BA (Hons) Creative Expressive Arts, Health and Wellbeing with Foundation Year
BA (Hons)

Through discussion, reading and small group tasks, students will be encouraged to think critically about the evidence of inequalities and the connection between social structure, human agency and experience. Evaluating evidence and, through a case study, showing an understanding of others’ experience form the basis of the assessment.

The student will examine in detail a specific model on interaction and reflection. S/he will consider the notion of the working alliance and will explore and reflect on the nature and importance of effective communication within this relationship. The student will be encouraged to integrate theoretical concepts and experiential work and consider its application when working with people working in a therapeutic and non-therapeutic environment.

The student, through the use of the arts, will be encouraged to explore their values, attitudes and behaviour, and reflecting on their experience of the group creative process. As part of the closed group, the student will also be encouraged to show awareness of their personal rights and responsibilities with respect to the equality of others also engaged in this process.

This module introduces learners to key theories applicable to practice in working with people. It aims to promote awareness, whilst developing understanding and insight, with which to evaluate differing experiences of the developmental process.

In the first semester, the student will have participated in creative arts Masterclasses and in this module, students will organise and facilitate creative workshops for their peer students, so developing abilities in decision making, independent learning, team-working and leadership. This will be in the context of safe and ethical practice and professional development.

As part of becoming a reflective practitioner, students will review their learning and development through formative reflective journals, supervision, peer evaluation of the workshops and personal reviews.

The assessment for the module will be an essay in which students reflect upon their development as a creative workshop facilitator.

The student will examine in detail a specific model on interaction and reflection. S/he will consider the notion of the working alliance and will explore and reflect on the nature and importance of effective communication within this relationship. The student will be encouraged to integrate theoretical concepts and experiential work and consider its application when working with people working in a therapeutic and non-therapeutic environment.

The student, through the use of the arts, will be encouraged to explore their values, attitudes and behaviour, and reflecting on their experience of the group creative process. As part of the closed group, the student will also be encouraged to show awareness of their personal rights and responsibilities with respect to the equality of others also engaged in this process.

This module introduces learners to key theories applicable to practice in working with people. It aims to promote awareness, whilst developing understanding and insight, with which to evaluate differing experiences of the developmental process.

In the first semester, the student will have participated in creative arts Masterclasses and in this module, students will organise and facilitate creative workshops for their peer students, so developing abilities in decision making, independent learning, team-working and leadership. This will be in the context of safe and ethical practice and professional development.

As part of becoming a reflective practitioner, students will review their learning and development through formative reflective journals, supervision, peer evaluation of the workshops and personal reviews.

The assessment for the module will be an essay in which students reflect upon their development as a creative workshop facilitator.

The student will examine in detail a specific model on interaction and reflection. S/he will consider the notion of the working alliance and will explore and reflect on the nature and importance of effective communication within this relationship. The student will be encouraged to integrate theoretical concepts and experiential work and consider its application when working with people working in a therapeutic and non-therapeutic environment.

The student, through the use of the arts, will be encouraged to explore their values, attitudes and behaviour, and reflecting on their experience of the group creative process. As part of the closed group, the student will also be encouraged to show awareness of their personal rights and responsibilities with respect to the equality of others also engaged in this process.

This module introduces learners to key theories applicable to practice in working with people. It aims to promote awareness, whilst developing understanding and insight, with which to evaluate differing experiences of the developmental process.

In the first semester, the student will have participated in creative arts Masterclasses and in this module, students will organise and facilitate creative workshops for their peer students, so developing abilities in decision making, independent learning, team-working and leadership. This will be in the context of safe and ethical practice and professional development.

As part of becoming a reflective practitioner, students will review their learning and development through formative reflective journals, supervision, peer evaluation of the workshops and personal reviews.

The assessment for the module will be an essay in which students reflect upon their development as a creative workshop facilitator.

In this module the student will engage in practical workshops aimed at promoting their understanding of role-playing and role repertoire. They will apply these skills by creating a devised performance inspired by folk tales and stories. Students will reflect on their experience and begin to apply theory to their learning and development.

The student will examine in detail a specific model on interaction and reflection. S/he will consider the notion of the working alliance and will explore and reflect on the nature and importance of effective communication within this relationship. The student will be encouraged to integrate theoretical concepts and experiential work and consider its application when working with people working in a therapeutic and non-therapeutic environment.

