The graduate of the Bachelor of Fine Art and Design in Education programme can demonstrate that s/he has achieved the following learning outcomes:
1. Artistic
- explore personal and collective fascinations and sources in varying contexts as avisual artist, translate them to artistic concepts and create visual products.
- adequately apply a wide range of expertise and skills in concepts, media,techniques and materials.
- make an inspirational contribution to realising part or all of a visual and/orinterdisciplinary product made by or with learners.
- demonstrate an understanding of visual processes and products, and reflect on the manner in which they trigger experiences.
- demonstrate up-to-date intercultural expertise and skills, also from the perspective of art history and a critical analysis of art, and use them to link visual expressions with other artistic disciplines and social contexts.
2. Pedagogical and didactic
- show adequate knowledge of teaching methodology, psychology, pedagogy and educational theory in their didactic approach.
- create contemporary learning environments based on a comprehensive didactic vision, which are meaningful from the viewpoint of the learners' development.
- design differentiated and personalised learning processes.
- detect, identify and guide learners' individual talents and opportunities, and encourage their continual development.
- assess learners' development and progress, and evaluate their results in a responsible manner.
- apply their expertise and skills in art education to further the development ofcross-disciplinary learning processes and domains.
3. Interpersonal
- apply relevant communication methods, techniques and strategies, and demonstrate understanding in their communication skills.
- substantiate their artistic, pedagogical and didactic choices orally and in writing,and apply this skill effectively.
- create a safe environment, in which communication and collaboration take place in a cooperative and constructive way.
- make an active and constructive contribution to various types of consultation aswell as collaboration within and outside the context of education.
- take a strategic, flexible and respectful approach to the range of positions,responsibilities, interests as well as qualities in intercultural professional practice, both domestically and abroad.
- adequately communicate their vision on the role and function of art and art education within society.
4. Environment-based
- develop cultural self-awareness and insight into the viewpoints of ‘the other’, and apply them effectively in their approach.
- encourage and support parties in society to clarify issues in the area of cultural participation.
- operate effectively within networks, media, procedures and agreements of importance in the context of art education as well as cultural education, both off- and online.
- use their professional skills to develop products, and initiate, organise as well as evaluate projects within the broader scope of culture and society.
- demonstrate entrepreneurial, creative and organisational skills when developingcultural entrepreneurship in the short and long term.
- negotiate organisational, financial and substantive matters with clients and otherstakeholders in the professional field.
5. Critically reflective and inquisitive
- purposely and/or systematically reflect on their professional development, and make targeted use of various feedback types.
- formulate relevant research questions for their art education practices.systematically collect, analyse and interpret data and/or literature in the field ofart and education, and draw conclusions on this basis.
- substantiate and use the results of research conducted by themselves and by othersto develop professional products that contribute to solving a relevant problem.
- promote an inquisitive attitude among learners and supervise them in the course ofsimple artistic research.
- apply practical experiences and research to the long-term development of their professional vision and conduct.