Introduction

This study programme qualifies successful candidates for positions in arts, crafts and design in primary and secondary schools, folk high schools, culture schools, adult education institutions, as well as for positions involving dissemination activities in art/cultural institutions and workshops. The study programme at Telemark University College (TUC) is based on the National Curriculum for Three-Year Teacher Training in Practical and Aesthetic Subjects issued by the Ministry of Education on 18 March 2013, pursuant to the Act relating to Universities and University Colleges of 1 April 2005, 15 § 3-2 second paragraph. The study programme is a binding document for teachers and students, and the intention is that they will utilise it to develop an effective course of studies.

Target Group and Admission Requirements

A police certificate of good conduct must be submitted before the start of studies.

Applicants must fulfil general admission requirements. They may also apply on the basis of prior experiential learning.

Students who have successfully completed the one-year study programme in Arts and Handicrafts (60 ECTS) are eligible for direct admission to the third semester of the study programme.

Aim of the Programme

The study programme is an integral, professionally-oriented, and research- and experience-based course of studies. It is of a high professional quality and incorporates unity and coherence between its subjects, disciplines and practical training; it is subject to the Education Act and current curricula for primary and secondary education.

The study programme aims to develop the student’s skills, so they will be able to lead children and young people in creative work using various materials and tools. Furthermore, the study programme emphasizes a reflective attitude to, and knowledge of, both the subject and the teacher's role. Subject-teacher students at the Faculty of Art, Folk Culture and Teacher Education are encouraged to participate in current debates on theory and culture, aesthetics and pedagogy, which will provide a context for their creative activities. The subject teacher in arts, crafts and design has an important responsibility, both in schools and the voluntary cultural sector, in relation to promoting aesthetic values and inspiring children and young people to use and develop their creative abilities. The study programme provides a foundation for developing both professional pride and identity. The teaching practice will ensure that successful candidates are able to develop the school as an institution of learning and education in a democratic, multicultural society. The study programme addresses various perspectives related to gender equality and multicultural society, and aims to create an understanding of the school as being inclusive for all pupils, regardless of their circumstances and social, cultural and linguistic backgrounds. The study programme aims to ensure that the subject taught in schools is not uniform, but takes into consideration that all children are different and learn in different ways: through mental processes, stimulation and the development of interest, imagination and curiosity. It qualifies successful candidates to teach Sami affairs, including knowledge of the status of indigenous peoples globally, and Sami children and youth’s right to education in accordance with the Education Act and current curricula. The successful candidate will also be able to use elements of the Sami culture when teaching art, design and crafts. The study programme focuses on the student’s individual development within a diverse range of artistic expression and materials, and prepares the student for their profession as a teacher of design, art and crafts (year levels 1-13). Practical creative work constitutes a core area of the study programme. Students should have a reflective attitude towards their own creative work, as well as to that of others, and to the dissemination of design, art and crafts.

Learning outcome

After successfully completing the study programme, the candidate will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence. These form a foundation for work in schools and further development of the student’s competence.

The study programme is on level 6 in the National Qualifications Framework.

KNOWLEDGE

The candidate has:

• Basic pedagogical skills, broad knowledge of their own subject area, and thorough didactic knowledge of the subjects within the study programmes
• Thorough knowledge of aesthetic and creative learning processes
• Knowledge of the development of the school as an organization, and of education, culture and research topics
• Knowledge of the statutory framework, including the school's objectives, values, curricula, and the rights and responsibilities of the pupil and the school
• Extensive knowledge of class and group management, learning, and the development of good relations with and among pupils
• Extensive knowledge of teaching and learning methods, learning strategies and resources, and various learning contexts, and knowledge of the relationship between objectives, content, methods, frameworks and assessment of pupils’ work
• Knowledge of children and young people’s developmental environment, children and youth culture, their life cycle development and work involving children’s identity
• Knowledge of children and young people in difficult situations and their rights from national and global perspectives
• Basic knowledge of the role of digital media in society and culture
• Basic knowledge of entrepreneurship and innovation as working methods and learning outcomes in primary and secondary education
• Knowledge of national and international research and development, artistic development work in arts and crafts teaching, and can update their knowledge in the field using this
  

SKILLS

The candidate can:

