These interviews were designed to act as case studies of participants of the MEd in Learning and Teaching in the Arts programme, exploring what led them to choose the MEd, what their journey was like and what impact their studies had on their practice. Participants were asked the following:
- Could you introduce yourself and say a little about your arts education context?
- Can you say a little about why you applied for the MEd programme?
- Could you describe your journey through the MEd?
- What did you focus on for your Final Project?
- What impact did this have on your practice as an arts educator?
- What has changed as a result of studying the MEd?
More information on the programme can be found here: MEd in Learning and Teaching in the Arts
Case Study #1 – Clare Hibberd – MEd Graduate 2023
Clare is the sound lecturer on the BA Production Technology and Management course at RCS, and her background is in theatre sound. Clare has a particular interest in the development of creativity in theatre sound.
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Case Study #2 – Gemma Lockhart – MEd Graduate 2023
Gemma is a Royal Academy of Dance and Rambert grades dance teacher with her own private dance company. Gemma has a particular interest in the degree to which dance education prepares dancers for employment after their career as professional dancers.
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Case Study #3 – Jude Brown – MEd Graduate 2023
Jude is an art teacher in a secondary school. Jude has a particular interest in how creativity can be taught.
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Case Study #4 – Amy Wright – MEd Graduate 2023
Amy is a drama teacher who has worked in secondary schools in Scotland and China. Amy has a particular interest in whether the teaching of mask might enhance drama education in Scottish secondary schools.
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Case Study #5 – Chris Nelms – MEd Graduate 2022
Chris is a filmmaker who has worked in the film industry in the UK and Europe. Originally from Australia, Chris is a lecturer at the RCS and the Co-ordinator for Film and Production with the Juniors programme. Chris was particualarly interested in how Scottish identity was presented in film and television.
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Case Study #6 – Tracy Hawkes – MEd Graduate 2022
Tracy has been a dance teacher, principally in ballet, for over 40 years and runs Dance For All, an Edinburgh dance school catering for learners from younger school level up to college level and into professional dance. Tracy was particularly interested in how ballet supports learners who identify as non-binary.
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Case Study #7 – Lesley Eadie – MEd Graduate 2022
Lesley works part-time as a drama teacher in a secondary school and, following her MEd studies, part-time working with Time for Inclusive Education, and LGBT charity delivering the Scottish national approach to LGBT inclusive education.
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Case Study #8 – Ros Maddison – MEd Graduate 2022
Ros is the Head of Production at the Royal Conservatoire of Scotland, leading the BA Production Arts and Design and the BA Production Technology and Management programmes. Ros was particularly interested in how we support Generation Z learners in a Higher Education context.
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Case Study #9 – Penny Chivas – MEd Graduate 2022
Penny is a dance artist, based in Glasgow, and works as a performer, collaborator and facilitator in a variety of professional dance contexts and inclusive community-based dance projects. Penny was particularly interested in how the climate crisis has been engaged with in arts practices.
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Case Study #10 – Nikki Doig – MEd Graduate 2022
Nikki was formerly a primary school teacher, with her first degree in drama and is now a lecturer in primary education at the University of Dundee. Nikki was particularly interested in how the Mantle of the Expert can support the development of teachers in an Initial Teacher Education context.
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Case Study #11 – Ray Tallan – MEd Graduate 2022
Ray is the Head of the BA Filmmaking programme at the RCS. Ray was particularly interested in encouraging collaboration within film-making in a Higher Education context.
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Case Study #12 – Clara Bloomfield – MEd Graduate 2022
Clara is a theatre maker, arts educator, lecturer and creative therapist with a particular interest in creating educational environments that have coinciding health outcomes.
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