CRPR06005 2022 Creative Practice for Social Care 1: Introduction

Demonstrate engagement with a variety of creative activities (Domain 2.13, 5.6)

Utilise playful processes as a means of problem-solving (Domain 1.23, 5.6)

Identify two discipline specific, theoretical frameworks that link to professional creative practice (Domain 5.16)

Show an understanding of the ancillary learning opportunities that creative engagement can provide in the early years and social care setting (Domain 1.23, 5.8)

Identify the benefits of creative engagement for psychsocial well-being (Domain 5.8, 5.6)

Reflectively evaluate her/his learning and skills acquisition (Domain 1.18, 1.22, 5.9)

Module content and assessment will be developed and delivered in accordance with the Principles of Universal Design for Learning (UDL) to support student's diverse learning styles, and in accordance with a variety of arts-based methodologies.

Project Work

This modules assessment allows for assessment of CORU Standards of Proficiency as follows:

Project work (Domain 1:18, 1:22, 1:23, 2:13, 5.6, 5:8, 5.9, 5:16,)

To be decided at Exam Board

Demonstrate engagement with a variety of creative activities

Students will engage in a wide range of creative activities reflecting different learning styles and in accordance with UDL including but not limited to movement, voice, colour, painting, print, collage, environmental art, group work, 

Utilise playful processes as a means of problem-solving

In developing practical understanding of the Social Pedagogic Theory - The Common Third, students engage in a variety of creative group projects, games and tasks. Through bonding with their own newly acquired student cohort, students are supported in developing a deep and personal understanding of the benefits of creative engagement for social connection and personal wellbeing. 

Identify two discipline specific, theoretical frameworks that link to professional creative practice

Through practical engagement, text and film, students are introduced to the Social Pedagogy's - Common Third and Universal Design, and how these theoretical concepts integrate the principles of social care with creative practice e.g. how creative engagement facilitates social connection and how practices and environments can be adapted to maximise inclusion. 

Show an understanding of the ancillary learning opportunities that creative engagement can provide in the early years and social care setting

Through discussion and demonstration students are introduced to the ancillary benefits of creative engegement in early years including development of fine and grose motor control, awareness of colour, texture, shape and pattern, the role of drawing in development of writing skill, the effectiveness of creative engagement in developing imagination and abstract thinging, and the benefits of creative engagement for health and wellbeing for naurotypical and neurodivergent children.

Identify the benefits of creative engagement for psychsocial well-being 

Following an exploration of theory and practice students reflect on their own experiences of creative practice and how engagingin creative practice and facilitated their social connection and wellbeing.

Reflectively evaluate her/his learning and skills acquisition

Through the writing of reflective essays (reflective overview) and compiling a variety of creative log books and learning diaries (daily reflections) students catalogue their creative skills and learning into a practice toolkit which they can use to inform where, when, how and with whom this diverse range of skills / activities might be applied.