• Plan, implement and reflect on teaching, independently and in collaboration with others, on the basis of policy documents and research/experiential knowledge
• Identify and work systematically with basic skills in relation to art and crafts
• Use various types of expression, forms and techniques in practical and creative activities, reflect on their professional practice and adjust this under guidance, and evaluate the need for safety measures
• Facilitate expression, experience and knowledge, as well as guide and collaborate with colleagues to strengthen the practical and aesthetic dimensions in all subjects and in the school as a whole
• Use basic knowledge of digital media and production in various media and formats
• Motivate and guide pupils, adapting instructions to pupils' varying abilities and aptitudes, interests, and socio-cultural backgrounds
• Assess pupils’ learning and development in relation to objectives, provide feedback to promote learning, and help pupils to assess their own learning
• Find, evaluate, use and refer to relevant research and development, artistic development work and other relevant material, and present it so that it highlights a problem
• Apply and demonstrate creative and innovative methods in their own creative work

GENERAL COMPETENCE

The candidate:

• Has knowledge of relevant subject- and professional-ethical issues, and can contribute to a professional community and to the development of the school
• Is proficient in spoken and written Norwegian and is able to use the language skilfully in professional contexts
• Can communicate key subject material orally and in writing, take part in discussions in the subject area, and share their knowledge and experiences with others

• Facilitate the development of entrepreneurship and innovation, and include the local community in educational activities through outreach to work places and social and cultural involvement

• Can analyse the content of digital media
• Can contribute to a successful partnership between school and home, and together with parents and professional bodies can identify the needs of pupils and take appropriate action
• Can discuss orally and in writing the role of practical-creative subject in schools and society

Curriculum and structure

Mandatory courses Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) 890KVISK1 Art, Architecture and Visual Communication 1 25.00 O 25           FAGLROL PROFESSIONAL SUBJECTS: The Role of the Subject Teacher 5.00 O 5           890KHDES1 Art, Crafts and Design I 20.00 O   20         KLASSELED Professional Subjects - Class Management and Learning Processes 10.00 O     10       LÆRMILJØ Professional Subjects: Learning Environments and Educational Processes 15.00 O       15     IFFVIT Theory of Science 5.00 O           5 Total: 30 30 30 30 30 30 *) O - Mandatory course, V - Optional course

The study programme qualifies successful candidates to teach arts, crafts and design in primary and secondary schools, folk high schools and culture schools. It comprises 120 ECTS credits in practical and aesthetic subjects and 60 ECTS credits in professional subjects. Professional subjects, didactics, practical and aesthetic subjects and teaching practice are distributed throughout all three years of the study programme. The study programme is organized in such a way to ensure progression and continuity between the professional elements.

The relationship between content and methods in professional knowledge, the other subjects and teaching practice:

The professional subject

• The Role of the Subject Teacher 5 ECTS
• Class Management and Learning Processes 10 ECTS
• Dissemination of Art and Culture 5 ECTS
• Learning Environment and Educational Processes 15 ECTS
• Scientific Theory 5 ECTS
• Bachelor’s Thesis 15 ECTS
• Subject Didactics (integrated in the various courses) 5 ECTS

The professional subject focuses especially on maintaining the relationship between the practical and aesthetic subjects, pedagogy, didactics and teaching practice. The professional subject provides a professional teaching platform and is practically oriented; it is also a values and educational subject in that it provides students with a common identity as future school teachers. The professional subject contributes to knowledge regarding the diversity of pupils’ backgrounds and their academic abilities, and contributes to helping students develop expertise in child and adolescent development, as well as youth culture and learning. A mandatory thesis is included in the third year of the programme equivalent to ECTS 15 credits, which is a part of the professional subject. The thesis should be professionally-oriented and rooted in both the professional subject and the relevant school subjects. The professional subject also includes Scientific Theory – which focuses on basic scientific theory, methodology and qualitative methods. Development work aimed at the teaching practice field will be included in all the teaching practice periods.

Subject didactics

Subject didactics is concerned with a holistic approach to the school subject’s special characteristics, aims, content and values. Subject didactics is included in the professional subject, comprising 30 ECTS credits in the study programme and is an integral part of all the courses in the programme. In their studies, students will develop the ability to reflect on, discuss and debate the nature of subject didactics and its relation to practical creative work, theoretical studies and the period of teaching practice.

The study of subject didactics will enable students to plan, organise and implement teaching in the subject matter in an effective and thoughtful manner in relation to current national curricula. They will acquire knowledge of what is needed to create a stimulating learning environment as well as how to organise adaptive learning. The study programme will reflect and debate on how the subject can contribute constructively to a multicultural school and a changing society. Knowledge and experience with themes and project work will be gained through theory and practice. The students will become familiar with the methodology used in research and development through their practical creative work and research in the field of teaching practice. Knowledge of aesthetic learning processes, idea development and problem-solving will form a part of the theoretical basis of the studies, and will be experienced through the processes in which the students are involved. The successful candidate will be able to teach art to children and young people in various ways, using different settings and teaching aids.

