Master of Aesthetic Practices in Society - part time Programme description

Master of Aesthetic Practices in Society (part time)

The Master’s Degree Programme in Aesthetic Practices in Society, Part-time (MESTD) with specializations is a master’s degree programme of 120 credits in accordance with Section 3 of the Regulations relating to requirements for a master’s degree laid down by the Norwegian Ministry of Education and Research. The programme is authorised under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The Master’s programme in Master of Aesthetic Practices in Society, Part-time emphasizes a community-oriented and interdisciplinary approach to the aesthetic field and creative practice. There is focus on research, critical reflection, innovation, application of theory and development of creative practice.

Currently, the Master’s Programme of Aesthetic Practices in Society, Full-time comprises four specializations with different admission requirements. The Master’s Programme of Aesthetic Practices in Society, Part-time comprises two specializations: Art- and Design Didactics, and Art Therapy. Art- and Design Didactics is offered both full-time and part-time, while Art Therapy is only offered on a part-time basis. The specialization in Art Therapy is normally taught entirely in English. The specializations cover different subject areas associated with aesthetic subjects as a common denominator. Among other things, students will learn about the importance of innovation and creativity in creating new solutions, and how art and design affect the individual and society. In the programme, ethical challenges related to research and development work will also be highlighted and discussed.

The specialization in Art Therapy will help respond to the growing regional and national mental health needs of people from all age groups and with different cultural backgrounds. This is achieved by integrating art, creative development, research and clinical skills into treatment and therapeutic processes. Art Therapy includes specific research-based knowledge of interdisciplinary practice to promote good mental health, and develop social and emotional regulation skills, positive self-image and identity. Art Therapy has proved to be important and accessible as a preventive psychosocial intervention. The focus of the programme will help respond to future needs, innovation and development in a field in which there are no comparable national programmes.

Applicants must choose their specialisation when applying for admission to the Master’s Programme of Aesthetic Practices in Society,, Part-time by applying directly for the required specialisation. There are different admission requirements for the specializations; see more information under admission requirements.

Students who pass the part-time programme will qualify for the degree of Master’s Programme of Aesthetic Practices in Society, with one of the following specializations:

Art- and Design Didactics

Art Therapy

In addition to Master’s Programme of Aesthetic Practices in Society, as the degree name, the name of the specialization will appear on the student’s diploma.

Specialisation in Art and Design Didactics

The specialization has a professional perspective on teaching and research in design, art and craft. The specialization focuses on subject didactic issues related to the subject area. Renewal, critical reflection, application of theory and development of professional knowledge are in focus. Emphasis is placed on a multidisciplinary, contemporary and community-oriented approach to the professional field in education and practice at all levels.

Specialisation in Art Therapy

The specialization in Art Therapy integrates knowledge of the use of creative expression with psychological theories, therapeutic methods and research. The specialization focuses on how art therapy is used in different contexts within mental healthcare, somatics, social work, or in educational or cultural contexts. Students will learn how to develop interventions and methods to work with prevention, treatment, rehabilitation or recovery, based on different clients’ needs. The specialization also introduces how different methods can be used as part of art therapeutic interventions, in user experience evaluation and in research. Throughout their studies, students will reflect on personal experiences in relation to art therapy methods, professional practice and research-based knowledge. The specialization includes practical training under professional supervision. Students are expected to become creative and innovative actors who can influence the current practice of prevention and rehabilitation of health-related challenges.

Relevance for working life

The Master’s degree in Visual and Performing Arts qualifies students for artistic and/or design work within and outside the field of art. The Master’s programme in Visual and Performing Arts puts particular emphasis on education, as well as institutional and organisational perspectives.

The programme generally qualifies students to apply for a PhD programme, such as Innovation for Sustainability at TKD.

The Art and Design Didactics programme option provides the basis for the title of lecturer and qualifies for teaching in primary and upper secondary education and vocational colleges.

With an emphasis on didactic, dissemination and public relations based on art and design expertise, the master’s degree also provides the opportunity to work with cultural and social issues in various fields.

The Art Therapy specialization provides various opportunities for a career in the public or private sector. After completing the programme, relevant fields of work and career paths might be practical art therapeutic work in social, health professional, educational or cultural contexts. The master’s degree also provides the opportunity to work with service and professional development, research and teaching.

Sustainability

The UN’s Agenda 2030 contains the World Action Plan for Sustainable Development and is specified as 17 global Sustainable Development Goals. Through global partnerships, the world will work to eradicate poverty and hunger, ensure good health and education for all, and reduce climate change and inequality in the world. The master’s specialization in Art Therapy focuses in particular on promoting Good Health and Well-Being (3), Quality Education (4), Reduced Inequalities (10) and Partnership for the Goals (17).

