Master of Arts in Education
(Dance Teaching)
Postgraduate Diploma in Education (Dance Teaching)
Postgraduate Certificate in Education (Dance Teaching)
- Programme summary
- Programme breakdown
- Entry requirements
- Programme fees
- Student voices
- Programme details
-
Duration
2–3 years part-time -
Apply by
30 April 2024 -
Location:
Distance learning -
Application
Registry, Faculty of Education, RAD -
Start
August 2024 -
Language
English -
Level/Credits
Level 7 Access Module (15 credits)
Level 7 Postgraduate Certificate (60 credits)
Level 7 Postgraduate Diploma (120 credits)
Level 7 Master’s (180 credits)
The Master of Arts in Education (Dance Teaching) allows you to further your knowledge and expertise through research in your own practice.
We are one of the first organisations to offer an award at this level, specifically designed for practicing dance teachers.
As a teacher with at least two years’ professional dance teaching experience, 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
Book on our March information webinar to find out more.
*This programme will be under-going its statutory five year review in January 2024. Any changes to the programme will be effective from September 2024.
Your student experience
You will start with a five day online induction in August with individual modules being delivered through distance learning. Each module has a study guide which introduces you to key topics, concepts and readings, and leads you through a series of study tasks in preparation for a final assessment. You are allocated a specialist tutor for each module, supporting your studies through regular communication via email, Zoom, online forums and virtual group tutorials. Modules are studied across two semesters per year. Learning is flexible in that you study from home during hours which suit your employment and personal commitments.
Master’s Access Module
If you would like a taster of Level 7 before committing to the Master’s, you can apply to undertake the Access Module. This is a standalone module which is delivered, tutored and assessed in the same way as all other modules.
Postgraduate Certificate and Postgraduate Diploma Awards
If you would like to study at Master’s level (Level 7) but are not ready or able to commit to the full programme, you have the option to study the Postgraduate Certificate or Diploma.
Master of Arts in Education (Dance Teaching)
The Master’s programme provides you with the opportunity to design and undertake a research-based project of your own choosing within your professional teaching context. The Master’s programme can be studied over two or three years.
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Compulsory modules:
- Research Methods
- Dance, Education and Culture
- Research Project
-
Module options:
You will undertake three module options* (or one module option for holders of a PGCE: Dance Teaching with QTS or international equivalent, or the Professional Dancers’ Postgraduate Teaching Certificate with the Master’s Access Module).
- Dance Pedagogy
- Leading Learning
- Somatic Approaches to Dance Education
- Society, Politics and Youth Dance
- Inclusive Dance Practice
- Dance in the Private Sector: Its Scope and Influence
- Assessment Issues in Dance Practice
- Laban Studies: Shaping Education Practice
- Dance and Lifelong Learning
*minimum numbers are required
Postgraduate Diploma in Education (Dance Teaching)
The Postgraduate Diploma provides you with an opportunity to develop your knowledge and skills across a broad range of subject areas applied to dance education. The Postgraduate Diploma can be studied over two years.
-
Compulsory modules:
- Research Methods
- Dance, Education and Culture
-
Module Options:
You will undertake three module options* (or one module option for holders of a PGCE: Dance Teaching with QTS or international equivalent, or the Professional Dancers’ Postgraduate Teaching Certificate with the Master’s Access Module).
- Dance Pedagogy
- Somatic Approaches to Dance Education
- Dance in the Private Sector: Its Scope and Influence
- Assessment Issues in Dance Practice
- Dance and Lifelong Learning
*minimum numbers are required
Postgraduate Certificate in Education (Dance Teaching)
The Postgraduate Certificate introduces you to dance education research and the different approaches and methods involved in practice-based research. You are introduced to the process of reflecting on your own teaching practice, in dialogue with current scholarship, and you have an opportunity to apply newly acquired knowledge and skills to a chosen specialist area within dance education. The Postgraduate Certificate can be studied over one year.
-
Compulsory modules:
- Research Methods
- Dance, Education and Culture
-
Module options:
You will undertake one module option*:
- Dance Pedagogy
- Somatic Approaches to Dance Education
- Dance in the Private Sector: Its Scope and Influence
- Assessment Issues in Dance Practice
- Dance and Lifelong Learning
*minimum numbers are required
Entry requirements
A good honours degree in dance or a degree with a significant dance component. You should hold a recognised dance teaching qualification, have at least two years’ teaching experience and must be employed as a dance teacher for the duration of the programme, otherwise, a concessionary entry task may be required. We also welcome applications from professional dance teachers who do not hold traditional academic qualifications, but have equivalent experiential learning.
An appropriate English Language Proficiency test will be required for applicants whose first language is not English.
Assessment mode
Modules are assessed through essays, case studies, portfolios, practical teaching, presentations and small-scale research projects. The Research Project requires submission of a dissertation.
Employment prospects
Students on the programme are already in employment on either a full or part-time basis. A Master’s qualification can, however, lead to increased employment opportunities and support applications for promotion.
Award
Successful completion of 60 credits leads to the Postgraduate Certificate in Education (Dance Teaching); 120 credits leads to the Postgraduate Diploma in Education (Dance Teaching); 180 credits leads to the Master of Arts in Education (Dance Teaching).
Further study and career development
Holders of the Master of Arts in Education (Dance Teaching) are eligible to study 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.
Exemptions and Accredited Prior Learning (APL)
Exemptions and APL are applicable to the Postgraduate Diploma and full Master’s programme.
Students who hold a Postgraduate Certificate in Education (PGCE) with Qualified Teacher Status, or accepted international equivalent in a relevant subject, are automatically accredited for 30 credits of the Postgraduate Diploma or 60 credits of the Master’s programme.
