Master of Aesthetic Practices in Society - part time Programme description

The Higher Education Entrance Qualification or prior learning and work experience.

After completing the programme, candidates are expected to have achieved learning outcomes in accordance with the learning outcome descriptions in the National Curriculum Regulations for Kindergarten Teacher Education. The learning outcomes are the foundation for educational work in kindergartens. See also the course descriptions for learning outcomes’ descriptions in the individual areas of knowledge.

Knowledge

The candidate

• has knowledge of kindergarten in Norway, including their distinctive nature, history, social mandate, legal basis and governing documents
• has broad knowledge of pedagogy and subject didactics, knowledge about leading and facilitating educational work and about children’s play, care and learning
• has broad knowledge of children’s formative development, modern childhood, children’s culture, different conditions under which children grow up, backgrounds and social development in a society characterised by linguistic, social, religious/life stance and cultural diversity
• has broad knowledge of children’s linguistic development, multilingualism, social, physical and creative development and early digital, reading, writing and mathematical skills
• is familiar with national and international research and development work of relevance to the ECEC teaching profession and is capable of updating their knowledge in the field
• has broad knowledge of children’s rights and what characterises an ECEC environment that prioritises inclusion, equality, health promotion and learning
• shall have knowledge of children in difficult life situations, including knowledge of violence and sexual abuse of children and how to implement necessary measures in accordance with applicable legislation

Skills

The candidate

• can use their professional skills and relevant research and development results to lead and promote children’s play, sense of wonder, learning and development, and to justify their choices
• can assess, stimulate and support different children’s all-round development in cooperation with the home and other relevant parties
• can use their professional skills to promote improvisation in play, learning and communication
• can assess, stimulate and support different children’s skills and take into account differences in their backgrounds and abilities
• can promote creative processes and cultural and nature-based experiences, focusing on children’s creative activities, overall learning and sense of mastery
• can use relevant professional tools, strategies and forms of expression in their own learning processes, in educational work, in cooperation with the home and with relevant external parties
• can identify special needs in individual children and quickly implement measures based on a professional assessment
• can lead and supervise co-workers, reflect critically on their own practice and adjust it under supervision
• can find, assess and refer to information and specialist literature and present it in such a way that it elucidates an issue
• can identify special needs in individual children, including identifying signs of violence or sexual abuse. Based on professional assessments, the candidate shall be capable of establishing cooperation with relevant interdisciplinary partners in the best interests of the child.

General competence

The candidate:

• has insight into ethical dilemmas in the profession, especially in relation to responsibility, respect and power perspectives
• can plan, lead, carry out, document and reflect on educational work related to the content and duties of the kindergarten sector, in accordance with ethical requirements and guidelines, and based on knowledge acquired through research and experience
• masters the Norwegian language, both bokmål and nynorsk, at a qualified level and in a professional context
• can draw on global, national, regional, local and multicultural perspectives, characterised by respect and tolerance, in work in ECEC centres
• has change and developmental competence, is capable of leading educational development work and contributing to fresh thinking and innovation processes in the ECEC centres of the future
• can present important subject matter orally and in writing, participate in professional discussions in different areas of the programme and share their knowledge and experience with others

The programme consists of the following knowledge areas and courses – in total 180 credits:

Areas of knowledge

• Children`s Development, Play and Learning (BULL) (20 credits)
• Nature, Health and Movement (NHB) (20 credits)
• Art, Culture and Creativity (KKK) (30 credits)
• Society, Religion, Worldviews and Ethics (SRLE) (20 credits)
• Language, Text and Mathematics (STM) (20 credits)
• Management, Cooperation and Development Work (LSU) 15 credits

Other courses

• Pedagogy and the Kindergarten Teaching Profession (PEDPROF) (10 credits)
• Specialisation (30 credits)
• Bachelor`s Thesis (15 credits)

The structure of the programme is as follows:

First year:

• Children`s Development, Play and Learning 1 (BULL1) (10 credits)
• Children`s Development, Play and Learning 2 (BULL2) (10 credits)
• Nature, Health and Movement (NHB) (20 credits)
• Society, Religion, Worldviews and Ethics (SRLE) (20 credits)
• Supervised placement study 40 days, 20 days in the autumn semester and 20 days in the spring semester