The student, through the use of the arts, will be encouraged to explore their values, attitudes and behaviour, and reflecting on their experience of the group creative process. As part of the closed group, the student will also be encouraged to show awareness of their personal rights and responsibilities with respect to the equality of others also engaged in this process.

This module introduces learners to key theories applicable to practice in working with people. It aims to promote awareness, whilst developing understanding and insight, with which to evaluate differing experiences of the developmental process.

This module will give students the opportunity to develop and explore improvisational techniques in the context of arrangement and focused structured improvisation. Using both group and individual improvisations the processes underlying musical communication will be experienced, reflected upon and ultimately assessed through the performance of both group and individual semi-structured improvisations.

The module will also help students to build practical skills on their chosen instrument/s- formally and creatively- using pre-composed and improvised music. As students will be from a variety of musical traditions, instrument and musical content of study will be dependent on the musical outline adopted. Practical and musicianship skills will be assessed through the performance of pre-composed music from a composer of the student’s choice.

In the first semester, the student will have participated in creative arts Masterclasses and in this module, students will organise and facilitate creative workshops for their peer students, so developing abilities in decision making, independent learning, team-working and leadership. This will be in the context of safe and ethical practice and professional development.

As part of becoming a reflective practitioner, students will review their learning and development through formative reflective journals, supervision, peer evaluation of the workshops and personal reviews.

The assessment for the module will be an essay in which students reflect upon their development as a creative workshop facilitator.

The module will consider how terms like health, illness, stress, disease, disability and suffering are problematic and are shaped by the interdependent nature of private, personal and public forces that do not always fit neatly into predefined categories.

In a similar way, the political and historical forces upon experiences of inclusion and exclusion will be explored. As well as physical and psychological ailments the module also has space to consider non-medical experiences such as homelessness and unemployment.

To help negotiate these ideas the module will draw upon the World Health Organization’s International Classification of Functioning, which focuses upon health and functioning rather than symptoms and disabilities, and considers the impact of environmental and personal believes upon individual experiences.

Through encounters with individual stories the module aims to equip students with the empathic and critical faculties necessary to work with difference and diversity in a helping, supportive or healing capacity; this builds upon the first year modules Effective Interaction and Working Creatively with People 1 and helps to prepare students to creatively work with people in a helping or healing capacity such as they are asked to do in the second year module Working Creatively with People 2.

The module proposes that the understanding of the common forces and behaviours that can arise within groups is an important skill that can be transferred to a variety of situations that involves collaborative and team-based work. The emphasis is on interpersonal communication, the role of the individual in relation to the group, the nature of group dynamics, and the role of the arts as an aid to communication and problem solving within the group.

Whilst the training group operates within an educational context such training groups frequently move from the ‘outer’ level (the ventilation of feelings within a supportive relationship) to the ‘intermediate’ level (the clarification of feelings and their nature and origins within a deepening relationship). The group is a ‘training’ group rather than a ‘therapy’ group, but it does offer the possibility for therapeutic benefits to emerge.

In the module, students develop their understanding of the creative expressive model and its relationship with Arts & Health and Arts Therapies. Key principles of creative expressive theory and practice taught include the nature of the facilitative relationship; levels of working and factors that affect trust and ‘safe space’; and the assessment of needs. A range of art forms and their application will be considered.

The students design, implement and evaluate creative workshops for a group of students with special educational needs. By reflecting on their experience, as both a group member and facilitator it is hoped that they will gain an understanding of the need for the assessment of individual and group processes in order to maintain and enhance group development. An environmental sculpture day will be part of the students learning experience.

Students are assessed on the design, implementation and evaluation of their workshops including consideration of their role as facilitator and their own and group process. Group supervision encourages reflection on the socio-cultural, environmental and individual factors which may affect participants’ engagement in the group.

Students will explore the thought that a sense of self goes into the creation of every piece of artwork, therefore, every piece of art can be considered as a ‘portrait of self’ this is what will be contemplated and will underpin the student’s research in relation to art. Self-directed work will provide the student with the opportunity to explore various media to realise the intent of ideas put forward.

