The educational master in audiovisual and visual arts possesses the theoretical and practical knowledge, skills and attitudes that support the basic competencies for teachers as formulated in (…). He/she is capable of expanding, updating, broadening and deepening this knowledge, these skills and attitudes, as well as connect them with contemporary social themes and developments.
He/She can deploy this knowledge and these skills with regard to creating challenging artistic learning environments for the learners, and can also develop new ideas for education, art education and/or the sector for art education, based on this knowledge, these skills and attitudes. Those new ideas can also be put to the test.
| The student is capable of expanding, actualizing, broadening, deepening and connecting the knowledge, skills and attitudes with contemporary, educational social themes and developments, via a research question and action- research |
| The student can develop personal ideas for the education system, art education and/or the art-educational sector, based on knowledge, experience, skills and attitudes. Putting it to the test happens via conversations, collaborations and action-research. |
| The student can - onder counseling - formulate a question, relevant for the education, art education and/or the art-educational sector and can argument the choice of the question. |
The educational master audiovisual and visual arts creates an artistic learning environment which – in in all its didactic components (study goals, study content, study and developmental materials, working methods and methods of grouping, evaluation, and feedback) – connects to the starting point of a group of learners or individual learners, and is pro active with regard to the diversity within the group of learners.
| The student is self-critical in assessing the own performance in this course unit.
|
The graduate can create a positive climate for learning and living, and can support the broad personal, intellectual and social development of the learners via targeted activities and both formal and informal interactions.
| The student can verbally and digitally discuss, cooperate and communicate with his fellow students and teachers - all in a constructive manner.
|
| The student can provide feedback to fellow students in a constructive manner. |
| The student can organize, supervise and/or communicate activities in which, from the principle of the broad school, external partners cooperate in a constructive and enriching way with one or more educational institutions. |
The graduate can efficiently plan the organization of educational and learning activities on the short and long term, with the goal of creating an evidenced informed, structured, creative, safe and stimulating artistic learning environment.
| The student can plan administrative tasks autonomously and correctly, as well as execute them respecting the deadlines.
|
| The student shows self-reliance and can work autonomously.
|
| The student can create a clear schedule for a meso activity in consultation with colleagues and can work toward that schedule by adhering to mutually agreed upon agreements and deadlines. |
The graduate can constructively collaborate with external partners with the goal of enriching what is available in education, and also facilitate the interaction between the artistic field, education and the job market.
| The student can clarify his opinion/view to colleagues from the education field and can substantiate and - if need be - adapt his opinion/view based on this conversation.
|
| The student can verbally and digitally discuss, cooperate and communicate with his fellow students and teachers - all in a constructive manner.
|
| The student will be able to collaborate constructively with external partners for the purpose of enriching an ongoing action research project. |
| The student will be able to professionally communicate purposefully to external parties about a school-based meso activity through both digital channels (email, social media) and printed media (posters, flyers). |
The graduate develops a personal vision based on the possibilities and limits of different theoretical paradigms in educational, didactical and professional research.
| The student can clarify his opinion/view to colleagues from the education field and can substantiate and - if need be - adapt his opinion/view based on this conversation.
|
The graduate is capable of going through a complete research cycle, relevant for education, art education and/or the art educational sector
| The student can - onder counseling - formulate a question, relevant for the education, art education and/or the art-educational sector and can argument the choice of the question. |
| With guidance, the student can choose a methodology that is most relevant to answering a research question. |
The graduate can give direction to, adjust and renew how he/she operates, based on inquisitive learning, self-evaluation and -reflection.
| The student can reflect critically both in written and oral form on his own actions and those of others.
|
| The student can reflect critically on the experiences of the internship, thereby highlighting positive and negative aspects as well as complementing them with alternative solutions.
|
| The student can reflect critically on his own input within the research, thereby highlighting positive and negative aspects as well as complementing them with alternative solutions.
|
| The student is self-critical in assessing the own performance in this course unit.
|
| The student can develop personal ideas for the education system, art education and/or the art-educational sector, based on knowledge, experience, skills and attitudes. Putting it to the test happens via conversations, collaborations and action-research. |
The educational master audiovisual and visual arts can constructively collaborate with colleagues and take initiative, participate and take the lead in disciplinary and interdisciplinary team meetings.
| The student can discuss, organise and cooperate within the schoolteam and translate this into a structured written report, possibly documented with relevant footage.
|
| The student can participate constructively in meetings with the appropriate attitude. |
| The student has an appropriate professional attitude and can constructively consult and collaborate with colleagues in the field. |
The graduate is capable of communicating educational themes and personal strategies for the educational practice to stakeholders in education and the artistic field, and participate in the social debate.
| The student can contribute to the societal debate on concepts like inclusion, multiperspectivity, sustainability and cross domain work |
| The student will be able to facilitate interaction between the arts field, education, and the job market.
|