Study Plan & Course Descriptions
Over the course of two years students complete 120 ECTS. Each semester students take 30 ECTS, which includes the courses here below as well as electives from the Department of Arts Education and other IUA departments.
SEMESTER I
Action/ Practice-led research (10 ECTS)
The course is a platform for students to develop their subjects in the field of research, to gain training in academic working methods and skill in research-related projects and their communication. The aim is to instil knowledge about inquiry, reflection, and problem-solving as components of innovative practice and project development. The course is intended to encourage students to look at their subjects from the point of view of the researcher and other professional fields than their own. The course is structured in terms of two main pillars: Action- or Practice-led research methodology and communication of results.
Learning outcomes
At the end of the course, students should:
Know the central databases related to their research subjects and have adapted to their use.
Be able to formulate research problems relevant to their practice/projects in the master’s program;
Have a defined research area related to the subject of their studies and be able to choose appropriate methods to follow a research plan through.
Have gained an insight into the analysis of data and its processing.
Be prepared to communicate research results clearly; whether in speech, in writing or artistic practice.
Be able to participate in constructive criticism and discussion of research-related working methods and subjects of their work and that of others.
Introduction into theoretical aspects of social inclusion (6 ECTS)
This course discusses the concept of social inclusion from various viewpoints and diverse approaches and definitions, i.e. the sociological aspect and biological aspect. These concepts are connected to ideas on arts and artistic participation, the value of the arts in education, as well as general wellbeing of individuals in connection to social critique and arts. Philosophical debates on the subject and students’ presentations of their projects also form a large part of the course.
Learning outcomes
At the end of the course, students should:
Understand the concept of social inclusion in Western culture, emphasizing theories on the value of an arts-oriented upbringing.
Have the capacity to layout and support their arguments and opinions within debates on social and educational issues.
Demonstrate the fundamental knowledge necessary to analyze, articulate and discuss issues related to the connection between institutions, society, communities and social inclusion.
Demonstrate the capacity to choose and argumentatively support their choice of educational and artistic methods and theories in community and wellbeing based art-projects.
The Hot tub (4 ECTS)
In the course there is an emphasis on creating conditions where students get to test their communication abilities, their resourcefulness and artistic daring through practical exercises. The course places great emphasis on students having the opportunity to try things out for themselves, and to communicate their ideas and knowledge within the group. To some extent, the course will, therefore, be moulded by the artists attending at each time. Materials and assignments are derived from various sources and all artistic disciplines, but the underlying aim of the work is always pedagogical.
Learning outcomes
At the end of the course students should be able to:
Have strengthened their personal skills as mediators and demonstrated their ability to apply them, e.g. in communication, organisation and oral and bodily expression.
Know the main challenges of interdisciplinary arts-work.
Have the confidence to engage with challenges, both independently and as part of a team.
Understand, from their own experience, a variety of creative working methods and be able to apply these with assurance in various settings.
Introduction to Art Therapy (6 ECTS)
This course provides students with insight into the theories and practice of art therapy. The course is based on lectures, discussions and workshops where students experience the creative process and the possibilities it offers. Knowledge of their own visual language increases self-awareness and gives students the tools to help others who find themselves in trouble. The course introduces methods of visual creation that increase creativity, strengthen self-perception, foster connection, build communication skills, support self-awareness and improve emotional states. Ideas, theories and methods for using art therapy in education are introduced.
Learning outcomes
At the end of the course students should:
Know basic theories and practices in art therapy.
Know the main points of the history of art therapy.
Know visual creative approaches that foster creativity, strengthen self-perception, support connection, build communication skills and improve emotional well-being.
Have gained more self-knowledge through visual language.
Be able to distinguish how problems, emotions, thoughts and situations are expressed in visual art.
Be able to utilize the potential for connection through art creation.
Be capable of using art therapy in connection with their studies.
SEMESTER II
Contemporary arts for social settings (10 ECTS)
This course is an arena for the analysis, reflection and critical discussion around contemporary artistic practices that in their creative processes are involved and committed to the social and community context. The course has three fundamental pillars:
1. Analysis and study of a group of key artists in the debate about art and social frameworks, as well as, some of their artistic projects that brought new challenges and paradigm changes in this research territory. Work processes analysed i.e.; types of relationship with audiences; creative approach strategies; methodologies; outcomes possibilities, and contributions to the redefinition of exhibition formats.
