2023/24 Taught Postgraduate Module Catalogue

PECI5411M Arts Based Practices in Health and Wellbeing

30 creditsClass Size: 15

Module manager: Dr Campbell Edinborough
Email: c.edinborough@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2023/24

Pre-requisite qualifications

This module is for students interested in developing skills in applying creative practices in health and wellbeing contexts. Students enrolling on this module are required to demonstrate experience/skills as a creative practitioner (as student or professional).

This module is not approved as an Elective

Module summary

This module provides you with a critical and practical understanding of how your artistic practice might be applied in health and wellbeing contexts. During the module you will learn how arts practices and cultural participation have responded to and informed strategic public health priorities. You will also develop skills for facilitating and evaluating the use of arts-based practices in health and wellbeing contexts.The module allows students to draw on experience and knowledge from a variety of fields, including (but not limited to): drama, dance, scenography, music, writing and storytelling.

Objectives

In the first part of the module, students will engage critically with debates about applied arts practice in the context of health and wellbeing. They will develop an understanding of how cultural policy and arts practice intersect with strategic health priorities at local, national and international levels.
In the second part of the module, students will learn skills for implementing arts activities in the context of health and wellbeing. They will experiment with different approaches and methods for planning, facilitation and evaluation. A range of implementation methodologies and approaches will be considered (both practically and theoretically) in relation to the needs of different stakeholders and communities.

Learning outcomes
On successfully completing this module, students will be able to:
1. Demonstrate a detailed critical understanding of how arts practices are used in the context of public health and wellbeing agendas.
2. Critically analyse and interrogate the role of arts and cultural participation as tools for promoting and facilitating health and wellbeing.
3. Plan the delivery and evaluation methodology for using a specific arts-based practice in a health/wellbeing context.

Skills outcomes
Students will gain skills in critically analysing debates about applied arts practice in the context of health and wellbeing - looking at strategic priorities and case studies at local, national and international levels.
Students will explore and develop practical skills for planning, facilitating and evaluating arts based activities in the context of health and wellbeing. (Due to the limitations on time, students will not work with members of the public.)

Syllabus

The following syllabus content is indicative:

- The relationship between arts practices and cultural participation in the context of health intervention.
- The relationship between cultural policy and health policy - looking at trends in arts funding, clinical commissioning practice and the needs of different stakeholder groups.
- Debates about the instrumentalization of arts practices in health and wellbeing contexts.
- Data collection and evaluation methods in arts-based health and wellbeing intervention (observation, survey, interview, focus group).
- Planning and evaluation methods in arts-based health interventions.
- Facilitation methods in arts-based learning and participatory practice.
- The ethics of participatory arts-practice in health and wellbeing contexts.

Teaching methods

Delivery type	Number	Length hours	Student hours
Supervision	2	0.50	1.00
Practicals	8	3.00	24.00
Lecture	3	1.00	3.00
Seminar	3	1.00	3.00
Private study hours			269.00
Total Contact hours			31.00
Total hours (100hr per 10 credits)			300.00

Private study

269

Opportunities for Formative Feedback

Students will be introduced to theoretical debates about arts and health in the lectures. Lecture material will be discussed and expanded within seminars, with students developing understanding through formative dialogue with peers and lecturers.
Following the seminars there will be 4 staff-led practicals, introducing planning, facilitation and evaluation skills, with students developing understanding through formative dialogue with peers and lecturers.
Students will then be invited to form groups to plan and develop a peer-to-peer workshop (using arts practices in response to a specific health or wellbeing agenda). Students will receive formative feedback on their practical workshop plan in a group tutorial.
Students will work in groups to run their workshops during 3 staff-supervised practical sessions, receiving formative feedback from tutors and peers. After the completion of the student-led workshops, there will be 1 final practical where students will reflect on their learning and be given an opportunity to ask questions about the final assessment, receiving formative feedback on ideas from tutors.
Prior to submitting the final assessment, students will be offered a tutorial in which they will receive formative feedback on a plan for their report.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Report	6000-6500 word workshop and evaluation plan with literature review and critical reflection on practice.	100.00
Total percentage (Assessment Coursework)		100.00

Use this field for any additional information about coursework assessment not included in the table above, and also for details of any alternate resit formats available. The report is informed by students’ formatively assessed peer-to-peer workshop. Students will be invited to use that experience to design an arts-based intervention/activity drawing on a strategic health and wellbeing priority. They will outline a specific health agenda and a relevant arts-based activity. Students will reflect on relevant literature, policy and critical debates, before outlining a plan, facilitation approach and evaluation methodology(ies). Students will explore their own positionality in the proposed workshop, reflecting on necessary facilitation skills and required knowledge to carry out the work. The report should include a risk-assessment and ethics information.

Reading list

The reading list is available from the Library website

Last updated: 11/09/2023

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