1. Exploring the experiences of arts practitioners engaging with Educational Development programmes Dr. Karen Treasure Plymouth University VC Teaching and Learning Conference, June 2015 Research Team: Dr. Jennie Winter, Colin Searls, Dr. Karen Treasure

2. Background Longstanding Educational Development (ED) programme at Plymouth University engages academics from all disciplines, but informal observation of participants, alongside other emerging evidence, suggests that some Arts practitioners may disconnect with ED programmes (Booth, 2013) Such tensions appear to exist despite the epistemological underpinnings of knowledge creation in Education and Arts being very similar: largely interpretive and constructivist Exploring these tensions has significance for the wider field of ED, given the recognised value of Arts as a vehicle for formal, informal and interdisciplinary learning (Seagraves et al., 2008), so mutually beneficial links between ED and Arts can help to nurture improved pedagogic practices across higher education

3. Research Aim and Objectives Research Aim: To develop understanding of the epistemological and practical experiences Arts practitioners have when engaging with an ED programme Objectives: To explore the experiences of Arts practitioners engaging with an ED programme To identify links between pedagogies and practices in ED and Arts disciplines To provide recommendations for further development of ED programmes in ED and Arts disciplines

4. Methodology Literature review was conducted and was used to formulate an interview schedule Interviews with experts in art pedagogy in HE were sought to complement the literature search and these were also referred to in the formulation of the interview schedule Arts academics (N=8) who had undertaken an ED programme during the last ten years at Plymouth University were identified and recruited Semi-structured interviews were conducted (Jan-April 2015) Interviews were analysed using thematic content analysis (June 2015-present)

5. Findings: Useful in practical terms……. Epistemological coherence between educational pedagogies and approaches to teaching the arts was found, but with some important limitations Learning outcomes generally accepted to be necessary, but there was concern that they prevented recognition of diverse values if not applied carefully and mostly to process rather than outcome ED programme provided a sound knowledge of processes of module delivery and institutional bureaucracy

6. Findings: Useful in practical terms…… Acceptance of the need to ensure standards of teaching practice and to ensure accurate assessment of learning outcomes – with a lack of subjectivity Innovative methods to achieve this, but not taught on ED programme, for example: Use of crit and student-led, context specific discussions of the quality and background of work – with pass/fail outcomes ‘rich way of interpreting learning outcomes’ (Interview 5) so that module aims can be fully accomplished Multiple markers and multiple layers of work ‘Wow’ factor of output assessed alongside reflection on the quality of research and input as a process

7. Findings: Problematic There was significant disengagement from the overall pedagogic approach and structure of the ED programme, which is deemed to be inapplicable to the Arts for a number of reasons: Differences in the delivery of teaching (in studios) and assessment (of practice and process) in the Arts means that many of the processes covered in the ED programme are inapplicable to the arts Delivery and assessment within the ED programme is perceived to be much more in line with other academic subjects, thus disadvantaging arts practitioners Educational pedagogies and theoretical frameworks are interpreted within the ED programme to support particular modes of teaching and learning practices, which are perceived to limit creative application of knowledge

8. Analysis and Discussion Content of ED programme is very useful to set up new arts lecturers for role in HE and they engage well with this element For example, writing learning outcomes and module outlines/records; becoming familiar with benchmarks, institutional structures and processes Educational theories are not in contradiction to those employed in the arts Epistemological convergence of constructivist theories of learning Learning outcomes require ‘rich interpretation’ to allow for the diversity of outcomes and processes in arts practice In contention with ‘constructive alignment’ (Biggs and Tang, 2011) model employed in other disciplines and broadly in ED

9. Analysis and Discussion History of art in HE has been framed by discussions about the role of academic knowledge of art Vs art as practice This research questions the role of academic delivery and criteria in ED to fully support arts practitioners in HE Evidence of complex relationship between academic attainment and success in art practice identified in the literature (Lord, nd) is alluded to by participants in this research Strategies to improve the linkages between the arts and ED might usefully focus on how to make teaching and learning more effective in the arts, not how to standardise the arts with other disciplines in HE Developing creativity is recognised as a diverse, holistic process across HE and ED (Jackson, 2006) and thus engaging students as ‘epistemic apprentices’ (Claxton, 2013) is essential Important that the structure and delivery of ED programmes offers this opportunity for creative development of arts practitioners (as students)

10. Preliminary conclusions Lack of engagement of arts practitioners in ED programmes at Plymouth University is a result of practical rather than epistemological challenges ED programme should address specific challenges of engagement for arts practitioners Dedicated arts content may be necessary given the lack of common issues between teaching in classrooms and studios Delivery and modes of assessment of ED programmes might consider broader incorporation of modes of teaching and learning to develop practitioners as creative professionals Recommendations for further research: Identify the elements of the ED programme that cannot be made appropriate for the arts to formulate content of arts specific module Consider whether these challenges to the model of becoming an ‘epistemic apprentice’ (Claxton, 2013) during the ED programme are particular to arts practitioners

11. Reference list Biggs, J and Tang C. (2011) Teaching for Quality Learning at University. McGraw-Hill and Open University Press: Maidenhead Claxton, Guy (2013) Cultivating creative learners in higher education: Is it too late? Keynote speech, SEDA conference Jackson N J (2006). ‘Making sense of creativity in higher education’ in N J Jackson et al (eds) Developing Creativity in Higher Education: An imaginative curriculum. Routledge: Abingdon Lord, J V (n.d.) Post-war curriculum and assessment development. Brighton School of Art, accessed at: http://arts.brighton.ac.uk/faculty-of-arts-brighton/alumni-and- associates/the-history-of-arts-education-in-brighton/post-war- curriculum-and-assessment-coldstream,-summerson,-art-history- and-complementary-studies Seagraves, L., Soden, R. and Coutts, G. (2008). Arts across the curriculum: Enhancing pupil learning the pupil perspective. British Educational Research Association Annual Conference, Edinburgh