2. Focus on critical, philosophical and poetic thinking and discourse that inform and support artistic practices based on communities and social contexts. Some of the key concepts and conceptual problems taken into account in our reflective itinerary.
3. The analytical and reflective movement will be conducted through a playful and performative dimension, using games, small practical exercises inspired by contemporary art projects. As well as an adapted and impermanent spatial arrangement for the construction of a stimulating pedagogical environment.
Learning outcomes
At the end of the course, students should be able to:
Identify and analyse the main issues and challenges that arise in artistic practices oriented to the social context.
Understand the conceptual discourses that inform artistic practices in a socio-political context and apply them in their projects.
Be prepared to collaborate on artistic projects with components.
Field work practice I (4 ECTS)
Students visit a minimum of two different groups, institutions or schools where the arts are systematically used, by professionals, as tools to enhance wellbeing. Fieldwork is an excellent opportunity to acquire skills in preparing and lead group work, as well as communicate with "students "or clients under the supervision of the receiving artist/ therapist/ educator.
Learning outcomes
At the end of the course, students should:
Have insight into different work, aiming to empower the individual and the collective through arts.
Know some approaches used within community-based arts work and arts therapies with vulnerable groups.
Know the ethics and value of professionalism in the field of working with vulnerable groups.
Project management (4 ECTS)
In the course, students organise independent projects. Methods in the development, organisation and management of projects or new arts events are looked at, and planning, financing, risk assessment, goal setting, presentational issues, networking, implementation and evaluation methods are studied carefully. Students work on their project as individuals or in groups.
Learning outcomes
At the end of the course, students should:
Know about the organisation, management and promotion of events and have acquired skills for such work.
Be able to present their ideas following their purpose and aim, and be able to assess their strengths and weaknesses.
Know about assessment methods to honestly and fairly assess an event, after it has taken place and to be able to support this with various arguments from different perspectives.
Realise their strengths and weaknesses as project managers and how they can be used to their best advantage.
Possess the ability to lead diverse groups in artistic projects and be able to take the initiative on the conversation between various creative fields.
Laboratories I (6 ECTS)
This course is a platform were different guest lectures and artists, working in the field of social wellbeing, arts therapies, communities and participatory art, share their experiences and references. It can take place in different locations, i.e. at the University, an artist studio, schools, hospital etc. depending on the topic each time.
The course offers a practical and artistic way to work, lectures and conversations, working with others, getting to know different approaches from different artists, an opportunity to activate groups and people and that groups initiate a project with a mentor.
Learning outcomes
At the end of the course students should:
Have an insight into different practices and methods of arts and arts therapies in connection to social inclusion and wellbeing.
Being able to be an active and reflective collaborator.
Be prepared to participate in artistic projects as observers and collaborators with diverse groups and different settings.
SEMESTER III
Seminar I (2 ECTS)
The course aims to guide students and support them in working on an idea which later develops as a final project for a Master´s degree. The aim is as well as training students to become fluent in the methods of academic writing, i.e. building an essay from the introduction to the main body and conclusion in a coherent, logical manner. It is intended as training for students in critical debate and assessment of the different possibilities of final projects. Students present their ideas and receive feedback and guidance from their fellow students and teachers. The most common methods of academic essay writing are introduced, and some older theses and projects are analysed concerning their construction and method. Students complete and present one written assignment during the course that takes them through the process of locating their research question to writing an abstract.
Learning outcomes
At the end of the course, students should:
Be able to utilise their knowledge, understanding and intuition for professional procedures in the preparation of a final project and have insight into various types of final projects.
Be able to make independent, professional decisions on the selection of a final project and support these with pedagogical arguments.
Be able to work independently from previous studies and select a field and subject for a final project as well as assessing other students´ final projects critically and constructively.
Be able to communicate their academic subject matter to parties within the academic field.
Have the ability to participate in a discussion on final projects on an equal footing and be able to take a stance in critical debates on the arts, education and culture.
Know the basics of academic composition, i.e. form, construction, research question, literature review, research review, discussion and conclusion.
Be able to summarise previous research in a particular field (literature review).
Be able to propose their research question and use it to focus the remainder of the essay.
Understand how to refer to sources and compile a bibliography.
Be able to discuss complicated concepts, theories and ideas clearly, and synthesise the results of their research.
Know how to write a synopsis and an abstract.
Laboratories II (6 ECTS)
This course is a platform were different guest lectures and artists, working in the field of social wellbeing, arts therapies, communities and participatory art, share their experiences and references. It can take place in different locations, i.e. at the University, an artist studio, schools, hospital etc. depending on the topic each time.