The 17 Sustainable Development Goals form a whole, whereby all the goals must be viewed in context. The purpose of the programme is to educate candidates who are active global citizens with knowledge of how aesthetic subjects contribute to sustainable health services and teaching at different levels of education, and to good health and an inclusive society for all, regardless of age, gender, ethnicity, education, sexuality and functional ability.

Key target groups are students with a bachelor’s degree from relevant subject areas. There is emphasis on recruiting students with varied educational and professional backgrounds in order to stimulate professional development across disciplinary and professional boundaries. See the admission requirements for more information.

Admission takes place directly to the required field of study. Admission to the Master’s Programme in Visual and Performing Arts requires a bachelor’s degree or equivalent, with an average grade of at least C. If there are more qualified applicants than the number of study places, the qualified applicants will be ranked according to the current ranking rules.

Reference is made to the Regulations relating to admission to master’s degree programmes at OsloMet http://www.lovdata.no/cgi-wift/ldles?doc=/sf/sf/sf-20111208-1215.html 

Admission requirements for the specialization in Art and Design Didactics:

• Bachelor’s degree, teacher education in design, arts and crafts, three-year teacher education in design, arts and crafts or three-year teacher education in forming and shaping or equivalent.
• Teacher education and, as part of or in addition to this, craft education with a scope of 60 credits or equivalent.
• Bachelor’s degree in visual arts and/or design, and in addition practical pedagogical training with a scope of 60 credits or equivalent. 

Admission requirements for the specialization in Art Therapy: 

• Bachelor's degree or equivalent in social and/or healthcare, teacher education, psychology, pedagogy or theology. Students with a bachelor’s degree in visual arts/ and/or design may apply, but must also have 60 credits in health and/or social care, psychology or pedagogy.
• Motivation letters according to given criteria must be submitted, but do not form part of the ranking basis for admission.
• At least grade 4 in English from Norwegian upper secondary school or equivalent, see Requirements relating to English proficiency for international master’s programmes (information in English) 
• This programme requires police certificate. The police cretificate must be provided at the start of studies.
• Art Therapy also offers admission to EU/EEA applicants and teaching will normally be given in English. See the separate requirements for English proficiency for this programme option.

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.

The specialisation in Art Therapy includes 160 hours of practice. Practical training will be supervised and evaluated as part of the course of study. The practical training is spread over one and a half academic years and is integrated into three courses. Practical training helps to promote the students’ ability to reflect on and develop their own professional practice. In art therapy, the practical training can take place individually and/or in groups, in a physical context and online. Practice can take place in a clinical, social, educational or cultural context; in special schools, municipal health services, hospitals, patient organisations, rehabilitation clinics, housing units and institutions.

Participation in practical training is compulsory and requires 90% attendance. Any absence exceeding two working days must be made up for by agreement with the practical training establishment, for the practical training to be approved. The student, in cooperation with the faculty, is responsible for finding the practice venue. Students who work at a professionally relevant workplace can complete the practical training period at their own workplace. The practical training venue must be approved by the Faculty of Technology, Art and Design, OsloMet. See the course description for the specialisation in Art Therapy for more information.

Barnehagelærerutdanningen ved OsloMet skal utdanne ansvarlige, handlekraftige og reflekterte barnehagelærere. Barnehagelærerutdanningen skal være profesjonsrettet, mangfoldig og bygge på forskningsbasert kunnskap. Utdanningen kvalifiserer for arbeid i dagens barnehage og videreutvikling av morgendagens barnehager.

Utdanningen skal ha en helhetlig pedagogisk tilnærming til lek, omsorg, læring og danning. Utdanningen skal vektlegge det økte mangfoldet i barnehagen, betydningen av samarbeid, forståelse og dialog med barnas hjem og andre instanser med ansvar for barns oppvekst. Barnehagelærerutdanningen skal vektlegge pedagogisk ledelse og bidra til inkluderende praksis i barnehagen.

Bestått studium fører frem til graden Bachelor i barnehagelærerutdanning og danner grunnlag for å søke opptak til blant annet masterstudium i barnehagekunnskap ved OsloMet som videre kan kvalifisere til å søke opptak til ph.d. i utdanningsvitenskap for lærerutdanning.

