Course: Artistic processes & research credits: 5
- Course code
- MJDM26APO1
- Name
- Artistic processes & research
- Study year
- 2026-2027
- ECTS credits
- 5
- Language
- Dutch, with parts in English
- Coordinator
- A. de Hoop
- Modes of delivery
-
- Lecture
- Practical / Training
- Tutorial
- Assessments
-
- TEST-01 - Assignment
Learning outcomes
1. Vision and positioning in arts education
The professional formulates, substantiates and positions a coherent vision for arts education in which artistic signature, pedagogical vision, inquiry-based practice and social engagement converge, so that meaningful and inclusive arts education experiences take shape and professional roles can be assumed in various contexts in a conscious, convincing and responsible manner.
2. Designing art education environments
The professional designs inclusive, opportunity-rich and meaningful art education learning environments by interpreting current developments and integrating thematic, artistic and pedagogical resources, utilising materials, media and sensory experiences, so that participants can engage in rich and imaginative learning processes in diverse contexts.
3. Art education practice in context and networks
The professional acts in a context-oriented and values-driven manner by analysing socio-cultural themes, acting ethically and with an awareness of context, initiating collaborations and positioning art education expertise convincingly, so that inclusive and sustainable art education practices emerge within diverse professional networks.
4. Research-based practice in arts education
The professional conducts research within arts education contexts by identifying, analysing and investigating relevant themes using appropriate methodological and ethical approaches, and in doing so formulates and substantiates their own position, which is shared within professional communities, thereby making meaningful contributions to the current discourse on arts education.
5. Reflective professionalism
The professional reflects critically and imaginatively on their own learning process by employing consciously chosen media and methods, and links this reflection to perspectives on change and peer dialogue, thereby demonstrating a commitment to lifelong learning and professional growth.
The professional formulates, substantiates and positions a coherent vision for arts education in which artistic signature, pedagogical vision, inquiry-based practice and social engagement converge, so that meaningful and inclusive arts education experiences take shape and professional roles can be assumed in various contexts in a conscious, convincing and responsible manner.
2. Designing art education environments
The professional designs inclusive, opportunity-rich and meaningful art education learning environments by interpreting current developments and integrating thematic, artistic and pedagogical resources, utilising materials, media and sensory experiences, so that participants can engage in rich and imaginative learning processes in diverse contexts.
3. Art education practice in context and networks
The professional acts in a context-oriented and values-driven manner by analysing socio-cultural themes, acting ethically and with an awareness of context, initiating collaborations and positioning art education expertise convincingly, so that inclusive and sustainable art education practices emerge within diverse professional networks.
4. Research-based practice in arts education
The professional conducts research within arts education contexts by identifying, analysing and investigating relevant themes using appropriate methodological and ethical approaches, and in doing so formulates and substantiates their own position, which is shared within professional communities, thereby making meaningful contributions to the current discourse on arts education.
5. Reflective professionalism
The professional reflects critically and imaginatively on their own learning process by employing consciously chosen media and methods, and links this reflection to perspectives on change and peer dialogue, thereby demonstrating a commitment to lifelong learning and professional growth.
Content
This module focuses on exploring and refining a personal artistic research question in relation to a personal design process. Students document their artistic explorations, reflect on the choices they have made and analyse their working methods. In this way, they gain insight into the development of ways of thinking, perceiving and acting. In addition, they practise qualitative research methods such as observation, interviewing and case studies, for example to learn from other artists or experts, or to study art education practices. The ultimate aim of the module is for students to understand how the artistic process informs their positioning as an art educator within a chosen theme or issue.
Included in programme(s)
School(s)
- Arts, Design & Built Environment