Module Details

Module Code: CRTV C3402
Module Title: Creative Skills 2
Title: Creative Skills 2
Module Level:: 7
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Caroline French
Domains:  
Module Description: AIM
The aim of this module is to foster the personal development of the student by encouraging creativity, flexibility and the use of the imagination. Also to develop the student’s artistic and creative skills in the visual and performing arts and equip them with the knowledge and awareness necessary to plan and facilitate creative and recreational interventions in a social care context.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Articulate and critically reflect on the important role of Creative and recreational interventions in social care.P.5.1,5.16.
LO2 Demonstrate knowledge of specific creative practices in social care settings. P.4.3, 5.12, 5.16.
LO3 Plan and prepare a creative arts workshop that meet the needs of service users in a specific context. NP.4.1, 5.12, 5.16.
LO4 Facilitate and critically reflect on students own style of facilitating creative arts interventions in practice.P.4.1, 4.2, 4.3, 5.16.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
8091 CRTV H1408 Creative Skills
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Creative Practice in Social Care Practice.
Creative methods that use tools like drawing and role-play to work with particular groups. Planning and facilitating creative arts activities with clients/service users. Reflect on creative thinking ability and creative leadership in carrying out creative activities. Pro: 5.1, 5.16.
Visual Art and Social Care Practice
Creative Art in Social Care - Art for Health and Well-being; art as a vehicle for self-expression, communication, healing and personal development. Understanding the universality of creative art expression, the language of art and the nature of artistic activity. Practice workshops develop student’s understanding of the various art mediums and their uses. Pro: 5.1, 5.12, 5.16
Drama and Theatre Practices in Social Care Practice
Drama and theatre in the social care environment; Evidence based practice eexploring social issues through theatre practices. Theory of Augusto Boal’s Theatre of the Oppressed practical workshops. Pro: 5.1, 5.12, 5.16.
Creative Session Planning (Design & Preparation)
Students will prepare workshops within the class group , they will record and evaluate their facilitation practice while exploring the use of creative methodologies in a range of situations. They will engage in peer facilitation as a means of exploring and evaluating their role as a facilitator.Pro: 4.1, 4.2, 4.3, 4.4, 5.12, 5.16.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Other % of Total Mark 30
Timing Week 7 Learning Outcomes 1
Non-marked No
Assessment Description
Pro 5.1, 5.16.

Critically Reflect on the important role of creative and recreational interventions in a specific Social care setting., ie, Homeless Services, Disability sector, residential, Elderly etc.
(Academic Research required with compulsory referencing of articles on blackboard)
(Very Minimum three articles referenced)
WORD COUNT: Between 1,500 & 2,000 words
Assessment Type Presentation % of Total Mark 30
Timing Week 10 Learning Outcomes 2,3
Non-marked No
Assessment Description
PowerPoint Presentation (In Pairs) Pro 4.3, 5.12, 5.16.
Create a Visual PowerPoint Presentation detailing a PROPOSAL for FOUR creative ARTS activities for the case scenario you were assigned in class. (Varied and linked two activities per person presenting)

The presentation should include the following headings.
• Information on target group
Consideration of possible challenges
Factors considered in your pre-planning
• The Proposal
Workshop description;(A brief Summary)
Objectives: (Clear understanding of Overall objectives
Agenda and activities:
• The Implementation
Assessment Type Practical/Skills Evaluation % of Total Mark 40
Timing Every Week Learning Outcomes 3,4
Non-marked No
Assessment Description
Group Facilitation Workshop Pro 4.1, 4.2, 4.3, 5.16
Facilitate class group for 1hr and 30 minute session and critically reflect on your experience and learning from the experience.
Guidelines for assessing the facilitating session.
Clear Instructions 20%
Timeframe management 20%
Preparation 20%
Facilitators coordination 10%
Group Focus 20%
Creative Ideas 10%
No Project
No Practical
No End of Module Formal Examination

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact D1-Pr. 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17 D2-Pr. 1, 2, 3, 4, 9, 12, 13, 14, 15, 17 D3- Pr. 1, 2, 5, 6, 7, 8, 15 D4- Pr. 2 and 4 D5- Pr. 1, ,2, 3, 4, 5, 6, 8, 10, 12, 14, 15, and 19 Every Week 1.00 1
Tutorial Contact D1-Pr. 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17 D2-Pr. 1, 2, 3, 4, 9, 12, 13, 14, 15, 17 D3-Pr. 1, 2, 5, 6, 7, 8, 15 D4-Pr. 2 and 4 D5-Pr. 1, ,2, 3, 4, 5, 6, 8, 10, 12, 14, 15, and 19 Every Week 1.00 1
Total Weekly Contact Hours 2.00
 
Module Resources
Recommended Book Resources
  • Benson, J.. (2000), Working More Creatively with Groups, Routledge, London.
  • Boal, A. (2002), Games for Actors and Non-Actors, 2nd Edition. Routledge, London and New York.
  • Cambell, J. (1993), Creative Art in Group Work, Speechmark Pub, London.
  • Clifford, S. (1998), Making a leap-Theatre of Empowerment: A Practical Handbook for Drama with young people, Jessica Kingsley, London.
  • Cattanach, A. (1996), Drama for people with Special Needs, A&C Black, London.
  • Higgs J, and Titchen, A. (2001), Professional Practice in Health, Education and the Creative Arts,, 1st Ed. Blackwell, Oxford.
  • Lyons, D. (ed). (2010), Creative Studies for the Caring Professions, 1st Ed. Gill & Macmillan, Dublin.
  • Malchiodi, C. (2002), The Soul's Palette: Drawing on Art's Transformative Powers for Health and Well-Being,, 1st Ed.. Shambhala, Boston and London.
  • Poulter, C.. (1997), Playing the Game, Palgrave Macmillan., London.
  • Sampson, F. (2004), Creative Writing in Health and Social Care,, 1st Ed. Jessica Kingsley, London.
This module does not have any article/paper resources
This module does not have any other resources
Discussion Note: