Credit concept in art studies

Transcription

1 Credit concept in art studies Fine art and music examples 12 February 2010 VAA

2 Definition 21. Credit of study means a unit of measurement of the scope of a study subject used to measure the results of studies and students working time, where hours of study equal 60 credits. (Law on Science and Studies)

3 Specificity of methods of art studies What methods are used to achieve the results of studies indicated in the definition of a credit? The following could be treated as fundamental methods of art studies typical of the entire area: Orientation towards practical development of creative skills (mastering of techniques, skill development) Individual nature of work (generally, 1 professor 1 student)

4 The following methods of teaching are used in art studies: Music Individual lectures/exercises Rehearsals Auditions Fine art Individual lectures/exercises Discussions in a studio Discussions during reviews

5 The following assessment methods are used in art studies: Music: Oral exam Written exam Performance of artistic programmes Semi-recital Recital Concert Performance Fine art: Oral exam Written exam Mid-term review Review Exhibition Performance

6 European documents governing art studies Music : Art:

7 Art field The concept of contemporary art students work results and working time spent on achieving them is directly related to a good knowledge of the nature of contemporary Western art practices and the context of their dissemination. Only such knowledge facilitates formulation of a programme structure based on ambitious and modern learning outcomes, one of the components of which is a credit.

8 Art field It is also important that a scientific verification criterion, which is considered absolutely reliable in the discourse of higher education, cannot be used for the assessment of results of contemporary art studies, i.e. absolute transparency and objectivity of final results of studies is impossible. Artistic truth often depends on the nature of the artistic paradigm which the author attaches himself to. Therefore, students communication skills become very relevant, i.e. ability to justify their position in an intellectual manner, contextualise their works in a broader socio-cultural environment. See the quotation:

9 Art field Students are required to actively participate in their own education and to define their own area of practice, theory and research and the relevant professional skills that their practice requires. Fine Art education involves modes of study that lay stress on creativity, improvisation and the questioning of orthodoxies. TUNING document: Fine Art Education

10 Art field It gives rise to a particular variance of methods and interdisciplinary nature of contemporary art studies as well as the specificity of the infrastructure of studies:

11 Art field Contemporary Art is a broad and dynamic field encompassing a wide range of approaches, technologies, contexts, theories, traditions and social functions. Knowledge and reflection are embodied in artistic practices and processes. Specific to art is an aesthetic approach to questioning and exploration, opening up new ways of understanding and producing meaning and knowledge. TUNING document: Fine Art Education

12 Art field Owing to such a complex interdisciplinary nature of contemporary art studies orientated towards critical practice and individual creative activities, Fine Art specialists are not trained at non-university higher education institutions of Lithuania.

13 Performing art (music) studies in a higher education institution: situation analysis Docent Dr. Vida Umbrasien Rima Rimšait

14 Specificity of MUSIC studies Admission to music studies: special preparation is required (skills must be developed from childhood) Assessment criteria: high artistic standards Specificity of teaching: individual teaching (1:1) Musician s maturity (long duration of studies) The concept of employability: problematic (freelance artists)

15 European experience (music studies) Results of AEC (European Association of Conservatoires) Erasmus TNP Polifonia Bologna and Tuning working groups: PDD Polifonia/Dublin Descriptors Learning outcomes and competences - 3 levels Compatibility with the European framework of qualifications Workload and ECTS Quality assurance and accreditation

16 AEC (European Association of Conservatoires) Erasmus TNP Polifonija Tuning working group emphasises the distinctiveness of higher music education in the context of higher education. Higher music education has a primary focus upon the practical and creative development of the student. Artistic level is the most important indicator and criterion of assessment. (Tuning: Reference Points for the Design and Delivery of Degree Programmes in Music (2009))

17 Higher education in Lithuania and music

18 What do we currently have? Performing art (music) studies are conducted by: Bachelor s degree 1. Vilnius College Master s studies 2. Panev žys College 3. Marijampol College 1.Lithuanian Academy of Music and Theatre 4. Klaip da University 2.Klaip da University 5. Lithuanian Academy of Music and Theatre

19 Vocational Bachelor s degree in music (college) Study programme Institution Degree, qualification Credits Folk music Marijampol College Vocational Bachelor s degree in music performer Popular music Vilnius College Vocational Bachelor s degree in music performer Entertaining music Panev žys College Vocational Bachelor s degree in music performer (artist) Bachelor s degree in music (KU, LMTA) Art of Performance Klaip da University (KU) Bachelor s degree in music, performer Art of Performance Lithuanian Academy of Music and Theatre (LAMT) Bachelor s degree in music, performer

20 What do we currently have? Studies are organised based on: Vocational Bachelor s degree in music (college) 1. Traditional folk music performer training standard 2. Popular music performer training standard 3. Entertaining performing art artist training standard 4. Requirements for the content and structure of study programmes according to Basic, special vocational and integrated study programme regulations ( , ISAK No 1551) 1. Folk music 2. Popular music 3. Entertaining music Bachelor s degree in music (KU, LAMT) 1. There is no performing art (music) specialist training regulation (standard) 2. The content of music studies is governed by special ability requirements formed by artist training traditions, which are related to the specific nature of a performing artist or work in artistic teams 3. Requirements for the content and structure of study programmes according to Basic, special vocational and integrated study programme regulations ( , ISAK No 1551)

21 Differences in Bachelor of Performing Arts degree studies in colleges and universities Colleges Orientation towards specific knowledge, abilities and skills required for a performing art specialist and their specification Universities A complex approach orientated towards the nature of activity related to competences Differences: Education level Study object Competences Skill level Colleges prepare narrowly-focused music performers University prepares versatile music artists

22 Credit concept in music Credit level Credit Number of credits Assessment criteria Standard Learning outcomes Main difference credit level studies assessment (achievements) Credits

23 Credit (music) content

24 Competences subject (module) credit Subject (module), subject group Main instrument Special subject alternatives (accompaniment, chamber ensemble) Branch alternatives (opera, orchestra, choir studio) Vocational practical training Music theory alternatives Music history alternatives Credits 40% 40% Ensemble performance skills Listening and creative skills Knowledge of musical materials Competences Independence Knowledge of repertoire and musical materials Artistic expression skills Repertoire performance skills Knowledge of repertoire and musical materials Music reading skills Learning and rehearsal skills Concert abilities Psychological competence Verbal skills Critical approach University education 15% Communication skills Optional subjects 5%

25 The end