The student will demonstrate a developing familiarity with the properties of various media and processes and will develop skills in selecting the most appropriate for the task in hand. The student will explore a variety of approaches to the subject and become aware of their own process in formulating ideas to meet the module title.

The student will reflect upon the aesthetic strengths and weaknesses evident in their work, and he/she will analyse his/her creative process in relation to the expressed intent. Reflection around other modules and ideas from Interpersonal Development and Working Creatively with People 2 will allow further links to be made.

The module will consider how terms like health, illness, stress, disease, disability and suffering are problematic and are shaped by the interdependent nature of private, personal and public forces that do not always fit neatly into predefined categories.

In a similar way, the political and historical forces upon experiences of inclusion and exclusion will be explored. As well as physical and psychological ailments the module also has space to consider non-medical experiences such as homelessness and unemployment.

To help negotiate these ideas the module will draw upon the World Health Organization’s International Classification of Functioning, which focuses upon health and functioning rather than symptoms and disabilities, and considers the impact of environmental and personal believes upon individual experiences.

Through encounters with individual stories the module aims to equip students with the empathic and critical faculties necessary to work with difference and diversity in a helping, supportive or healing capacity; this builds upon the first year modules Effective Interaction and Working Creatively with People 1 and helps to prepare students to creatively work with people in a helping or healing capacity such as they are asked to do in the second year module Working Creatively with People 2.

The module proposes that the understanding of the common forces and behaviours that can arise within groups is an important skill that can be transferred to a variety of situations that involves collaborative and team-based work. The emphasis is on interpersonal communication, the role of the individual in relation to the group, the nature of group dynamics, and the role of the arts as an aid to communication and problem solving within the group.

Whilst the training group operates within an educational context such training groups frequently move from the ‘outer’ level (the ventilation of feelings within a supportive relationship) to the ‘intermediate’ level (the clarification of feelings and their nature and origins within a deepening relationship). The group is a ‘training’ group rather than a ‘therapy’ group, but it does offer the possibility for therapeutic benefits to emerge.

In the module, students develop their understanding of the creative expressive model and its relationship with Arts & Health and Arts Therapies. Key principles of creative expressive theory and practice taught include the nature of the facilitative relationship; levels of working and factors that affect trust and ‘safe space’; and the assessment of needs. A range of art forms and their application will be considered.

The students design, implement and evaluate creative workshops for a group of students with special educational needs. By reflecting on their experience, as both a group member and facilitator it is hoped that they will gain an understanding of the need for the assessment of individual and group processes in order to maintain and enhance group development. An environmental sculpture day will be part of the students learning experience.

Students are assessed on the design, implementation and evaluation of their workshops including consideration of their role as facilitator and their own and group process. Group supervision encourages reflection on the socio-cultural, environmental and individual factors which may affect participants’ engagement in the group.

In this module students from the dance, drama and music pathways will engage in group creativity in which the different art forms are used together to produce a short performance. The process of developing the performance will be considered at depth focusing on how the student’s experience of their art form informs their engagement with other performers. The module also aims to help the student increase her/his creative versatility in performing using more that one art form.

The module will consider how terms like health, illness, stress, disease, disability and suffering are problematic and are shaped by the interdependent nature of private, personal and public forces that do not always fit neatly into predefined categories.

In a similar way, the political and historical forces upon experiences of inclusion and exclusion will be explored. As well as physical and psychological ailments the module also has space to consider non-medical experiences such as homelessness and unemployment.

To help negotiate these ideas the module will draw upon the World Health Organization’s International Classification of Functioning, which focuses upon health and functioning rather than symptoms and disabilities, and considers the impact of environmental and personal believes upon individual experiences.

Through encounters with individual stories the module aims to equip students with the empathic and critical faculties necessary to work with difference and diversity in a helping, supportive or healing capacity; this builds upon the first year modules Effective Interaction and Working Creatively with People 1 and helps to prepare students to creatively work with people in a helping or healing capacity such as they are asked to do in the second year module Working Creatively with People 2.

The module proposes that the understanding of the common forces and behaviours that can arise within groups is an important skill that can be transferred to a variety of situations that involves collaborative and team-based work. The emphasis is on interpersonal communication, the role of the individual in relation to the group, the nature of group dynamics, and the role of the arts as an aid to communication and problem solving within the group.

