Why choose this course?
- Enhance your career prospects
- Become a more effective supporter of learning and share good practices in work-based learning
- Enhance your work through critical reflection and participation in learning communities
1 year (part-time) - One evening attendance per month or Online with attendance at two major seminars
Candidates should hold a recognised undergraduate degree and be actively working as a teacher or supporting learning in higher education.
2017 Entry Fees
UK/EU Students - £2056
International Students - £5140
This part time postgraduate programme is designed for full and part-time teachers and those who support learning in Higher Education in the performing arts disciplines of theatre, drama, dance, music, lighting, scenography and the digital arts. The programme is work based. Students utilise their own specific teaching practice to reflect upon learning and teaching issues in Higher Education so it is essential in order to undertake the course that you are actually teaching or supporting students at this level.
Monthly evening sessions over eleven months will be augmented by peer learning groups and self-directed study within your own work situations. Work- based teaching and research opportunities may be used as evidence for demonstrating the fulfilment of the programme learning outcomes.
This course accepts applications from learners who wish to take the programme by distance learning.
To view some of the online resources used within this programme please refer to our Reflecting on Learning and Teaching in the Performing Arts website http://rltperformingarts.org.
Professional Development Programme
Accredited by the Higher Education Academy
Please click here to register your interest in applying.
There are 600 learning hours (300 for Module 1 and 300 for Module 2), including teaching observations, visits to conferences, participation in staff development events, targeted reading and research and engagement with your peers in your Learning Group. Each module is worth 30 Level 7 (Masters level) credits; the programme is worth 60 credits.
Module 1 focuses on key aspects of learning and teaching that relate directly to your role as a supporter of student learning. You will be engaged in critical analysis and evaluation of current issues in learning and teaching and how these can inform your practice. You will explore techniques for reflective learning and the concept of action research as a methodology for enhancing the student experience. Your developing understanding will be mapped through two reflective statements, one at the beginning and one later in the programme. You will also have the opportunity to consider some of the more practical aspects of your professional practice, such as designing and planning learning activities, assessing and giving feedback, managing the learning environment and supporting the diverse needs of individual learners.
In this module your understanding of action research, as a methodology for enhancing your practice, will be extended, you will consider notions of truth, reliability and validity, and you will be introduced to codes of ethics and a range of techniques for measuring the impact of your intervention. You will be supported in gathering and making sense of your data and given guidance in writing your research report.
Pursue a direct route to Fellowship of the HEA if you are either employed by Rose Bruford College, The Liverpool Institute for Performing Arts or a staff member at collaborative partner institutions.
What current students say about the programme:
"I am finding it extremely rewarding and helpful integrating the coursework and research into my daily practice. It is exciting developing and evolving and trying out new ideas."
"I think we all know or have experience of teachers who are 'stuck', who have no interest, or perhaps knowledge of how to use different techniques to give a full and thorough experience to their learners. Well, I for one hope that I do, and will, with further hard work and confidence from this course, continue growing in confidence as a teacher, safe in the knowledge I'm not 'stuck' or too stubborn to change."
"The programme really does give an unparalleled opportunity to view learning and teaching through the eyes of both the teacher and the student at the same time. But, more importantly in my view, to experience - for the first time in a long time for many of us - how it actually feels to be a student."