This Masters gives artists, practitioners, teachers and educators, in informal and formal learning environments, the opportunity to extend, enrich and consolidate the overlapping practices and theories of contemporary art and learning and teaching through individual and collaborative research- http://www.gold.ac.uk/pg/ma-artist-teachers-contemporary-practices/
Engaging with practice and theory, you will create new work; develop innovative research approaches and outcomes; critically debate the changing nature of contemporary art, gallery/exhibition practices and art education; and sustain these practices and ideas as artist teacher beyond the MAAT.
You’ll be taught by staff who are nationally and internationally renowned and published artist researcher teachers.
You’ll draw on the international scope of contemporary art practices in London through partnerships with international galleries including Tate Modern, The Whitechapel Gallery and The Showroom Gallery.
You’ll be part of a student body with a rich diversity of backgrounds and experiences, and have the opportunity to develop and maintain collaborative peer networks and support.
You’ll have access to an extensive programme of guest lectures, presentations and projects that has included: Grayson Perry, Yinka Shonibare, Sonia Boyce, Susan Pui San Lok, Danny Devenny, Mark Ervine, Marty Lyons and John Matthews, hosted through our Centre for Arts and Learning (CAL).
The MAAT can be a pathway before or after the completion of a UK QTS (Qualified Teacher Status) programme, such as the PGCE (Secondary): Art & Design.
If you have specific questions about the degree, contact John Johnston.
The programme places a strong emphasis on student-centred and directed learning, where teaching sessions and personal tutorials draw on the critical reflection and development of your artist teacher practices: including artistic, theoretical, political and learning and teaching concerns.
The modules of the programme are all underpinned with theories of contemporary art, learning and critical and dialectical pedagogical theories and philosophies.
You'll attend all lectures, seminars, workshops and tutorials where you'll engage in questioning the political, ideas, practices, theory and philosophy related to the specific topics of: contemporary art practice, teaching and learning, identity and place/space construction, dialectical pedagogical theories and practice, social-engagement, and research led practices where you'll be encouraged and expected to critically discuss and debate the issues raised.
But this is just a small proportion of what we expect you to do on the degree. Independent learning/research (practice with theory) is expected throughout the MAAT, this typically involves critical reflection and development of your practices as artist teacher including: additional readings, preparing topics for discussion/presentations, working with fellow students, producing essays, artist teacher statements, research, planning, organising and producing practice-based work and/or projects, curating exhibitions and presentations, both individually and collaboratively.
This emphasis on independent learning is very important at Goldsmiths. We don't just want you to accept what we tell you without question. We want you to be deeply engaged with theory and practice to develop and sustain your own ideas and practices as artist teachers.
To enable greater flexibility for you and a more equitable experience for full-time and part-time students, the MAAT programme has a modular structure, with the majority of teaching sessions usually conducted in the evenings.
This also enables part time and full-time students to attend the same evening teaching sessions and therefore form a collaborative and supportive learning environment.
For you to obtain the postgraduate degree of MAAT you will need to complete 180 CATS at Masters level.
The MAAT comprises five core modules (150 CATS) and one option module (30 CATS).
You may also take advantage of two exit points:
Postgraduate Certificate in Artist Teacher and Contemporary Practices (60 Credits)
Postgraduate Diploma in Artist Teacher and Contemporary Practices (120 Credits)
The MA Artist Teacher and Contemporary Practices utilises a number of complementary assessment strategies. These have been devised to appropriately assess the range of learning outcomes and are underpinned by the ethos of the programme these include, exhibition/presentation/performance, essay, viva voce.
Download the programme specification for this degree to find out more about what you'll learn and how you'll be taught and assessed.
Please note that due to staff research commitments not all of these modules may be available every year.
Through the programme, you’ll develop independent thinking, understand theoretical underpinning, and the ability to question and have confidence in your ideas and practice - skills that will benefit you throughout your chosen career. You'll also develop:
critical and analytical skills
creative and practical skills
ability to express complex and sophisticated ideas with clarity and confidence
the ability to work independently and collaboratively
As a MAAT alumna, you’ll continue to research and engage in the presentation of your practices through practice, exhibitions, socially-engaged projects, international conferences and international journals.