Second year:

• Pedagogy and the Kindergarten Teaching Profession (PEDPROF) (10 credits)
• Language, Text and Mathematics 1 (STM1) (10 credits)
• Language, Text and Mathematics 2 (STM2) (10 credits)
• Art, Culture and Creativity (KKK) (30 credits)
• Supervised placement study 35 days, 20 days in the autumn semester and 15 days in the spring semester

Third year:

• Specialisation (30 credits)
• Management, Cooperation and Development Work (15 credits)
• Bachelor`s Thesis (15 credits)
• Supervised placement study 25 days in the spring semester

The knowledge areas are research-based and profession-oriented, and they also integrate relevant subject-related educational and didactic knowledge that is adapted to the kindergarten’s framework plan. The organisation and contents of the individual knowledge areas are outlined in the course descriptions.

The six knowledge areas in the study programme and the course Pedagogy and the Kindergarten Teaching Profession are compulsory and identical for all students enrolled in the full-time programme. Specialisation courses based on the knowledge areas are offered in the third year. The bachelor’s thesis shall be profession-oriented and thematically based on the knowledge areas, the course Pedagogy and the Kindergarten Teaching Profession or the specialisation course.

The practical placement study shall be supervised, varied and subject to assessment, and it shall be an integral part of all the mandatory knowledge areas and the course Pedagogy and the Kindergarten Teaching Profession. There must be progress in the students’ practical placement study.

The practical placement study is particularly intended to strengthen the students’ competence in interaction and educational supervision and will gradually help the students to be perceived as professional practitioners by children, guardians, the staff and other partners in the kindergarten. Refer to the national guidelines for kindergarten teacher education for detailed descriptions of the progression of pedagogical leadership and practice.

General topics and academic profile

Cities, diversity and inclusion

OsloMet shall reflect urban environments and their diversity. Children, parents and staff bring different experience and different abilities and backgrounds to kindergartens. Values such as democracy and equality shall characterise the study programme. The programme shall enable the students to safeguard children’s rights, recognise different cultural expressions and make use of the many opportunities the city offers. OsloMet shall educate kindergarten teachers who are equipped to meet and include children and families with varied cultural, social, and linguistic backgrounds. In response to our diverse society, globalization, migration, and the geographic mobility of people across borders, multicultural perspectives are integrated throughout the kindergarten teacher education programme. Relevant international perspectives are also addressed in the programme. The education shall promote students’ understanding of Sami culture and emphasise the status and rights of indigenous peoples.

Pedagogical leadership and cooperation

Kindergarten teachers have a broad leadership responsibility. Educational supervision in a kindergarten entail managing both groups of children and staff, and includes planning, organisation, implementation, documentation and evaluation. The programme shall teach the students about and give them experience of different forms of leadership in different types of kindergartens. Throughout the programme, the students will gradually develop assurance, self-confidence and a reflective attitude to their future role as leaders. Kindergarten teachers supervise children’s learning and formative processes, alongside professional process leadership in collaboration with the staff. Educational leadership also includes the development of the kindergarten as a learning organisation. The education shall emphasise the importance of cooperation, understanding and dialogue with the children's homes, as well as other parties responsible for children's upbringing.

The youngest children (0–3 years)

The youngest children now make up a large proportion of children in early education and care, and the programme is intended to give students special expertise in educational work with this age group. The expertise shall be based on research-based knowledge about and experience of the youngest children’s needs, care for the youngest children and children’s play, exploration, creativity, learning and formative development.

Innovation

The students will learn about and gain experience of creative processes and innovation that is relevant to their future professional practice. Through student-active learning methods, such as group work, practical activity in workshops, seminars and practice in the professional field, the students will gain insight into and experience of how creativity, and fresh thinking can contribute to competence-raising in kindergartens. The programme aims to promote students’ understanding of kindergartens as learning organisations and important institutions in society.

Sustainable development

Sustainable development encompasses nature, economy, and social relations and is a necessity for taking care of life on Earth. People are part of nature, and we need nature to carry on our social and cultural traditions and practices.

