CRPR08001 2016 Inclusive Arts
Full Title
Inclusive Arts
Transcript Title
Inclusivearts
Code
CRPR08001
Attendance
70 %
Subject Area
CRPR - Creative Practice
Department
SOCS - Social Sciences
Level
08 - NFQ Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Author(s)
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
Description
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;
1.
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)
2.
Critically analyse the experience of participating in an inclusive arts project. (Domain 2.16, 3.9, 4.4, 5.16)
3.
Identify the key processes involved in constructing difference and perpetuating social exclusion. (Domain 4.4, 5.2,5.14)
4.
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)
5.
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
URL Resources
Additional Information
Large classroom with sink required