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 can situate the school of his internship as well as his own place in the larger whole of the educational system.
|
| The student shows that he has integrated the acquired knowlegde, insight and skills.
|
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 can translate the knowlegde of his profession and domain for a specific target group, thereby promoting cross-domain activities.
|
| The student links didactic starting situations to specific teaching formats and a curriculum content of his own choosing.
|
| The student can formulate feedback in such a way that the receiver can easily distill personal learning points.
|
| The student has insight in the target group and can adapt his curriculum content, learning goals, teaching formats, ways of creating groups, evaluation, coaching and feedback with regards to the teaching group.
|
| The student can elaborate a cross-domain assignment that is attuned the content of the classroom practice.
|
| The student can create a well-structured lesson in visual arts containing cross-domain elements.
|
| The student will be able to prepare and independently teach internship classes, while committing to a
pleasant, structured, creative, safe and stimulating artistic learning environment whereby
proactively addresses the diversity in the learning group.
|
| The student has attention to inclusive work.
|
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 communicate adequately with the pupils, parents and caretakers with diverse linguistic backgrounds in different situations.
|
| The student can formulate feedback in such a way that the receiver can easily distill personal learning points.
|
| The graduate can create a positive learning and living environment by engaging in a positive work atmosphere and providing constructive feedback during the learning process.
|
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 shows self-reliance and can work autonomously.
|
The educational master audiovisual and visual arts can communicate adequately with parents or caretakers with diverse language backgrounds in diverse linguistic situations, with the goal of exchanging information, stimulating the involvement and participation and developing together constructive strategies to support and stimulate the learning process of the learners.
| The student can maintain engagement through eye contact, supportive gestures, and voice use.
|
| The student can address a specific group in a self-assured, clear and structured manner.
|
| The student can speak standard Dutch.
|
| The student can communicate adequately with the pupils, parents and caretakers with diverse linguistic backgrounds in different situations.
|
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 search and secure his own internship, adhere to the agreements and follow up on the administrative tasks.
|
The graduate can autonomously, critically and reflectively unlock the available (inter)national research on an academic level in the domain of being a teacher in general and his/her discipline in particular.
| The student can consult and apply suitable sources.
|
| The student shows that he has integrated the acquired knowlegde, insight and skills.
|
| The student can translate his subject- and domain-specific knowledge into an assignment with learning activities that fit the initial situation of the target group and its individual learners.
|
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 critically reflect on teaching, based on his/her own education.
|
| The student can develop a personal view on the use of theoretical models in the art education.
|
| The student can formulate his view on teaching for an audience of children.
|
The graduate can give direction to, adjust and renew how he/she operates, based on inquisitive learning, self-evaluation and -reflection.
| The student can adapt with flexibility to the classroom situations and solve possible difficulties based on his knowledge, reflection and insight.
|
| The student can analyse a teaching situation, reflect on his own pedagogical and didactic actions and, if need be, adjust his actions in the future.
|
| The student can reflect on his actions during his entire internship, describe his qualities and aspects of improvement and how to deal with them in the future.
|
| The student can critically reflect on teaching, based on his/her own education.
|
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 disposes of a fitting professional attitude and can discuss and cooperate with colleagues in the field.
|