The programme shall contribute to knowledge about sustainable development and kindergartens are intended to promote children’s ethical reflection and commitment to sustainability among the students, and thereby contribute to sustainable development for future generations.

The programme’s overall learning outcomes for the Master’s Programme in Visual and Performing Arts, Part-time correspond to the description for the master’s level (level 7) in the national qualifications framework.

After completing the programme, the candidate will have the following learning outcomes defined in terms of knowledge, skills and general competence:

The candidate acquires advanced competence in planning, implementing and evaluating research and development tasks (R&D tasks) and further develops professional activities and critical reflection.

During the programme, the candidate develops specialised knowledge, skills and competences in art and design didactics, and art therapy.

After completing the master’s degree, the candidate’s knowledge, skills and general competence are described as follows:

Knowledge

A candidate who has completed the education programme will have:

• Advanced knowledge of research and practice in their own field within various interdisciplinary and professional contexts
• In-depth knowledge of discourses and issues within their own field of study
• In-depth knowledge of relevant scientific theories and methods and of the distinctive nature of their own specialisation as a research area
• In-depth knowledge of ethical issues and key sustainability perspectives in their own field
• Advanced knowledge of aesthetic practices applied in their own professional context and in society

Skills

A candidate who has completed the education programme will be able to:

• Analyse and evaluate theories, methods and interpretations that are relevant for their own field of study
• Use relevant methods for research and/or artistic development work
• Apply knowledge from their own field in a creative and critical manner and evaluate and contextualise aesthetic practices in a societal perspective
• Map, analyse and ethically reflect on the professional role and relationships, and create good collaborative alliances
• Creatively develop and critically evaluate new interventions and map, evaluate and research the field’s practice 

General competence

A candidate who has completed the education programme:

• Can use acquired knowledge and skills in innovative work and projects within their own field of study
• Is qualified to work in a research context
• Understands their own field’s role in society within different, complex situations
• Has the expertise to create knowledge-based, ethical and creative solutions for current and future challenges

The master’s programme is based on individual studies, with attendance of lectures, workshops, seminars and skills training, as well as group work. The programme uses varied, student-active forms of learning. Good learning outcomes depend first and foremost on the students’ own efforts. The number of hours of facilitated teaching by the university will be at a relatively low level. Own effort entails benefiting from teaching and supervision, and following up with independent work in the form of art and design processes, theoretical studies and possibly skills training. Normal study progression makes high demands of self-activity. The most important work and teaching methods used in the programme are described below. The course descriptions specify which methods are used in each course. Requirements for compulsory participation in teaching are stated in the course descriptions.

  Web-based teaching and learning methods

The programme uses several types of digital learning resources, such as online textbooks, online lectures, film clips, podcasts, tests and assignments. These resources can be used in preparation for teaching, during seminars organised as flipped classrooms and as part of self-study. This type of teaching requires students to be prepared for organised teaching. Interaction may also take place on online platforms, such as web-based meetings, webinars, workshops or similar.

Self-study and student cooperation/group work Learning requires a high degree of self-activity and self-study that involves both individual work and cooperation with fellow students. Through the exchange of ideas, presentations, discussions, assignments and problem-based assignments, students will be stimulated to learn by communicating professional knowledge and experience, expressing their own opinions and reflecting together on their own attitudes, actions and professional understanding. Students are encouraged to take the initiative to participate actively in study groups, to promote learning.

The R&D seminars related to the master’s thesis are compulsory, as they are a key working method whereby the students’ individual assignments are presented and discussed.  

There are 5-6 campus sessions each semester. These are for between 12-18 lesson hours. The third year consists of 2-3 sessions, and individual supervision, either on-campus or online. For information about supervision, see the course description for the course’s master’s thesis. The part-time study is based on individual and group-based work and supervision via the Internet by using asynchronous and synchronous communication. The number of hours of supervision between sessions will vary between the different courses in the programme. This will be clarified in the curriculum.

Part-time students have access to various digital resources to ensure continuity between sessions. Some lectures will be in English. Both practical and theoretical study methods are emphasised.