Teaching practice

The teaching practice totals 70 days in placement schools. It is supervised, assessed and varied. It is characterised by continuity and progression and adapted to the subject area of the study programme, and should also related to the placement school’s various activities. Students should conduct teaching practice in both primary and secondary education. Part of the teaching practice can be conducted in a culture school or other types of instruction and dissemination related to professional and cultural activities involving children, young people and adults. In addition to 70 days of school-based teaching practice, students will complete 5 days in an assistant role in the study programme at the college; the student will be supervised by the course lecturer, and may be involved in the planning, executing and completion of a teaching session, seminar, conference, exhibition, or keep track of logistics, materials, tools and workshops.

Design, Art and Crafts

• Art, Architecture and Visual Communication 1 25 ECTS
• Art, Crafts and Design I 20 ECTS
• Art and Design Culture, Historical Overview 10 ECTS
• Art and Visual Communication 2 15 ECTS
• Crafts, Architecture and Design II 15 ECTS
• Specialization F3 30 ECTS
• Pilot for Subject Teacher Design, Art and Crafts 10 ECTS

Design, Art and Crafts is a general educational subject, where knowledge is developed through practical and aesthetic creative activities and critical reflection. The study programme is based on practical activities and mediation relating to visual and material culture. The subject field consists of design, art, and crafts, as well as sculpture and images; entrepreneurship and innovation are also an important part of the work in the various subject areas.

Academic and didactic reflection capability is developed in relation to students own creative work, the study programme’s teaching practice and theoretical knowledge. The learning environment is conducive to experiencing, expression and reflection concerning that which is contemporary, topical, as well as quality and sustainability.

External activities

The study programme aims to stimulate interest and involvement in current debates, activities and events concerning culture, aesthetics and education. In particular, the annual event "Open Door", which is organised by the Department of Art and Design, involves all the study programmes in the Department. Part of the study programme activities is aimed at this public event. Other types of external activities which constitute part of the studies and involve students and teachers may include exhibitions at galleries and other localities. The Faculty also arranges Science Days.

Cooperative partners

The Department of Art and Design has an agreement with Norsk Form which provides students with the opportunity to participate in various types of projects related to the subject and schools. The Faculty has an agreement with Telemarksgalleriet (The Telemark Gallery), which provides students with free admission to the gallery’s exhibitions, including registration. Moreover, Telemarksgalleriet and the Faculty are partners in dissemination activities and exhibition arrangements.

Necessary equipment
Upon admission to the study programme, the student must acquire a computer, appropriate software, and a digital camera as part of their personal toolboxes. Each course will require the use of such personal tools. Expenses for other materials and equipment are payable in advance each semester.

Conditions for exemption/equivalency/adaptation

Foreign students who are part of an exchange programme at TUC/ Faculty of Art, Folk Culture and Teacher Education will be offered a 50-hour introductory course in Norwegian.

Internationalization

Teacher education institutions must facilitate opportunities for students to gain an international perspective in their studies and teaching work. They must also ensure that students are given the opportunity to take part of their teacher education abroad and ensure that the studies abroad are recognised and approved as part of the respective study programmes and teaching practice. At Telemark University College, students are offered the opportunity to study abroad in the fifth semester.

A) Telemark University College is associated with NORDPLUS, Nordflo and Edda that offer students the option of studying at an equivalent educational institution in Denmark, Finland, the Faeroes, Iceland, Greenland or Sweden. The principle of time parity applies, i.e. the student will be awarded the equivalent number of ECTS credits. Mobility and travel grants for studies abroad are also available. More information is available at: http://www.nordfo.org/no

B) The study programme includes a 5-day compulsory study trip to a European country, where students will encounter art and design culture and gain experience of how the study programme subjects are taught in European educational systems. The study trip is conducted in the third semester.

C) The Faculty has current agreements with teacher training institutions in Kenya, India and Canada. Students who wish to conduct a four-week teaching practice period abroad must apply to the head of department and the teaching practice coordinator at the start of the fifth semester. Grades and interviews will provide the basis for selection for this four-week teaching practice period in the sixth semester.

D) The Department has Erasmus agreements with institutions in Germany, Austria and the Netherlands, which allow for extended mobility studies or periods of teaching practice.