Mål for studiet

Barnehagelærerutdanningen skal kvalifisere studentene til yrket som barnehagelærer ved å tilby:

• et helhetlig studie som fremmer sammenhengen mellom pedagogikk, praksis, fagdidaktikk, kunnskapsområder, profesjonsdannelse og profesjonsfaglige temaer
• læringsarenaer som utfyller hverandre
• arbeids-, undervisnings, og vurderingsformer som er nyskapende, varierte og profesjonsrelevante
• en arbeids- og læringskultur som fremmer selvstendighet, samarbeid, respekt og faglig ambisjon

Målgruppe for studiet er barne- og ungdomsarbeidere, assistenter og andre som har tilsetting i en barnehage og som ønsker å utdanne seg til barnehagelærer.

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.

Etter fullført studium har kandidaten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskaper

Kandidaten

• har kunnskap om barnehager i Norge, herunder barnehagens egenart, historie, samfunnsmandat, lovgrunnlag og styringsdokumenter
• har bred pedagogikkfaglig og fagdidaktisk kunnskap, kunnskap om ledelse og tilrettelegging av pedagogisk arbeid og om barns lek, omsorg og læring
• har bred kunnskap om hvordan barns danning foregår, om moderne barndom, barnekultur, barns ulike oppvekstvilkår, bakgrunn og utvikling i et samfunn preget av språklig, sosialt, religiøst, livssynsmessig og kulturelt mangfold
• har bred kunnskap om barns språkutvikling, flerspråklighet, sosiale, fysiske og skapende utvikling og gryende digitale-, lese-, skrive- og matematikkferdigheter
• har bred kunnskap om barns rettigheter og om hva som kjennetegner et inkluderende, likestilt, helsefremmende og lærende barnehagemiljø
• har kunnskap om barn i vanskelige livssituasjoner, herunder kunnskap om vold og seksuelle overgrep mot barn og hvordan sette i gang nødvendige tiltak etter gjeldende lovverk
• har kunnskap om nasjonalt og internasjonalt forsknings- og utviklingsarbeid med relevans for barnehagelærerprofesjonen

Ferdigheter

Kandidaten

• kan bruke sin faglighet og relevante resultater fra forsknings- og utviklingsarbeid til å lede og tilrettelegge for barns lek, undring, læring, og utvikling og til å begrunne sine valg
• kan vurdere, stimulere og støtte ulike barns allsidige utvikling i samarbeid med hjemmet og andre relevante instanser
• kan bruke sin faglighet til improvisasjon i lek, læring og formidling
• kan vurdere, stimulere og støtte barns ulike evner, og ta hensyn til barns ulike bakgrunn og forutsetninger
• kan igangsette kreative prosesser og tilrettelegge for kultur- og naturopplevelser, med fokus på barns skapende aktivitet, helhetlige læring og opplevelse av mestring
• kan anvende relevante digitale og faglige verktøy, strategier og uttrykksformer i egne læringsprosesser, i pedagogisk arbeid, i samhandling med hjemmet og relevante eksterne instanser
• kan identifisere særskilte behov hos enkeltbarn, herunder identifisere tegn på vold eller seksuelle overgrep. På bakgrunn av faglige vurderinger skal kandidaten kunne etablere samarbeid med aktuelle tverrfaglige og tverretatlige samarbeidspartnere til barnets beste
• kan lede og veilede medarbeidere, reflektere kritisk over barnehagens praksis og justere denne
• kan finne, vurdere og henvise til informasjon og fagstoff og fremstille dette slik at det belyser en problemstilling

Generell kompetanse

Kandidaten

• kan utøve profesjonsetisk skjønn, særlig knyttet til ansvar, respekt og maktperspektiver
• kan planlegge, lede, gjennomføre, dokumentere, og reflektere over pedagogisk arbeid knyttet til barnehagens innhold og oppgaver i tråd med etiske krav og retningslinjer, og med utgangspunkt i forsknings- og erfaringsbasert kunnskap
• kan samarbeide og kommunisere både på bokmål og nynorsk på en kvalifisert måte i profesjonssammenheng
• kan trekke globale, nasjonale, regionale, lokale og flerkulturelle perspektiver, preget av respekt og toleranse, inn i barnehagens arbeid
• har endrings- og utviklingskompetanse, kan lede pedagogisk utviklingsarbeid og bidra til nytenkning og i innovasjonsprosesser for fremtidens barnehage
• kan formidle sentralt fagstoff muntlig og skriftlig, kan delta i faglige diskusjoner innenfor utdanningens ulike fagområder og dele sine kunnskaper og erfaringer med andre
• har evne til å samarbeide med tilsatte, lede barn og lede arbeide med andre ansatte
• kan samarbeide med foresatte