0, 9781789382266
- Alma Fleet,Catherine Patterson,Janet Robertson: 2017, Pedagogical Documentation in Early Years Practice, SAGE Publications Limited, 0, 9781473944619
- Donna J. Haraway: 0, Staying with the Trouble, 9780822362241
- Penny Hay: 0, Children are Artists, 9781032347233
- Tim Ingold: 0, Making, 9780415567237
- David Kennedy: 0, Changing Conceptions of the Child from the Renaissance to Post-modernity, 9780773456457
- Mia Perry: 2023, Pluriversal Literacies for Sustainable Futures, Routledge, 0, 978-1032285146
- Etienne Wenger-Trayner,Beverly Wenger-Trayner,Phil Reid,Claude Bruderlein: 2023, Communities of Practice Within and Across Organizations, Social Learning Lab, 978-9895329038
- Lundy, L., Ward, C. Editors: L. Mahony, S. McLeod, A. Salamon, & J. Dwyer: 2024, Space, voice, audience, and influence: the Lundy model and early childhood in Early childhood voices: children, families, professionals, Springer Cham.,
- Etienne Wenger-Trayner,Beverly Wenger-Trayner: 0, Learning to Make a Difference, Cambridge University Press, 9781108677431
Articles:
- París, G. and Hay, P.: 2020, '5x5x5=creativity: art as a transformative practice, International Journal of Art & Design Education,, 39, 522291
- 2022: A transformative professional learning meta-model to support leadership learning and growth of early career teachers., International Journal of Leadership in Education, 522426, 1
- Voice is not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child”: British Educational Research Journal, 33, 522427, 1, Smith, David E. K.
- Environment Education Research: https://www.tandfonline.com/doi/abs/10.1080/13504622.2022.2086688,
|
Other Resources
- 1: Website, The Ark,
- 418913: 1, Website, Hub na nÓg,
- https://hubnanog.ie/: 418914, 1, Website, House of Imagination,
- houseofimagination.org: 418915, 1, Website, The Rabbit Hole Children's Museum Kentucy USA,
- https://www.rabbitholekc.org/: 419085, 1, Document, The Ark, 2021, Hear Our Voice
|
|
|
|
|
