During the Education in Arts master course, you can further your development as an agent of change. You will be encouraged to take a fresh and critical look at the practice of art education and your position as an artisteducator. To reflect deeply on what you do and to underpin your practice with research and theory. We invite you to question yourself. Who am I as an artisteducator? And why do I do what I do?
What will you learn in Education in Arts?
This master course offers you support in laying the foundation for your vision and in boosting your practice as an artisteducator. You will gain a thorough grounding in arts-based research, learn to reflect deeply and ask burning questions – also to yourself. Based on your own expertise, you will investigate social issues in the context of recent and inspiring developments in arts-based pedagogy. The goal is to raise your own research question to a level where it becomes of interest to others: where it touches a broader social theme, for example. And then to answer it in that context.
If self-discovery, self-esteem and personal development are what you want to achieve, preparation for content and end product turns out to be unnecessary and possibly even counterproductive. Focus on content can get in the way of genuine contact.
During the Education in Arts master course, our work and thinking are based on an artistic approach. That means you will enter into dialogue with yourself and with others: visions are not set-in stone as we recognise that there is no single correct answer to any problem or question. In an ongoing process, you will define your position: by continuously reflecting on your own actions, by making, doing and investigating. By expressing yourself – and by finding the right words to do so through trial and error. Little by little, and ever more powerfully, you will shape your position, argue why you stand where you stand, why you do what you do.
Praxis: synergy between practice and theory
As a master student, you will be part of a community in which praxis is key: theory and practice are holistically linked and come together in studio sessions, projects, lectures, workshops and field research. By studying theory and literature, you will increase your knowledge and understanding. This will help you to strengthen your own position and place your work in a broader and more refined perspective.
In the ArtEZ master Education in Arts, the emphasis is on arts-based research: different research methods are combined in order to explore, 'articulate' and answer a question from different and variable perspectives. So as a student, you will explore academic literature in one moment – and in the next you may be in front of a group of school pupils exploring how dance in the classroom can enrich their understanding of themselves and others. By taking different approaches, you will combine the best of both worlds, which can lead to the most unexpected and valuable results.
The Organization for Economic Cooperation and Development (OECD) defines research as: ‘Creative work undertaken on a systemic basis to increase the stock of knowledge.’With this in mindesearch forms the basis of the master educator programme at ArtEZ. You will be constantly involved in a cycle of research that combines practice and theory (praxis). Through research you add new knowledge to the professional field of art-education. You will learn to reflect critically, both verbally and in writing: on established ways of thinking and representing your thoughts in an arts-based way. You will reflect on yourself as an educator – but also a learner. This helps you develop your true artisteducator identity. In addition, you will produce new insights and discoveries about education, art management and art and cultural theory – and learn how to measure the impact of your work. The course will support you in optimising your research skills, guided by the framework of your own research question or theme.
Curriculum: 6 modules in 2 years
The course curriculum for this master course consists of 6 modules (units), each worth roughly 10 credits (ECTS). The modules can be divided into three periods, each based around specific subjects and skills.
In modules 1 and 2, you will (once again) go in search of your own identity as an artist and as an artisteducator: in search of your unique strength and added value. You will investigate where you currently stand, why you are there and where you would like to get to. By reading, thinking, making, doing and reflecting, you will define your research question more and more clearly – articulate your goals.
My goal as a theatre teacher and art and culture coordinator is that all the pupils in our learning community should dare to show themselves as they are.
Those with big plans need support. Which is why during modules 3 and 4 you will work together closely within the learning community comprising you and your fellow students, lecturers, tutors and external parties.
You will conduct a research project in an unfamiliar environment: outside the academy and outside your own workplace, with a partner you don't know yet. You will do so with a small group of fellow students, many of them with backgrounds in different artistic disciplines. You will jointly address a social issue, while at the same time broadening and deepening your knowledge within the interdisciplinary environment of your group.
During the second period, there will also be a strong focus on cultural project management. You will write a project plan, and then execute it.
In modules 5 and 6, the focus shifts again to your own research question: you will conduct an artistic research project at your workplace in practice. This project marks the end of the master course. At the same time, it serves as the starting point for everything that follows. The skills and insights you have acquired during your studies will become part of your daily activities, as well as the open and inquisitive perspective with which you have learned to engage with the world. As a Master of Education, you will be able to claim and fulfil your role as an artist-educator in an ever more effective, contemporary, inspired and motivated way – even long after graduation.
Projects: from essay to practical product
During the master course, you will explore a range of contexts through various research and non-research projects, the content of which will change with current events and your own learning objective. You will work on a documented logbook and develop art-educational practical products based on arts-based research and art-educational interventions. You will also write, everything from statements and critical-reflective essays to project plans and research reports. The programme also includes verbal defences and presentations.
What happens if you give VMBO (preparatory middle-level vocational education) students the freedom to work under their own direction? When you dance together in class, can you pick up something of each other's identities, norms and values? And how do you comfort people sitting at home during a lock-down? These were among the questions addressed by the projects of Education in Arts master students last year.
CAPTION: #troosttaal is the graduation project of Fetsje Anema, born out of the comforting power of the mother tongue: she got all kinds of different people to write an elevenie in their own language.
You don't yet need to have a permanent workplace in practice in order to start this master course. If you are a freelancer, for example, you can join a group of fellow students during the first academic year. However, by the end of the second year, in the final two modules of the course (5 and 6), it is essential to have a permanent working environment at your disposal: because you will be conducting a research project there that completes the course.
Combining work, private life and study
This master’s course is 60 credits ECTS (European Credit Transfers). Many master students combine their Education in Arts course with jobs and home life. We take this into account when we plan and timetable the programme. We meet every Monday during term time for seminars, lectures and studio workshops. These days comprise of approximately 6 to 10 contact hours: our day begins at 10:00 a.m. and the timetable also includes regular evening lectures. In addition to the contact hours, you will need time for self-study: around 10 to 15 hours per week. Of course, the actual workload can differ somewhat per person and per period. Assume an average of about 21 hours per week, including class time. You should also set aside two weekends a year for meetings or study visits.
As a master student you will have a dedicated personal tutor, who can offer support when you need it. Your tutor is there for academic support as well as helping you cope with any issues you may encounter during the program. We care for our students and our assignment of a personal tutor is our way of displaying some of our core values of creating a caring supportive learning community.