Teaching plans and timetable

Detailed teaching plans are prepared for all projects and lecture series based on course descriptions. The teaching plans provide more detailed information about the content of the teaching and relevant literature related to this. The plans will be available on the Canvas learning platform at the start of the course. 

Lectures Lectures are mainly used to introduce new subject matter, provide an overview and highlight main elements, and to highlight connections within the topic, while also communicating relevant research-based issues and literature.

Practical workshops

With emphasis on artistic processes, interventions, skills training and reflexive discussion of theoretical and ethical issues.

Seminars

The seminars emphasise dialogue and discussion between the teacher(s) and students, to stimulate the students’ academic development. Oral student presentations and discussions are emphasised.

In connection with the master’s thesis, R&D seminars are held at which the master’s theses are presented and discussed. Students receive feedback from fellow students and teachers. Arrangements are made for students to learn from each other. Research-related issues, methods and supervision are topics at the seminars. It may be appropriate to conduct seminars using online collaboration platforms. 

Projects, tasks and supervision

Through project work, case studies, written assignments and the master’s thesis, students will prepare research questions for assignments on which they work over time, either individually or in collaboration with others. Students will learn theory and develop skills in using sources, analysis, discussion and written and oral scientific communication. The main purpose is to further develop their ability for critical reflection, to see elements of the subject in context and to develop a deeper understanding of a topic.

Training in academic writing skills is central to all parts of the programme.

Supervision constitutes an essential aspect of the work on the master’s thesis. The guidance is intended to ensure that the project complies with research ethics frameworks and contributes to the formulation of research questions and the quality of data collection and data analysis.

Assessment is an important element in qualifying students for the profession. It is based on coursework requirements, exams and practical placement study. It shall be possible to test the students in relation to the expected learning outcomes.

The students will be subject to different forms of assessment during the course of their studies. They will be tested by written, oral and practical forms of assessment. The different forms of assessment are intended to contribute to the students progressing in their education and to take account of the fact that students have different backgrounds, abilities and needs. Detailed descriptions of assessment forms are provided in the individual course descriptions.

Continuous assessment is based on the expectations and goals defined for the course/knowledge area as part of the learning process. Such assessments can be oral or written, formal or informal. The final assessment measures and approves the achieved learning outcome and is related to exams and practical placement study.

The students are responsible for familiarising themselves with the different exam dates and any changes relating to exams. The students are responsible for ensuring that they have registered for the exam.

Assessment and grading are carried out in accordance with the provisions on assessment in the Act relating to universities and university colleges (the universities and university colleges Act) and the Regulations relating to studies and examinations at OsloMet

Examiners

To provide an external perspective on all assessments, an external examiner or a programme supervisor will take part in the different assessments in the programme. A programme supervisor is an external examiner appointed to evaluate the assessment arrangement for a course or the study programme as a whole. The evaluation is documented in a report in which any proposals for changes to the assessment form or process are outlined.

Qualitative assessment criteria

The following general national assessment criteria form the basis for assessments:

A – Excellent: An excellent performance, clearly outstanding. The candidate demonstrates excellent judgement and a high degree of independent thinking.

B – Very good: A very good performance. The candidate demonstrates sound judgement and a very god degree of independent thinking.

C – Good: A good performance in most areas. The candidate demonstrates a reasonable degree of judgement and independent thinking in the most important areas.

D – Satisfactory: A satisfactory performance, but with significant shortcomings. The candidate demonstrates a limited degree of judgement and independent thinking.

E – Sufficient: A performance that meets the minimum criteria, but no more. The candidate demonstrates a very limited degree of judgement and independent thinking.

F – Fail: A performance that does not meet the minimum academic criteria. The candidate demonstrates an absence of both judgement and independent thinking.

Rights and obligations in connection with exams

The exam candidates’ rights and obligations are set out in the Regulations Relating to Studies and Examinations at OsloMet. The regulations describe, among other things, the conditions for resit/rescheduled exams, the right to appeal and what is considered cheating in an exam. The candidates are obliged to familiarise themselves with the provisions of these regulations. A description of each exam is found in the relevant course description.

