Masters of Arts in Education (Dance Teaching)
Our Masters of Arts in Education (Dance Teaching) programme allows you to further your knowledge and expertise through research in your own practice. We are proud to be one of the first organisations to offer an award at this level specifically designed for practicing dance teachers.
The MA is a modular programme delivered via distance learning, normally over two or three years with a compulsory London-based seminar at the start.
As an experienced dance teacher, the programme offers you an opportunity to engage in:
- continuing professional development through completing a higher degree
- postgraduate research based on your own professional practice
- career progression which puts you at the forefront of dance education and practice-based research
The MA is comparable to any other award at Masters Level (MA, MSc, MEd) but focuses specifically on your role as a teacher, allowing you to learn, reflect on your teaching and develop original practices. You will learn from experts within the field and will have access to an international community of practitioner researchers.
The principle of a Masters level qualified teaching profession is supported by the Universities’ Council for the Education of Teachers report Masters in Teaching and Learning: Making it work (UCET 2008).
You must complete three compulsory modules:
Research Methods (15 credits)
An introduction to a range of education research models, paradigms and approaches for practice-based research. The module will equip you with an understanding of research design, data collection and ethics. It also provides a platform for all other modules on the programme and a foundation for your final Research Project.
Dance, Education and Culture (15 credits)
This provides an opportunity to expand your knowledge and understanding of dance as a cultural practice, including the theatrical art form. The reading materials and tasks focus on developing critical thinking through study of key cultural theories and their application. The essay assignment allows you to draw on selected concepts and critical frameworks and to evaluate their potential application to your own professional practice.
Research Project (60 credits)
This comprises the design and delivery of an extended work-based research assignment. The precise nature of the research will be determined by a number of factors, including the needs of the school/work environment, the dance curriculum being delivered and the knowledge and skills of the researcher. You will be guided in identifying an appropriate research proposal by the module tutor and supported via distance learning throughout the research process.
Students undertake module options to the value of 90 credits (or 30 credits for holders of PGCE and QTS or international equivalent).
Module options include:
- Dance Pedagogy (30 credits)
- Leading Learning (30 credits)
- Somatic Approaches to Dance Education (30 credits)
- Society, Politics and Youth Dance (30 credits)
- Inclusive Dance Practice (30 credits)
- Dance in the Private Sector: Scope and Influence (30 credits)
- Assessment Issues in Dance Practice (30 credits)
- Laban Studies: Shaping Education Practice (30 credits)
- Dance and Lifelong Learning (30 credits)
For all modules you will have an assigned tutor who will guide you towards your assessment. Learning is flexible in that you study from home during hours which suit your employment schedule and personal commitments.
Tutors communicate with students via e-mail, telephone, Skype and online forums. Modules are assessed through a variety of modes, including essays, case studies, portfolios, practical teaching, presentations and small-scale research projects. The final Research Project requires submission of a dissertation.
Applicants must meet the following requirements:
- A good honours degree in dance or with a significant dance component
- You should hold a recognised dance teaching qualification and be employed as a dance teacher for the duration of the programme
- We welcome applications from professional dance teachers who do not hold traditional academic qualifications but have equivalent experiential learning
- An English Language Proficiency test for applicants whose first language is not English
- Successful applicants with a PGCE and QTS or international equivalent will be accredited for 60 credits at M Level, and will be required to complete the remaining 120 credits for the Master of Teaching (Dance) award
Students who do not have English as a first language
If your first language is not English and you are applying for a programme where an English Language Proficiency test is required, you must achieve one of the following qualifications:
- International English Language Testing System (IELTS): band 7.0 overall, with a minimum of 6.5 in each of the subtests. The IELTS test must have been taken no earlier than two years before the date of the Confirmation of Acceptance for Studies is issued.
- Some other school leaving or matriculation certificates contain a compulsory examination in English and these may be taken as equivalent.
If you have another recently achieved English language qualification, please check with our Registry department email@example.com to establish acceptability.
Successful completion of:
- 60 credits leads to Postgraduate Certificate in Education (Dance Teaching)
- 120 credits leads to Postgraduate Diploma in Education (Dance Teaching)
- 180 credits leads to MA in Education (Dance Teaching)
Students on the MA in Education (Dance Teaching) can register as a teacher of the RAD (RAD RTS) upon graduation. The Postgraduate Diploma in Education (Dance Teaching) and the Postgraduate Certificate in Education (Dance Teaching) do not grant automatic eligibility for RAD Registered Teacher Status (RTS).
Holders of the Postgraduate Diploma or the Postgraduate Certificate are required to demonstrate their skills for teaching through submission of a Practical Teaching Portfolio and recording of Practical Dance Teaching following the guidelines set out here.
Holders of the MA in Education (Dance Teaching) are eligible to progress to studying at doctoral level and may be eligible for registration as a dance teacher with the RAD.
Our graduates gain employment in Higher Education, present at conferences, pursue new areas of specialism within dance education, instigate positive change in their workplace, educate others in the value of dance education, and contribute to RAD dance teacher training.