Teaching and Learning Methods

The study programme includes varied teaching and learning methods which are explained in the individual course descriptions. Throughout the whole of the study programme efforts will be made by the individual student, the student group and the teaching team to relate the following elements to each other: professional art and design, theoretical knowledge, practical and creative skills and didactic reflection. Both in creative work using specific materials, and in the theoretical and didactic aspects of the study programme, the key words explore, review and analyse, and mediate will be central to study activities.

The teaching of knowledge and skills is one of the main tasks of a teacher. An effective teacher needs to be engaged in the subject, and to be able to arouse interest, curiosity and enthusiasm in his/her students. In order to achieve this, the teacher needs to meet the pupils at their level of development in relation to their needs, wishes and ideas, knowledge and skills. During the course of his/her studies, the student will come into contact with learning methods and teachers that challenge them, both in relation to their personal development and didactic reflection, and to the development of their professional skills and knowledge. The study programme challenges the student to actively develop his/her skills and to gain knowledge of processes related to various forms of artistic expression.

The learning environment in the workshops is based upon the presence, participation and responsibility of the individual students, who should aim to create an active learning community. The study programme’s learning methods will contribute to the student being able to use the teaching practice period in a school to gain knowledge and try out the subject in everyday school situations, learn to work independently and in groups, and experience progression in his/her studies.

Mandatory attendance and participation

Requirements regarding mandatory participation in various types of teaching, study groups, mentoring, interdisciplinary projects, courses and study trips is specified and described in the semester plans. The Guidelines for Obligatory Attendance in Studies at the Faculty of Art, Folk Culture and Teacher Education is valid for parts of the study programme. Failure to fulfil attendance requirements may result in the student not being allowed to continue studies or sit examinations. This will be considered in relation to the student’s rights and responsibilities as described in Telemark University College’s Examination Regulations and in the Norwegian Universities Act § 40 and § 46.3.

• Requirements for the completion of teaching practice is described in detail in the study programme’s Teaching Practice Handbook. Normally, 100% attendance is required. Valid absences must be made up by arrangement with the teaching practice mentor.

Requirements regarding progression in the study programme:
Students are required to make regular progress in the study programme. If the student does not achieve a passing mark in a course, he/she must apply to the study counsellor/head of the department to continue in the following course. Before starting on the Bachelor’s thesis students must have passed all the study programme’s courses.

Quality and students’ classes

The study programme, Subject Teacher: Design, Art and Crafts, is organised so that the students belong to a specific class. Teaching in the class is maintained by a teacher team in which one specific teacher is for leading the class.

In order to ensure the quality of the study programme, the following measures are used:

• Individual teaching plans will be drafted and individual supervision will be given in relation to the study programme as a whole, and in relation to the individual subjects and teaching practice.
• Evaluation of the study programme and critical evaluation by means of joint planning and assessment in class.
• Meetings with student representatives.
• External evaluation of the study programme.

Student participation/ academic affairs committee

Each class has a student representative and a deputy. These representatives participate in the Faculty’s democratic processes. The class also has its own academic affairs committee which consists of 2-3 students who function as a link between the teaching team and the class. When appropriate, the committee may participate in team meetings in order to discuss matters in connection with planning and class activities. The class representative is responsible for ensuring that representatives are elected to the academic affairs committee.

The academic affairs committee will hold a meeting at least once per semester. The class leaders are co-responsible for ensuring that the first meeting is planned. Minutes will be recorded at the meetings. These will be delivered to the programme coordinator and the head of the department.

Participation in the class’s and campus’ democratic processes is both a student right as well as a responsibility.

Theory and Practical Training

The teaching practice component is an important part of the study programme. Students will be given the opportunity to lead and guide children and young people in the subject, and in theme and project work where art and handicrafts are in focus. In cooperation with the mentor, placement school and the subject teachers, students will be able to organise stimulating learning environments for pupils of various ages and from different types of schools. The aim will be to provide pupils with a learning environment where they can develop skills, knowledge and satisfaction in, and curiosity about, their work through artistic forms of expression.

A primary goal of the teaching practice is to familiarize students with the challenges and demands of being a teacher in the various stages of primary and secondary education. The teaching practice prepares students for the complete range of responsibilities a qualified teacher must master in their work. Teaching skills will be developed through teaching of subjects at the university college in close contact with the teaching practice mentor, and through reflection and cooperation with co-students.

Participation in the teaching practice, including preparation, execution and follow-up work is mandatory.

Teaching practice 1st semester.