Suitability assessment

Teacher education institutions are responsible for assessing whether students are suited to the teaching profession. Suitability assessments are carried out on a continuous basis throughout the study programme, and will be included in the overall assessment of the student’s professional and personal suitability for the teaching profession. A student who represents a potential threat to the life, physical or mental health, rights and security of children is not suited to the profession. Students who demonstrate little ability to master the profession of ECEC teacher must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice to enable them to meet the requirements for suitability for the teaching profession, or be advised to leave the programme. The suitability assessment takes place continuously throughout the programme.

For further information about suitability, see http://www.oslomet.no/Studier/Skikkethetsvurdering.

Study progress

Pedagogical competence is particularly important for ensuring progression and making the education profession-oriented. This is linked to national guidelines and local support tools for progression in the practice. The progression of professional orientation is followed up through professional supervision and guidance during practice periods, based on the following progression plan:

1st year: Self-leadership, as well as interaction with and leadership of children

2nd year: Pedagogical leadership of children, co-workers, and home-kindergarten collaboration

3rd year: Pedagogical leadership of children and the kindergarten

Further details are provided on what this entails in different academic years of the program.

1st year:

The professional supervision covers both the student role and the kindergarten teacher role. In the conversations with the professional supervisor, the student's role and self-leadership in the study and cooperation with others, as well as professional ethical dilemmas and experiences from practice, are reflected upon in light of theory and the future professional role. The purpose of the professional supervision is to promote the student's ability to lead themselves, as well as to assess and reflect on their own conduct, self-leadership, and interaction with others considering the future professional role.

2nd year:

The professional supervision focuses on the kindergarten teacher as a professional practitioner in the kindergarten. Topics addressed in the profession-related conversations include collaboration with others, pedagogical leadership, didactics, and understanding of the professional role. The purpose of professional supervision is for the student to gain an increased understanding of the fundamental knowledge and value base of the kindergarten teacher, as well as their own professional identity, and to practice articulating their own professional competence.

3rd year:

The professional supervision focuses on the kindergarten teacher as a professional practitioner in the kindergarten. Topics addressed in the profession-related conversations include cooperation with others, pedagogical leadership of democratic processes in the kindergarten, and awareness of profession ethics in the professional role. The purpose of professional supervision is for the student to gain an increased understanding of the kindergarten teacher’s fundamental knowledge and value base, as well as their own professional identity, and to practice communicating their own pedagogical philosophy

Progress requirements

Normal progress for a full-time student is 60 credits in the course of an academic year.The Early Childhood Education and Care programme at OsloMet is subject to special progress requirements. This means that the students must meet the following requirements in order to be allowed to start the final year of the programme:

• The student must have passed all knowledge areas from the first year in order to start the final year of the programme.
• The student must have earned at least 80 credits by the end of the second year of the programme in order to start the final year.
• The practical training period must be approved before the student can continue to the next year of the programme.

Students who do not meet the progress requirements must take a year out from their studies to resit exams / retake supervised practical placement study.

A coursework requirement is compulsory work, compulsory activity or compulsory attendance that must be approved by the stipulated deadline, in order for the student to take the exam. Coursework requirements may be written submission and presentation, or presentation at seminars. Coursework requirements can be fulfilled individually or in groups. Students who in overall terms have more than 20% absence from teaching and supervision situations for which attendance is required will not have the opportunity to take the exam. Attendance at campus gatherings is mandatory.

Coursework requirements are set to promote students’ progression and professional development, and to facilitate academic interaction and communication by ensuring participation where necessary. Coursework requirements can also be set to ensure that the student achieves a learning outcome that cannot be tested in the exam.

Coursework requirements are assessed as approved/not approved. Reference is made to the course descriptions for more information about the coursework requirements that apply to each course.

The programme mainly has coursework requirements in the form of compulsory attendance, and completion of various compulsory activities and written work.