Our graduates have an outstanding employment record in the fields of education, galleries/museums, social work/charity, health, public administration and welfare with the majority of graduates gaining full-time employment in a variety of careers including:
Teacher, lecturer, tutor
Heads of Faculties/Departments
Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.
If you are responsible for leading learning in your organisation, whether it’s a school, college, a HE institution or as an educator in the public or private sector, this doctoral level programme is a fantastic opportunity to study education at a deep level and relate this back to your own practice. The EdD will help you expand your knowledge and understanding of how education works and allow you to transform your own practice.
Focus your attention on the nature of educational practice itself. Approach education in its broadest sense. Study and theorise the nature of your work from a social perspective - then relate this back to your own practice.
Engage with a range of new ideas with which to re-think educational practice on a carefully organised course with a clear structure based on a social perspective on education.
Study on a flexible and work-friendly programme that has been structured to fit around your existing commitments. You’ll probably study part time over five years (two years of taught modules and three years of thesis) but you can take up to seven if you need to.
Choose to start at masters level if you are unsure about doctoral study.
Begin to engage with new educational theory at the University-based sessions. Participate in lively discussions and share ideas with others on your course in seminars, lectures and workshops.
Access a wide range of support and resources to fuel your independent study. Draw on books and journals and an online environment where you’ll communicate with and draw support from your peers and from staff with a long history of excellence in professional development.
Meet and share ideas with others in your cohort from a range of disciplines. Tap into this diversity to compare the interrelationships between policy and practice across different educational areas and institutions.
Make your mark on the future of education as part of our learning community where you can link into active and renowned research networks. Find out more about research within the Institute of Education.
Attend our annual postgraduate research conference and present your ongoing ideas in a challenging and supportive environment.
Part one is the modular stage of the programme and spans two years. Over the two years of part one you’ll cover four modules, including policy and professional practice, professional learning, researching education practice, and social research. These modules are assessed by work amounting to 5,000 words and assignments are fitting for a research community, and potentially leading to publications, like conference papers or journal articles.
Part two is the thesis stage of the programme and spans four years. You are supported by two academic supervisors and you’ll stay connected with peers and staff at a range of Saturday workshops. In the final year, you’ll present a thesis of approximately 50,000 words, assessed through a viva voce exam. The thesis comprises a substantial piece of original research into an area of practice of your own choosing, through which you’ll make an original contribution to knowledge.
Here is a summary of the process:
Initial contact - email the Doctoral College.
Application - download the application form for postgraduate study from the website and, once complete, send it to the Doctoral College.
Selection - your application will be sent to staff at the Plymouth Institute of Education who will consider documentary evidence and then invite you to interview, if appropriate.
Notification - once a decision has been made, the Doctoral College will write to you to offer you a place, or to decline your application.
Programme preparation and start - once accepted, the Plymouth Institute of Education will be your first port of call for day-to-day information about the programme.
You will need to be able to demonstrate the following:
The potential to study at doctoral level. This would normally be indicated by successful completion of a masters degree, but in exceptional cases may be through successful completion of a task set by the admissions tutor(s).
An ability to work collaboratively in exploring and developing experience and ideas.
That you are working in a professional context where you are responsible for supporting learning. Candidates not currently working in a professional context, but with appropriate and sufficiently extensive experience, may be considered at the discretion of the admissions tutor(s). If you are in professional practice but, in the opinion of the admissions team, do not yet have sufficient or appropriate experience to draw on, you may be deemed ineligible.
A strong commitment to educational enquiry and the ability to reflect critically on practice, as a means of professional learning.
The following points will also be taken into account in selecting candidates:
Accreditation for prior certificated learning (APCL) will be considered up to 60 credits and normally only for work completed at doctoral level within the last seven years.
Accreditation for prior experiential learning (APEL) may, exceptionally, be considered. This will be done in the line with the guidance in the programme and University regulations.