• 5 days observation including an observation assignment (max. 1000 words). Lower primary level

Teaching practice 2nd semester:

• 10 half-days of point practice / motion practice. Lower primary level and upper primary level
  

Teaching practice 3rd semester:

• 10 days flexible teaching practice in preparation for
• 1 week’s teaching practice. Upper primary level

Teaching practice 4th semester:

• 5 weeks of teaching practice including preparation and follow-up, lower secondary school
• Interdisciplinary project aimed at teaching practice
  

Teaching practice 6th semester:

• 4 weeks of teaching practice including preparation and follow-up, upper secondary school, folk or other relevant placement school

Teaching practice at the university college:

• 1 week
  

Please refer to the university college’s Teaching Practice Handbook for more information:

The teaching practice is supervised, and will be carried out in cooperation with the teaching practice mentor and subject teachers as described in the Teaching Practice Handbook.

For each teaching practice period plans will be made to hold a tripartite meeting between students, teaching practice mentor and lecturer from the college.

Assessment Methods

The assessment methods are varied and reflect the study programme’s teaching and learning methods. In other words, they include both practical and theoretical aspects and subject-specific elements. The student’s artistic production, documentation of working processes and visual presentation ability will be included in the assessment. Professional student-centred learning methods will be ensured by providing training in explanation, documentation and presentation. Formal and informal continuous assessment will be given, and the final assessment will reflect the study programme’s practical aspects. Each individual course describes the assessment methods used. The assessment methods used for the teaching practice are described in the Teaching Practice Handbook for Subject Teacher in Design, Art and Crafts.

The study programme’s learning outcomes, content, organisation, teaching, and assessment methods are all interrelated. Each course concludes with an examination. Ongoing guidance and informal assessment during the study programme is intended to increase the student’s awareness concerning the level of their own work and their academic ability. This assessment concerns the actual studying process, their ability to develop professionally and their progression in the studies; as well as their ability to cooperate and take responsibility for their own learning. Experience of various assessment methods is a part of the development towards final professional competence and future professional roles.

Students with special needs regarding final assessment and/or written examinations must give notice of this as soon as possible after the start of studies, so that arrangements can be made to accommodate them in accordance with their rights as described in Telemark University College’s Examination Regulations § 10.

In order to sit the examination, the student must fulfil the following assignment and portfolio requirements:

• Assignment periods / portfolio requirements must be completed according to given criteria
• The candidate is required to demonstrate and discuss assignment solutions with the lecturer during the work process. Assignments that are not submitted to the lecturer for guidance may be refused assessment
• The candidate must have completed satisfactory participation in the inspection and maintenance of workshops.

Final evaluation

The student will be assessed in relation to given learning outcomes:

Re-sit examination/new examination

The candidate may, according to the examination regulations, appeal an examination result. If this occurs a new committee will be formed comprising two new examiners; at least one of these will be an external examiner. In the case of a re-sit examination, the student must expect an extension of their previously submitted portfolio, or in some cases they must submit a new portfolio.

Diploma and transcript of grades

The diploma for the Bachelors degree: Subject Teacher: Design, Art and Crafts includes all the courses which the student has completed, and which have been allocated grades. Students who do not complete the whole study programme may obtain a transcript for the examination protocol for the courses which have received passing grades. If the teaching practice has not been completed or passed this will also be entered on the transcript of grades.

A graded mark from A-F will be entered on the diploma, where A represents the highest passing mark, and E the lowest. All assignments must receive a minimum grade of E in order to receive a final passing grade. All the parts of the examination and courses must receive a passing mark in order to receive a final passing mark for the examination. Please refer to Telemark University College’s Examination Regulations for more information.

§ 5 EXEMPTION PROVISIONS

Examinations or tests that have been completed according to another curriculum may provide the basis for exemption, cf. § 3-5 Act relating to Universities and Colleges. Exemption will be entered on the diploma.

§6 ENTRY INTO FORCE AND TRANSITION REGULATIONS

These regulations came into force on 1 August 2013.

Students who follow the former curriculum have the right to take examinations in relation to this up until 1 August 2018. After this date, the curriculum for the three-year subject teacher study programme adopted on April 3, 2003 is no longer valid.

Suitability

All students taking a teacher education study programme will be assessed for suitability.

Suitability assessment is a comprehensive evaluation of the student's academic, pedagogical and personal qualifications to work as a teacher. Continuous assessment of suitability will be carried out throughout the studies, and will be done according to specific criteria for assessment as specified in the Regulations for Suitability Assessment in Teacher Education established by the Ministry of Education and Research on 10 October 2005 pursuant to the Universities and Colleges’ Act, 1 April 2005 no. 15, § 4-10, sixth paragraph.

Minor adjustments may occur during the academic year, subject to the decision of the Dean