The course offers; a practical and artistic way to work, lectures and conversations, working with others, getting to know different approaches from different artists, an opportunity to activate groups and people and that groups initiate a project with a mentor.
Learning outcomes
At the end of the course students should:
Have an insight into different practices and methods of arts in connection to social inclusion and wellbeing.
Being able to be an active and reflective collaborator.
Be prepared to participate in artistic projects as observers and collaborators with diverse groups and different settings.
Field work practice II (10 ECTS)
Students will choose a specific field they want to work in (i.e. people living with Alzheimer's, young people in risk of dropping out of school, prisoners, refugees, etc.). Over five weeks, they gain more in-depth insight into the work in their chosen field of group and profession. Fieldwork is an excellent opportunity to acquire skills in preparing and lead group work, as well as communicate with "students "under the supervision of the receiving artist/ therapist/ educator.
Learning outcomes
At the end of the course, students should:
Be able to prepare and organize diverse courses for groups, utilizing amongst other tools, activity plans, educational objectives and assessments according to plan.
To evaluate from a professional standpoint, their performance and the participants in the field.
Be able to communicate their ideas in speech and writing.
Have developed an understanding of the importance of empathy in communication and dialogue.
Be able to work in a group, taking into account different ideas and a variety of solutions.
Can promote creativity and wellbeing through interdisciplinary practice for diverse groups in different contexts.
Organize their workshop/work over an extended period, keeping in mind the importance of building on and accumulating knowledge logically according to the chosen group.
Can participate actively in collaboration and social inclusion.
Reflect on and assess, from a professional perspective, their performance in the field.
SEMESTER IV
Seminar II (0 ECTS)
Seminars provide students with a platform to present their work and discover their fellow students’ work. For this reason, seminars also provide a support network for students during the process of completing their graduate projects. Graduate students will present their work twice in the course of the seminars. The first presentation takes place during the work process itself. Conversations and discussions about the projects during this time provide an opportunity for students to respond to one another’s work and provide mutual support. Seminars also provide an opportunity for an exchange of arguments and opinions as well as content, methodology and other issues. The second seminar is public and provides students with the opportunity to present their graduate work at the completion stage. Presentations of graduate projects provide a public platform for a critical and constructive debate on arts education.
Learning outcomes
At the end of the course students should:
Be able to systematically articulate the main points of their master’s project and present it to their fellow students.
Be able to use their knowledge, understanding, and skills to take a professional approach to critical discussions on graduate projects.
Be able to use the methods and tools a professional presentation demands.
Be able to articulate their ideas and solutions.
Be able to argue their case with regards to the thesis and methodology of their graduate project.
Be able to articulate the methodology, critical approach and practical application of their ideas.
Be able to articulate their position and communicate the value of their project in the field of the arts.
Have the skills to reflect on and assess their performance.
Final project (10, 20 or 30 ECTS)
The final project is individualised. It gives students the space to deepen their knowledge in a selected area of interest and to demonstrate that they have the knowledge and ability to master the challenge of a large-scale project. The final project showcases the student's ability to master the methods and approaches he chooses to use, as well as the knowledge and skill to create a final product that has scholarly and|or practical value in the field of arts education and communication. The final project is, therefore, a crucial element in the student's development as a teacher, leader and specialist in his chosen field in the arts. The choice of topic and approach is the student's responsibility in consultation with the director of graduate projects and a supervisor.
The project must take a critical approach, and it is therefore essential that throughout the work process students apply scholarly methods, reflection and recognised tools to complete and present and the project.
Learning outcomes
At the end of the course students should:
Through the use of their knowledge, imagination, intuition and emotional understanding, demonstrate an apparent capacity to make decisions in a chosen context;
Be able to apply theories, philosophies, concepts and methods in the field of social inclusion and the arts, using scholarly arguments and processes to complete their graduate projects.
Have mastered commonly recognised scholarly methods.
Be able to utilise their knowledge to take a professional approach to the completion of their graduate project.
Have the ability and skill to evaluate and analyse scientific sources and data.
Have developed the ability to decode research studies and conclusions in the fields of social inclusion and the arts.
Have the skill to reflect on, and evaluate their performance.
Be able to apply their knowledge and skills to record results, projects or events appropriately.
Demonstrate the ability to convincingly analyse and reflect upon the process and outcome of the professional integration project, both orally and in writing.
Be able to use their skills to communicate their skills and ideas based on the nature of the project.
