The center’s multidisciplinary visual and performing arts classes are offered in ten-week cycles three times each year at introductory, intermediate and advanced levels. In a report Studio Thinking: How Visual Arts Teaching Can Promote Disciplined Habits of Mind (opens as PDF) Ellen Winner and her Harvard team discovered in most cases there was no demonstrated causal relationship between studying one or more art forms and non-arts cognition”.
In a detailed ethnographic analysis of high quality visual arts classes for adolescents, psychologists Lois Hetland, Ellen Winner, Kim Sheridan, and Shirley Veenema found that the key concepts being taught in arts classes—beyond learning how to hold a paintbrush or mold clay—were to stretch and explore thinking about materials and topics and to observe and reflect on how to engage in artistic work.
The MA in Teaching and Learning (Step 3) is targeted at participants who have completed the Postgraduate Diploma in Teaching and Learning (e.g. at GMIT, LIN/AIT or other level 9 diplomas in this area), or who have provided evidence of recognised prior learning at level 9 in teaching and learning development.
This can be done in a variety of ways such as using a democratic process as proposed by Pennisi (2013), where as a class students democratically determine projects, or in a TAB/Choice-based classroom, where each student determines their own path of learning.
We work in partnership with academics, technicians, academic support teams and librarians across the colleges to ensure everyone involved in teaching, supporting learning and developing careers and employability, can access great courses, workshops, resources, funding opportunities and awards.