4B023E - Art for Inclusion 01 Sep 2026 - 31 Aug 2032 | Version 1
Associated Module Information
| Module Code: | 4B023E | ||
|---|---|---|---|
| Module Title: | Art for Inclusion | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Psychology and Therapeutic Interventions | ||
| Faculty Sub Group: | Therapeutic Studies | ||
| Module Leader: | Becky Davies | ||
| Module Team: | Heloise Godfrey-Talbot, Emily Bull | ||
| First Intended Intake: | SEP 2026 | Final Year of Intake: | 2031 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100476 - health and social care | 100493 - applied psychology | 101361 - creative arts and design |
| HECOS Code Weighting: | 30 | 30 | 40 |
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
Module Aims
The main aims of the module are:
To develop students’ transferable art skills and knowledge of materials for working for and with project participants towards public-facing exhibition, with a focus on art-based communication, portability, resourcefulness, sustainability and innovative material manipulation towards refined artistic outcomes.
To encourage students to assume collaborative, responsive and flexible approaches to balancing participant and stakeholder needs alongside their individual art practice, gaining essential professional experience in support of future career pathways in Inclusive Arts Practice.
To support students to challenge assumptions, question societal norms, and test new hypotheses of what can or should be valued and celebrated about a person, embedding a developing understanding of what is meant by inclusion.
Content Summary
Including Participant Voice in Art Practice explores ways in which time spent observing, working alongside or with a project participant can manifest in the artwork produced for a project. Through experiential learning, you will explore different creative methods of capturing your developing knowledge and understanding of the participants and the relationship formed with them, much like the role of an ‘Artist-in-Residence’. While a person can be represented through more traditionally and widely understood artistic outputs, such as through creating a ‘likeness’ in the form of a portrait, this module encourages the use of a variety of art skills and methods to make the less visual aspects of a person apparent, such as their physicality, expression, verbal and/or non-verbal communication, inter-personal relationships and styles, interests, values, beliefs, and many other components that are important to the participant and their sense of identity.
Through this module, you’ll begin to develop approaches to art materials, tools and making processes which are innovative in their resourcefulness and portability, and ultimately transferable for future art workshop facilitation. Simultaneously, this module provides an opportunity for you to challenge assumptions, question societal norms, and test new hypotheses of what can or should be valued and celebrated about a person, embedding a developing understanding of what is meant by inclusion. This is underpinned by supporting examples of Inclusive Arts Practice and the theory informing these approaches.
As part of the wider Creative and Therapeutic Arts programme, the Art and Inclusion module provides you with an experience of working as an Artist-in-Residence where you will navigate balancing what drives your art practice alongside participant and stakeholder needs.
This assessment starts the degree with ‘a bang’. Students are immediately creating art in the ‘real-world’. In this module they work with a participant group whose voices are not always heard or who are represented in simplistic or biased ways. Currently this is a group of learning disabled/ Autistic actors. Students are supported to understand the challenges disabled people may face around inclusion and representation through critical disability theory and real-world experience with participants. Through engaging with participants over time students are able to create person-centred portraiture that value individuals in their complexity.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Guided Study | 10.5 |
| Independent self-directed learning | 173.5 |
| Scheduled Learning and Teaching | 56 |
| Summative Assessment and preparation | 60 |
| Total Hours Selected | 116 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Demonstrate an ability to work collaboratively and creatively in response to a brief, overcome challenges, and deliver professional-quality outputs. |
| LO2 | Develop creative art skills and inclusive methods to observe, document, and celebrate project participants. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Project Output | For this assessment students are asked to create an artwork inspired by their experiences within a professional setting. The artwork will be informed by creative research during work-based learning. This will include observations of participants and reflections upon their identities, interests, qualities and journey through art making, such as sketching, mark making, photographing, collaging, sculpting and writing | 0 | N/A | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Project Output | ✔ | ✔ | |