Whilst the training group operates within an educational context such training groups frequently move from the ‘outer’ level (the ventilation of feelings within a supportive relationship) to the ‘intermediate’ level (the clarification of feelings and their nature and origins within a deepening relationship). The group is a ‘training’ group rather than a ‘therapy’ group, but it does offer the possibility for therapeutic benefits to emerge.

In this module students from the dance, drama and music pathways will engage in group creativity in which the different art forms are used together to produce a short performance. The process of developing the performance will be considered at depth focusing on how the student’s experience of their art form informs their engagement with other performers. The module also aims to help the student increase her/his creative versatility in performing using more that one art form.

In the module, students develop their understanding of the creative expressive model and its relationship with Arts & Health and Arts Therapies. Key principles of creative expressive theory and practice taught include the nature of the facilitative relationship; levels of working and factors that affect trust and ‘safe space’; and the assessment of needs. A range of art forms and their application will be considered.

The students design, implement and evaluate creative workshops for a group of students with special educational needs. By reflecting on their experience, as both a group member and facilitator it is hoped that they will gain an understanding of the need for the assessment of individual and group processes in order to maintain and enhance group development. An environmental sculpture day will be part of the students learning experience.

Students are assessed on the design, implementation and evaluation of their workshops including consideration of their role as facilitator and their own and group process. Group supervision encourages reflection on the socio-cultural, environmental and individual factors which may affect participants’ engagement in the group.

In this module, the student will engage in workshops aimed at promoting the development of characterisation and will apply these in the performance of established folk tales and stories.

The module will consider how terms like health, illness, stress, disease, disability and suffering are problematic and are shaped by the interdependent nature of private, personal and public forces that do not always fit neatly into predefined categories.

In a similar way, the political and historical forces upon experiences of inclusion and exclusion will be explored. As well as physical and psychological ailments the module also has space to consider non-medical experiences such as homelessness and unemployment.

To help negotiate these ideas the module will draw upon the World Health Organization’s International Classification of Functioning, which focuses upon health and functioning rather than symptoms and disabilities, and considers the impact of environmental and personal believes upon individual experiences.

Through encounters with individual stories the module aims to equip students with the empathic and critical faculties necessary to work with difference and diversity in a helping, supportive or healing capacity; this builds upon the first year modules Effective Interaction and Working Creatively with People 1 and helps to prepare students to creatively work with people in a helping or healing capacity such as they are asked to do in the second year module Working Creatively with People 2.

The module proposes that the understanding of the common forces and behaviours that can arise within groups is an important skill that can be transferred to a variety of situations that involves collaborative and team-based work. The emphasis is on interpersonal communication, the role of the individual in relation to the group, the nature of group dynamics, and the role of the arts as an aid to communication and problem solving within the group.

Whilst the training group operates within an educational context such training groups frequently move from the ‘outer’ level (the ventilation of feelings within a supportive relationship) to the ‘intermediate’ level (the clarification of feelings and their nature and origins within a deepening relationship). The group is a ‘training’ group rather than a ‘therapy’ group, but it does offer the possibility for therapeutic benefits to emerge.

Students will develop skills in original composition, assessment of which will comprise of two personal compositions reflecting individual musical development across the year. Compositions may be created and submitted within a standard western notation or developed through a medium more appropriate to the genre of music eg. A digital recording medium.

Students will also strengthen their understanding of the role of different improvisation elements in composition and performance by building on their experience of structured improvisation concerning harmony, melody, style and instrumentation. Improvisation skills will be assessed through a solo structured improvisation and a semi-structured group.

Performance skills are always central to this module and will be assessed through a performance of a short recital of pre-composed music by composers of the students’ choice. Both performance and composition skills will be further assessed through a 1500 word reflection highlighting the student’s musical development within an applied context.

In this module students from the dance, drama and music pathways will engage in group creativity in which the different art forms are used together to produce a short performance. The process of developing the performance will be considered at depth focusing on how the student’s experience of their art form informs their engagement with other performers. The module also aims to help the student increase her/his creative versatility in performing using more that one art form.

In the module, students develop their understanding of the creative expressive model and its relationship with Arts & Health and Arts Therapies. Key principles of creative expressive theory and practice taught include the nature of the facilitative relationship; levels of working and factors that affect trust and ‘safe space’; and the assessment of needs. A range of art forms and their application will be considered.

