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2019/20 Taught Postgraduate Module Catalogue

EDUC5039M Creative Inquiry, Communication and Learning

30 creditsClass Size: 30

Module manager: Dr Lou Harvey
Email: L.T.Harvey@leeds.ac.uk

Taught: Semester 2 View Timetable

Year running 2019/20

This module is not approved as an Elective

Module summary

Creative Inquiry, Communication and Learning is for postgraduate students seeking to understand the relationship between the creative arts and creative practice, communication and learning. The module will draw on research and pedagogy based on creative inquiry, defined as ‘any social research or human inquiry that adapts the tenets of the creative arts as part of the methodology’ (Leavy 2014: 1). It will be led by teaching staff involved in a range of research projects looking at communication, education and public engagement through creative inquiry. Students will engage in creative inquiry as part of the classes, but no previous experience of creative practice is necessary. The module is oriented towards social and educational justice and knowledge democracy, and towards working in partnership and solidarity with the marginalised and the voiceless. It is inherently interdisciplinary and will be of interest to:• students working with, or interested in working with, the arts in educational and public engagement settings;• creative and communication practitioners keen to theorise the educational dimensions of their work;• researchers and practitioners with an interest in collaborative, cross-disciplinary and cross-sector work, and work which engages with different formal and informal learning communities.

Objectives

This module will consider the relationship between communication and the creative arts for learning in formal and informal contexts. It will draw on research and pedagogy based on creative inquiry, defined as ‘any social research or human inquiry that adapts the tenets of the creative arts as part of the methodology’ (Leavy 2014: 1).

Objectives are:
1. to examine the affordances of arts-based methods for understanding communication and learning;
2. to examine the affordances of educational and applied linguistics approaches for understanding communication and learning in creative practices and collaborations;
3. to explore the role of creative inquiry for enabling the production and amplification of voice, knowledge, and justice in educational and public engagement contexts.

Learning outcomes
By the end of the module, learners will be able to:
1. work collaboratively to address a puzzle or problem related to creative practice and communication;
2. critically reflect on their own learning and the means by which this learning is communicated;
3. analyse and critically reflect on the affordances of creative inquiry for their own practice in education and/or engagement.


Syllabus

Part 1: How can creative practice and arts-based methods help us to understand communication and learning?
Indicative content
Relationship between language and learning in formal education. Introducing voice – different understandings of voice, how it is expressed, and whose voices are heard/valued. Affordances of creative inquiry for decentring language and producing/amplifying marginalised voices. One practical session of creative inquiry, followed by post-session online discussion (on the Minerva discussion board) in relation to key concepts introduced.

Part 2: How can approaches from Education and Applied Linguistics help us to understand communication and learning in/through creative practice?
Indicative content
Introducing concepts and approaches from education and applied linguistics. How these have been applied in research into creative practice, and how they have contributed to understandings of the relationship between voice and learning. One practical session of creative inquiry, followed by post-session online discussion (on the Minerva discussion board) in relation to key concepts introduced.

Part 3: How can these methods and approaches be applied in formal and informal learning contexts, and what different knowledges are produced?
Indicative content
Different contexts for learning and knowledge creation – education, engagement, collaboration, and co-production. Whose voices are valued in these settings, and how this can researched. How voice is produced and amplified through collaborative creative practice, and how this contributes to the creation of new knowledges, knowledge democracy and social justice.



Teaching methods

Delivery typeNumberLength hoursStudent hours
Discussion forum21.002.00
Group learning122.0024.00
Seminar122.0024.00
Tutorial10.500.50
Independent online learning hours12.00
Private study hours237.50
Total Contact hours50.50
Total hours (100hr per 10 credits)300.00

Private study

Students will use this time for independent reading, class preparation tasks, and assignment preparation.

Opportunities for Formative Feedback

Student progress will be monitored through:
• Encouraging, and observing the extent of, student participation in class discussions
• Monitoring and informal assessment (during teaching sessions) on student performance of tasks
• Monitoring students’ engagement with two online discussions
• Monitoring and supporting students’ progress with group presentation in class
• Reading and providing feedback on drafts of the written assignments (time for which is factored into the Tutorials in Section 5 above)

Methods of assessment


Coursework
Assessment typeNotes% of formal assessment
EssayEither a Case Study OR a proposal for a creative inquiry34.00
Group Project.33.00
Reflective logEvidence of learning33.00
Total percentage (Assessment Coursework)100.00

Essay - Either a) a case study analysing and critically reflecting on the affordances of creative inquiry in previous practice, or b) a proposal for a creative inquiry-based project in future practice, explaining how they would analyse the outcomes and critically reflecting on potential affordances. (2000 words) Group Project Collaborative Creative Inquiry Colloquium: groups generate a question to research via creative inquiry and present process and product to the class. This will be recorded for assessment (equivalent to 2000 words) Reflective Log Students submit evidence of their learning on the module and the creative inquiry colloquium in a chosen format, e.g. a visual artefact, a recorded performance, a piece of creative writing, a piece of reflective prose (this can be ‘data’ drawn from their weekly online reflective journals - see Section 5 above). For all students, the weekly online reflective journals will function as the basis for their critical commentary (2000 words: the ‘artefact’ is equivalent to 1000 words, or approximately 24 hours of work calculated at 2 hours per week of the module; plus 1000 words of critical commentary). The Collaborative Creative Inquiry Colloquium will be assessed on a group basis and students will receive a group mark. Regarding resubmissions of this assessment, we are mindful that working collaboratively is one of the elements being assessed (see Learning Outcome 1). Therefore, in order to avoid compromising validity, individual resubmissions will need to demonstrate some kind of collaboration with someone from a different domain of practice (e.g. through an interview with a creative practitioner or an educator). Students will also be asked to address a new research question for resubmission of this assignment.

Reading list

The reading list is available from the Library website

Last updated: 29/07/2019

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