CRPR08001 2016 Inclusive Arts

General Details

Full Title
Inclusive Arts
Transcript Title
70 %
Subject Area
CRPR - Creative Practice
SOCS - Social Sciences
08 - NFQ Level 8
05 - 05 Credits
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Susan McDonnell
Programme Membership
SG_SoCaSOCI_G07 201600 Bachelor of Arts in Social Care Practice SG_WSOCI_H08 201600 Bachelor of Arts (Honours) in Social Care Practice SG_HEARL_H08 201700 Bachelor of Arts (Honours) in Humanities in Early Childhood Care and Educ SG_HSOCI_H08 201700 Bachelor of Arts (Honours) in Social Care Practice SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ SG_HSOCI_H08 201900 Bachelor of Arts (Honours) in Social Sciences in Social Care Practice

The value of the arts in social care and community contexts, and in the field of early years care and education, is increasingly recognised. Inclusive arts has been defined as‘….supporting creative opportunities between marginalised and non-marginalised people through artistic facilitation and collaboration as a means of challenging existing barriers and promoting social change’ (Fox, 2015). This module equips students with theoretically-informed and experiential learning in the field of inclusive arts. Firstly, it explores issues such as power, racism, inclusion and exclusion using art, discussion and case studies. Secondly, class groups will undertake a six-week collaborative project with a marginalised community group (such as people who have intellectual disabilities), culminating in an event or exhibition. Through active participation and reflection, students will be introduced to artistic techniques and group processes that may be adapted to work with a diverse range of individuals and groups, including children, young people, older people and asylum-seekers.

This module maps to the CORU standards of proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 3: Safety & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

Learning Outcomes

On completion of this module the learner will/should be able to;


Engage reflectively in an inclusive arts process. (Domain 1.3, 1.5, 1.22, 1.23, 2.2, 2.16, 5.8, 5.13, 5.16)


Critically analyse the experience of participating in an inclusive arts project. (Domain 2.16, 3.9, 4.4, 5.16)


Identify the key processes involved in constructing difference and perpetuating social exclusion. (Domain 4.4, 5.2,5.14)


 Evaluate the value of inclusive arts in addressing marginalisation, including the perspectives of co-participants. (Domain 2.16, 3.9, 5.2, 5.13, 5.16)


Describe strategies for initiating and managing collaborative arts projects with a range of community groups. (Domain 2.16, 5.8, 5.11,5.16)

Teaching and Learning Strategies

Experiential exercises, art exercises, discussion, reflection. Supervised participation in a collaborative arts project.

Module Assessment Strategies

1. Reflective exercises and essay linked to class participation 70%

2. Group evaluation poster 30%

This modules assessment allows for assessment of CORU Standards of Proficiency as follows:

1. Reflective exercises and essay linked to class participation 70%  (Domain 1.3, 1.5, 1.22, 1.23,2.2, 2.16, 3.9, 4.4,5.2, 5.8, 5.11, 5.13, 5.14,5.16, 5.19)

2. Group evaluation poster 30% ( Domain 1.5, 2.2, 2.16,5.2,5.8,5.13,5.16)

Repeat Assessments

Repeat attendance and/or repeat 1 or more projects

Indicative Syllabus

  • The social construction of identity and difference. Intersectionality and complexity.
  • Diversity, power and privilege: Disability, age, race, gender, class, sexuality
  • Themed art exercises
  • Inclusive Arts: case studies
  • Group processes and collaboration
  • Preparing to meet a visiting group
  • Collaborative arts practice

Coursework & Assessment Breakdown

End of Semester / Year Formal Exam
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Reflective exercises and essay Project Essay 70 % OnGoing 1,2,3,5
2 Group evaluation poster Project Group Project 30 % Week 13 4

Full Time Mode Workload

Type Location Description Hours Frequency Avg Workload
Workshop Flat Classroom Case studies/ discussion 1 Weekly 1.00
Group Learning Flat Classroom Art practice 2 Weekly 2.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources


Austin, S. (2014) The Creative case for Inclusive Arts Practice. Arts Access Victoria


Fox, Alice and Macpherson, Hannah (2015) Inclusive arts practice and research: a critical manifesto Routledge, New York


Hankivsky, O. (2014) Intersectionality 101. Institute for Intersectionality Research and Practice, SFU


Lyons, D. (2010) Creative Studies for the Caring Professions. Gill and Macmillan


McIntosh, Peggy (1988) White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies. Wellesley: Center for Research on Women


Saraga, E. (1998) Embodying the Social: Constructions of difference. London, Routledge



Additional Information

Large classroom with sink required