Unapproved coursework requirements

Valid absence documented by, for example, a medical certificate, does not give exemption from fulfilling work requirements. Students who, due to illness or another documented valid cause, do not fulfil the coursework requirements within the deadline, should, as far as possible, be able to try again before the registration deadline for the exam. This must be agreed on a case-by-case basis with the relevant teacher. If it is not possible to make another attempt due to the nature of the course/coursework, the student must expect to have to fulfil the coursework requirement at the next available opportunity. This may result in delays in study progression.

Provisions relating to examinations are laid down in the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet, see oslomet.no

The different forms of assessment used in the programme are adapted to the learning outcomes for the various courses. The forms of assessment are intended to support learning and document the students’ level of competence based on expected learning outcomes.

The forms of assessment used in the courses are described in each course description. All completed courses will appear on the diploma, as well as the title of the student’s master’s thesis.

In this study, the following forms of assessment are mainly used:

Home exam Lasts for a limited period at the end of the course, normally with a stated research question/assignment set, unless otherwise stated in the course description.

Project exam Covers all or large parts of the course, normally with a customised research question, unless otherwise specified in the course description.

Oral exam Conducted individually or in groups. May be independent assessment or adjustment to another exam.

Supervised written exam Conducted in the university’s examination rooms over a given number of hours.

Combined exam/assessment Examination form that combines written work and oral presentation, where both elements count towards the exam result.

The assessments are carried out in accordance with the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of Examiners at OsloMet.

Assessment and grading The assessment is based on the learning outcomes for the course, and the extent to which the student has achieved the stipulated learning outcomes is assessed. The assessment terms used are Pass-Fail or grades A-F, where A is the best grade, E is the lowest passing grade, and F is Fail. For group exams, all members of the group receive the same grade.  Guildeline for master's theses at the Faculty can be found here: Retningslinjer for masteroppgaver ved Fakultet for teknologi, kunst og design - Student - minside (oslomet.no)

New and postponed exam

For postponed/new exams, special registration deadlines apply. The student must register for such an exam. Resits/rescheduled exams are normally held early in the following semester. A new exam is held for students who have taken the exam and have not passed it. A resit exam is held for students who did not sit the ordinary exam. Further information about registration for and the time of new/postponed exams can be found at student.oslomet.no. For some courses, postponed exams may take place in a different form than the ordinary exam, and information about this can be seen under the individual course description.

Examiners

Exams that are only graded internally must regularly be selected for external grading.

Oral and practical exams must have two examiners, as these types of exam cannot be appealed. Formal errors may nevertheless be appealed. Other types of exam can be appealed.

For the grading of the master’s thesis, MESTD5930, there are two examiners: one internal and one external. In the event of any disagreement, the external examiner decides the grade.

Appeal against a grade The grade awarded for the written exam can be appealed. It is not possible to appeal the grade awarded by oral exam. In the case of a group exam, the result of the appeal will only have consequences for the person or persons who appealed. Other students in the group will retain their original grade.

The grade for the written part of the master’s thesis can be appealed. If the grade changes as a result of a new assessment, the student must present themselves for a new oral examination.

Supervisory examiner scheme

The supervisory examiner scheme is part of the quality assurance of the individual study programme. A supervisory examiner is not an examiner, but a person who supervises the quality of the studies. All studies at OsloMet must be supervised by a supervisory examiner, but there is scope to practice the scheme in different ways. See the guidelines for the appointment and use of examiners at OsloMet here: https://student.oslomet.no/retningslinjer-sensorer

Suitability assessment

The master programme option is subject to a suitability assessment, see the Regulations relating to suitability assessment in higher education. Suitability assessment is an ongoing overall assessment that takes place throughout the programme. Diplomas for completion of the programme assume suitability for the profession. If a student shows signs of posing a potential danger to the physical and mental health, rights and safety of patients and/or colleagues, doubts must be raised as to whether the person is suitable for the profession. University staff members, the practice field and fellow students can report their doubt. In such case, the student will receive guidance and advice from the institution responsible for suitability, improvement and further implementation.

The purpose is to assess whether students have the professional qualifications and personal competences to work as an art therapist. More detailed provisions on the assessment of suitability are set out in the Regulations relating to suitability assessment in higher education (2006). For more information, see: https://student.oslomet.no/skikkethetsvurdering