The students design, implement and evaluate creative workshops for a group of students with special educational needs. By reflecting on their experience, as both a group member and facilitator it is hoped that they will gain an understanding of the need for the assessment of individual and group processes in order to maintain and enhance group development. An environmental sculpture day will be part of the students learning experience.

Students are assessed on the design, implementation and evaluation of their workshops including consideration of their role as facilitator and their own and group process. Group supervision encourages reflection on the socio-cultural, environmental and individual factors which may affect participants’ engagement in the group.

Through active participation in this module, students develop and reflect upon their skills as arts practitioners, and critically evaluate their ability as safe, ethical and effective leaders and facilitators. Applying their learning on placement prepares students for increased independence and autonomy after they graduate and promotes the recognition of the transferability of their skills. The student is able to integrate theory and practice through the placement experience and supervision, developing the attributes of a creative and reflective practitioner and life long learner, able to take responsibility but also adapt in a changing world.

A deeper knowledge of the subject is gained substantially through independent modes of study. The student will be expected to display insight in identifying problems or issues requiring critical study. The student will select a product of their scholarship that is best suited to the nature of her/his enquiry from a set of options.

Through active participation in this module, students develop and reflect upon their skills as arts practitioners, and critically evaluate their ability as safe, ethical and effective leaders and facilitators. Applying their learning on placement prepares students for increased independence and autonomy after they graduate and promotes the recognition of the transferability of their skills. The student is able to integrate theory and practice through the placement experience and supervision, developing the attributes of a creative and reflective practitioner and life long learner, able to take responsibility but also adapt in a changing world.

A deeper knowledge of the subject is gained substantially through independent modes of study. The student will be expected to display insight in identifying problems or issues requiring critical study. The student will select a product of their scholarship that is best suited to the nature of her/his enquiry from a set of options.

Through active participation in this module, students develop and reflect upon their skills as arts practitioners, and critically evaluate their ability as safe, ethical and effective leaders and facilitators. Applying their learning on placement prepares students for increased independence and autonomy after they graduate and promotes the recognition of the transferability of their skills. The student is able to integrate theory and practice through the placement experience and supervision, developing the attributes of a creative and reflective practitioner and life long learner, able to take responsibility but also adapt in a changing world.

The module will be based around the application of Playback Theatre, an improvisatory form used to enact the stories of members of the group or audience. Within the module, students will encounter specific techniques and critically consider their use in a variety of contexts.

This will draw together and extend the student’s learning from the drama modules of the previous stages through the focus of characterisation and dramatic story telling in physical performance. The module will also prepare the student for working in theatre forms that emphasise physicality over speech, including playback theatre.

A deeper knowledge of the subject is gained substantially through independent modes of study. The student will be expected to display insight in identifying problems or issues requiring critical study. The student will select a product of their scholarship that is best suited to the nature of her/his enquiry from a set of options.

Students will attend workshops, discussions, masterclasses and performances that teach them how to contribute to a programme of performed music and which reflect, not only their musical abilities but also the versatility and potential of music and performance as communication.

This module also offers the opportunity to develop improvisation, communication and workshop facilitation skills as, with tutor guidance, each student directs rehearsals of their compositions with peers from the Music Pathway.

The module will be assessed through the completion of a portfolio of compositions and the final performance of the portfolio. Students’ compositions will be expected to demonstrate a repertoire covering a wide range of musical styles and genres and contain a short written commentary on each composition within the portfolio. The written commentaries should describe each composition’s technical and stylistic creation. Portfolios should also contain examples of workings undertaken and reflections on the development of personal stylistic and technical features throughout the composition process.

Through active participation in this module, students develop and reflect upon their skills as arts practitioners, and critically evaluate their ability as safe, ethical and effective leaders and facilitators. Applying their learning on placement prepares students for increased independence and autonomy after they graduate and promotes the recognition of the transferability of their skills. The student is able to integrate theory and practice through the placement experience and supervision, developing the attributes of a creative and reflective practitioner and life long learner, able to take responsibility but also adapt in a changing world.

A deeper knowledge of the subject is gained substantially through independent modes of study. The student will be expected to display insight in identifying problems or issues requiring critical study. The student will select a product of their scholarship that is best suited to the nature of her/his enquiry from a set of options.