Work-based Learning in the Arts and Humanities
Literature, Film, and Theatre Studies
Undergraduate: Level 5
Monday 13 January 2020
Friday 20 March 2020
26 March 2019
Requisites for this module
This module will be a ‘live project’ built around a work challenge set by a local employer. The project may be with a creative, cultural or arts organisation, or an employer that is seeking creative/cultural input from arts/humanities students. The employer will ask the members of the ‘live-project’ cohort to respond to, conceptualise and deliver on a project that seeks to have benefit to the organisation itself, and/or the wider cultural ecology, to academic knowledge, or to local community groups.
Overseen by a tutor from LiFTS and supported by colleagues from the Employment and Careers Centre, this module will allow students to have an additional compelling CV entry, and to have the benefit of relevant, ‘real-life’ work experience on completion of their degree.
This module will collaborate with one cultural or arts organisation each year to provide a range of original and unique challenges and opportunities for our students. We will look to institutions such as First Site, The Mercury Theatre, Metal Southend, Colchester & Ipswich Museums, Theatre Royal Bury St Edmunds, High House Production Park, Fingringhoe Nature Reserve, Colchester Arts Centre, Essex Libraries, Wolsey Theatre, Focal Point Gallery Southend, Wivenhoe Press and the Essex Book Festival. Institutions will be around 30-mile radius to the Colchester campus to keep the project accessible to all participants. The first project partner for 2020 will be the Essex Book Festival https://essexbookfestival.org.uk
The aim of the module is to:
1. enrich the student experience by providing students with interesting, real-life, problem-based learning, and to broaden their career horizons through work experience within a field that is valuable to university students in the Arts and Humanities.
2. make the students more confident in their abilities and make them more ambitious in their aspirations.
3. promote a deeper engagement of students with their discipline, using and reflecting on their subject knowledge and/or transferable skills, giving students the opportunity to apply learning from their degree to a real-life work situation.
4. promote the development of skills of critical analysis, research and synthetisation of information, trans-modal communication skills, creative problem-solving, and project management, which are all transferable from the university setting to the workplace.
By the end of the module, students will be able to:
1. Design and deliver a project or piece of work, either on their own or as part of a group, for a real company or organisation, to a deadline
2. Apply learning from their degree to a ‘real-world’, work-related live project; and reflect on this process
3. Work independently, and also develop team-work skills
4. Manage time, resources and budgets (where applicable) to deliver a piece of work
5. Develop and practise professional skills, values, conduct and behaviour
6. Commercial awareness and an ability to engage with an employer, with professionals and their organisations
7. Reflect on and evaluate their professional performance in their designated task
No additional information available.
A combination of 2-hour seminar (weeks 1, 2, 3, 7 and 10); tailored individual supervisory sessions with module leader (weeks 5 and 9) and independent study (weeks 4, 6 and 8). Some classes will be delivered with additional study skill session provided by the Department and Employability and Careers Centre. Some supervision may fall outside of the normal timetabled hours of the module if the supervision is taking place at the location of the host organisation, but this will be a substitution of hours, not an additional commitment. Attendance at seminar classes, and supervision sessions is mandatory.
- Brown, Phillip; Hesketh, Anthony; Williams, Sarah. (2004) Mismanagement of Talent, Oxford: Oxford University Press.
- Chartered Institute of Personnel and Development. (no date) Employers are from Mars, Young People are from Venus: Addressing the young people/jobs mismatch.
- Purcell, K; Elias, P; Atfield, G. (no date) Future track stage 4: Transitions into Employment, further study and other outcomes. Full Report., Coventry: Warwick Institute for Employment Research/HECSU.
- Rogers; Freiberg. (2005) Freedom to Learn, New Jersey: Prentice Hall (Higher Education Division, Pearson Education).
- Ruff, Melvyn; Offer, Marcus; Gothard, William P.; Mignot, Philip. (2001) Careers Guidance in Context, London: Sage Publications Ltd (Digital).
- Inkson, J. H. "Kerr". (2006) Understanding Careers, Thousand Oaks: SAGE Publications Inc.
- Argyris, Chris; Schon, Donald A. (1992) Theory in Practice, New York: John Wiley & Sons Inc.
- Schon, Donald A; Luria; Schon; Schn, Donald A. (2008) Reflective Practitioner: Basic Books (AZ).
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
|Coursework / exam
|| Project Assignment (3,000 words or equivalent piece of creative/practical or written work)
Module supervisor and teaching staff
LiFTS General Office – email: firstname.lastname@example.org
Telephone 01206 872626
No external examiner information available for this module.
Available via Moodle
Of 12 hours, 8 (66.7%) hours available to students:
4 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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