Students who have successfully completed the Professional Dancers’ Postgraduate Teaching Certificate with the Master’s Access Module are also automatically accredited for 30 credits of the Postgraduate Diploma or 60 credits of the Master’s programme.
Students who have Prior Certified or Prior Experiential Learning at Level 7 may apply for APL for up to 45 credits of the Postgraduate Diploma or up to 60 credits of the Master’s programme.
Guidance on the application process, associated costs and the application form can be found at www.royalacademyofdance.org/howtoapply or you can contact Registry for advice.
More information
www.royalacademyofdance.org/mae
Validated by:
-
Duration
2–3 years part-time -
Apply By
30 April 2024 -
Location:
Distance learning -
Application
Registry, Faculty of Education, RAD -
Start
August 2024 -
Language
English -
Level/Credits
Level 7 Access Module (15 credits)
Level 7 Postgraduate Certificate (60 credits)
Level 7 Postgraduate Diploma (120 credits)
Level 7 Master’s (180 credits)
Fees for 2024/25
The following information relates to fees for entry in Academic Year September 2024/25.
Faculty of Education graduates who go on to study for a postgraduate award delivered by the RAD or further study of an RAD award can benefit from a discount in tuition fees. Tuition fees are invoiced in instalments for each programme as appropriate.
Awards, bursaries and hardship funds
We are committed to providing support to students who wish to develop their skills and knowledge through study and we offer a limited number of awards, bursaries and hardship funds for specific purposes. The application forms and submission deadlines can be found under ‘Fees and funding’ on the RAD website.
For information on planning your budget and typical programme costs, such as dancewear, equipment, accommodation and travel, please see HE Fees.
Concessionary entry
A fee may be payable for programmes where applicants can submit a concessionary entry task. Further information on concessionary entry and associated costs can be found at How to Apply.
Distance Learning (part-time)
Master of Arts in Education
(Dance Teaching)
per programme, plus £120 registration fee on enrolment.
Postgraduate Diploma in Education
(Dance Teaching)
per programme, plus £120 registration fee on enrolment.
Postgraduate Certificate in Education
(Dance Teaching)
per programme, plus £120 registration fee on enrolment.
We are very proud of our students and graduates here at the RAD.
Read about their different student experiences and where they are now through our Student Voices.
Lucy Eaton
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Student
I am a contemporary dance teacher and choreographer from Sydney, Australia and have accumulated a unique range of experiences, in both educational and industry contexts.
I am currently a Year 2 student on the Master of Arts in Education (Dance Teaching) programme and was a Student Ambassador for the Faculty of Education in my first year. I have thoroughly enjoyed studying the MAE, which has introduced me to like-minded students around the world and a vast range of information relating to best dance teaching practice. It is a great benefit of distance learning that the delivery facilitates such collegial student relationships and network building. Studying the part-time MAE while working has allowed me to examine my practice and infused me with a renewed passion for my work.
The programme structure and module options in Year 1 have been hugely beneficial to building my professional capacity, with the opportunity to develop postgraduate research based on your own professional practice equally challenging and rewarding. Since studying a module in Leading Learning, I have led a number of professional development and workshop events such as the Arts and Gifted Education Professional Learning and the HSC Holiday Master classes, sharing my passion for artistry and athleticism in Dance Education in an informed way.
The MAE has also offered access to Continuing Professional Development through interactive webinars, which has enriched my knowledge in the areas of Alexander Technique, and Anatomical & Biomechanical Principles of Alignment for Dance and the Guest Lecture series has provided conversations with prominent and diverse dance education experts that have been enjoyable and supplemented my coursework.
Bronwyn Young
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Graduate
I live in Ottawa (Canada) and I am a registered ballet teacher with the RAD, a certified Yoga instructor, an aerial dance performer and a mother.
Applying for the MAE programme was a way to broaden my understanding of teaching practices. I love learning and am always looking for new challenges. Being part of an international programme, I got to engage with other like-minded teachers from around the world. The programme has helped me to evaluate not only how I teach, but why. It has made me take an in-depth look at how I believe knowledge is created, transferred and used, and apply this to my teaching.
The biggest challenge while studying on the programme was finding balance! With a young family, it wasn’t always easy to find enough hours in the day to wear the hats of mum, teacher and student. I learned how to prioritise and better divide my time and I feel that the programme has already helped me to gain clarity in what I want to do with my career. I would like to continue teaching ballet and work with teacher-trainees as well as look into researching and forwarding teaching practices.
The MAE programme has really challenged what I thought I knew. While it was daunting, it was also rewarding as I developed a new appreciation for the experiences that I have had and use both old and new experiences as I explore my teaching.
Fred Jamieson
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Graduate
I am a freelance dance educationalist working in Scotland and felt that the part-time mode of delivery of the Master’s programme suited the nature of my work perfectly.
There are a variety of optional modules to choose from, which gave me the opportunity to tailor the programme to meet my needs and aspirations, and develop my skills within my own unique teaching contexts. The structure of the modular based curriculum enables you to work independently with the support of your tutor and peers through forum-led discussions, tasks and formative assignments. Juggling my teaching, family commitments and studies was challenging at times, but was overcome by the nature of the design of the programme with tasks to help you keep on track.
I was also challenged to review and refocus my teaching practices and deepen my learning and the research focus of the Masters will hopefully impact my teaching, influence future partnerships with my freelance employers and help me find my voice in my writing practice.
I would highly recommend the MAE programme. I found the programme materials to be of a high quality – there is a well-conceived VLE for student use and in my experience my tutors were supportive and responsive. There is rigour in marking and assessment procedures and I feel that the Faculty of Education endeavours to put the student at the forefront of their programme design.