A Portfolio of 7000 words (or equivalent)

The portfolio must contain:
1. Evidence of participation in the course
2. Successfully completed blog including evidence of practice equivalent to 3000 words. (Learning Outcome 2)
3. A 4000 word written assignment

The written assignment (learning outcomes 1, 3, 4) should contain:
1. Photographic or other evidence of project work demonstrating the participatory nature of the process.
2. A reflective essay containing a critical review of theoretical issues and practical work.
3. Evidence of reading and research around the topics of civic engagement and community arts.

The blog will require individual reflection on the experience of learning about, delivering civic engagement work using the arts, and managing creative processes in the context of civic engagement work.

The final work to be submitted will be the written assignment.

This programme is designed to provide CPD for experienced artists or community workers using participatory arts in the context of civic engagement work.

The module will provide the students with the knowledge and confidence appropriate to analyse and develop work in this field. The learners will learn about civic engagement from both a theoretical, policy and practice perspective. This will include exploring how civic engagement has been interpreted from a European perspective and explore the structures and tools, which have been used at a local, regional and national level. The history of the use of the arts in this area of work will be examined and the topic will be explored from a practitioner’s and community member’s perspectives. Students will gain an understanding into the practice of community arts and learn more about how this practice has evolved with Europe (e.g. cultural animation), and will use the Residency Toolkit as a means to help learners analyse, deliver and evaluate their experiences as arts and civic engagement practitioners. Learners will reflect upon their work based learn and will acquire skills in reflection and evaluation.

The module will teach learners how to negotiate using the arts in this context and explore a range of approaches to how it can be implemented. The module will explore the topic from a range of perspectives, including that of the participant, the artist/ creative practitioner, the manager/ community lead and the funder.

Students will be expected to undertake practical civic engagement work and will learn how to evidence the success of their work as well as reflect on this area of work for work related learning.

The module involves a multifaceted approach to learning. 14 hours will be spent in person in class, 10 will be spent in online e based learning events and there will be 126 hours of independent study.

The e-based learning will consist of webinars, thread discussions and web broadcasts. Students will also have the option of using screen cam tutorials.

The independent study time will be used for
• Practical work in relation to arts and civic engagement
• Reading and activities based upon the Residency toolkit
• Practical work in relation to in class learning.
• Reading focussed on text and other materials relevant to the conceptual and practical aspects of the module and the assessment
production of the portfolio and blog for assessment

The Blackboard virtual learning environment will be available to support this module. Details will be supplied in the module handbook.
Residency Toolkit- available in print and online at www.residencyproject.eu
Library - where you will find relevant textbooks and journals
Community group for practical work - where you will practice the techniques learned in class
Computer - where you will find relevant internet websites
Flip charts, pens, and post-it notes - which you will need for practical techniques

Animating Democracy available at http://impact.animatingdemocracy.org./
Borrup, T (2006). The Creative Community Builder’s Handbook. Fieldstone, UK
Cabinet Office. 2010. Building the Big Society. (pdf) Cabinet Office. Available at: https://www.gov.uk/government/publications/building-the-big-society (Accessed 8 May 2015)
Cameron, C. and Moss, P. (eds.). 2011. Social Pedagogy and Working with Children and Young People: Where Care and Education Meet. London: Jessica Kingsley.
Consilium. 2012. Skillset Research and Gap Analysis for Artists working in participatory settings. (pdf) Artworks Scotland. Available at:
http://www.creativescotland.com/__data/assets/pdf_file/0006/26097/ArtWorks-Scotland-Skillset-Research-Report-Oct-2012.pdf
(Accessed 8 May 2014)
Goldberg, A, 2009. New Creative Community. The Arts of Cultural Development. New Village Press: UK
Gregory, Sean. 2015. The Artworks Golden Thread. Paul Hamlyn Foundation: London.
Matarasso, F.1997. Use or Ornament? The Social Impact of Participation in the Arts. Stroud: Comedia, Stroud.
Residency Project (2015) Available at www.residencyproject.eu
Schwarz, Nina. 2013. Artworks Training and Development Providers and Opportunities. Working Paper 5.Paul Hamlyn Foundation: London.
White, M. 2009. Arts Development in Community Health. A Social Tonic. Radcliffe: UK.

1. UNDERSTAND IN DEPTH THE CONCEPT OF CIVIC ENGAGEMENT AND THE USE OF COMMUNITY ARTS TO ADDRESS SOCIETAL ISSUES ASSOCIATED WITH CIVIC ENGAGEMENT.
[Knowledge & Understanding; Learning]

2. MANAGE THE IMPLEMENTATION OF CREATIVE PROCESS AND TECHNIQUES IN A CIVIC ENGAGEMENT CONTEXT.
[Communication; Problem Solving]

3. CRITICALLY REFLECT UPON THE SKILL SET REQUIRED TO UNDERTAKE CREATIVE WORK IN A CIVIC ENGAGEMENT CONTEXT.
[Application; Enquiry]

4. REFLECT CRITICALLY ON THE USE OF ARTS FOR CIVIC ENGAGEMENT PURPOSES.
[Analysis; Reflection]