Module Details
| Module Code: |
EDUC8052 |
| Title: |
Arts-Rich Learning Environment
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Long Title:
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Arts-Rich Learning Environment
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| NFQ Level: |
Advanced |
| Valid From: |
Semester 1 - 2020/21 ( September 2020 ) |
| Field of Study: |
1420 - Education Studies
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| Module Description: |
This module aims to provide students with the ability to critically evaluate the role of creativity in promoting Arts-Rich indoor and outdoor learning environments. It will examine the aesthetics of space, display and areas of interest that foster curiosity, creativity and learning for children under twelve. An Inquiry Based Transdisciplinary Approach will form the basis of module delivery. International, as well as National Frameworks, Regulations and Guidelines, will be examined in relation to analysis of practice.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Discuss the role of the learning environment as per the National curriculum and frameworks for children under twelve |
| LO2 |
Interrogate the use of materials, resources, aesthetics and space within indoor and outdoor learning environments |
| LO3 |
Critically evaluate the role of the physical environment on children's holistic development and learning |
| LO4 |
Examine the role of the adult and the image of the child within an arts-rich learning environment |
| LO5 |
Communicate Inquiry Based Transdisciplinary Learning within an arts-rich educational environment |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
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Learning Environment
Indoor and outdoor environments that meet children's developmental needs. Layout and impact of physical space in creating nurturing, enriching, inclusive and aesthetically appealing environments. Quality inclusive creative play opportunities.
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Arts-Rich Learning Spaces
Materials, resources, equipment and spaces which foster creativity, individuality, exploration, experimentation and discovery. Providing opportunities for meaning making through STEAM (Science, Technology, Engineering, Art and Mathematics)
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Aesthetics of Space and Learning
Role of aesthetics, colour, lighting and space in the educational environment and how this impacts children's learning, meaning making, creativity and well-being. Significance of appropriate and quality approaches when displaying children's learning, experiences and creative processes.
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Inquiry Based Transdisciplinary Learning
Promoting curiosity, questioning, experimentation and discovery beyond subject specific areas. Centrally locating the Arts in children's learning experiences. Developing a culture of research within educational indoor and outdoor environments.
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Module Content & Assessment
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| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lab |
Contact |
No Description |
Every Week |
3.00 |
3 |
| Independent Learning |
Non Contact |
No Description |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lab |
Contact |
No Description |
Every Week |
3.00 |
3 |
| Independent Learning |
Non Contact |
No Description |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
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| Recommended Book Resources |
|---|
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Gadsby and Evans. (2019), Dynamically Different Classrooms: Create spaces that spark learning, Independent thinking press, [ISBN: 1781352976].
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Murray, J.. (2019), Early Childhood Pedagogies: Creating spaces for young children to flourish, Routledge, UK, [ISBN: 9780367230951].
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Malinin, L.. (2017), Education, Space and Urban Planning, Ch. 5: Rethinking Educational Spaces in School Design, Springer, [ISBN: 9783319389974].
| | Supplementary Book Resources |
|---|
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Gandini, L.. (2012), The Hundred Languages of Children: The Reggio Emilia Experience in Transformation., 3rd. Praeger, Santa Barbara, p.317, [ISBN: 9780313359620].
| | Supplementary Article/Paper Resources |
|---|
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Hanna, W.. (2014), A Reggio-Inspired Music Atelier: Opening
the Door between Visual Arts and Music, Early Childhood Education Journal, 42 (4), p.287.
| | This module does not have any other resources |
|---|
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