VDA: AGNVQ, AVCE, AVS: Advanced in Art & Design Access to HE or Year 0 provision: In Art, Pass International Baccalaureate: 24 points required Irish / Scottish Highers / Advanced Highers: 1 Pass in an Art or Design based subject. 120 Tariff points. Work Experience: Mature students without formal qualifications will be considered by portfolio of relevant artwork Other HE qualifications / non-standard awards or experiences: Experience in the Arts, accompanied by portfolio of recent artwork APEL / APCL possibilities: This must be applied for before the start of the programme. Please refer to Plymouth University Academic regulations Interview / Portfolio requirements: All students are expected to attend an interview where possible. Interviewees should bring a portfolio of their work – trial pieces and evidence of idea generation are more important at this stage than finished pieces. E-portfolios are acceptable for students unable to attend personally, it will also be necessary for the student to provide additional written material, sent online, to back up their E-portfolio application. Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required: Not initially. However it may be required for some work-based learning placements. PS11. Academic Standards and Quality Enhancement The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee. Elements of this process include engaging with stakeholders. For this definitive document it is important to define: Subject External Examiner(s): An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team. Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.
3.5 3.11 4.2 4.3 critique rival theories and frameworks analyse and synthesise Intelligently apply appropriate principles in assessing policy or practice demonstrate problem solving and research skills take appropriate risks and be able to evaluate the outcomes of experimentation develop an appreciation between medium and message Skills workshops Tutorial/seminar discussions Feedback via coursework assessment process (essays etc) For example: Policy and practice analysis in crits and tutorials 1,3,4 1,3,4,6 on practical application questions Portfolio Final pieces Level 4 CORC1041 CORC1044 CORC1042 CORC1043 Level 5 CORC2012 CORC2014 CORC2013 CORC2015 Cognitive and intellectual skills are continually developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional practice and writing essays. 3.8 4.4.1 4.4.4 interact effectively within a team / learning group, manage learning using resources for the discipline communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT) take responsibility for own learning with Library and other research exercises Group work awareness and practice Computer-based learning and assessment Class and seminar interactions and 2,3,5 2,3,5 Coursework of all types Assessed discussions Group work assessments Level 4 CORC1013 CORC1054 Level 5 CORC2015 CORC2012 CORC2013
module is complimented by seminars specific to the creative industries. In stage 2 the students undertake two modules that focus them on their professional identity. building upon this knowledge in relation to practice and participation in the end of year exhibition organisation improved effectiveness in the workplace develop an interest in lifelong learning & personal development. Demonstrate competencies associated with key functions in this area. Work Based Learning is embedded throughout level 4 and 5 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Contemporary Creative Practice.
Appendix – Assessment Criteria - Essays 70-100% 60-69% 50-59% 40-49% 30-39% Use a wide range of material, the relevance of which is immediately apparent; Include a fairly wide range of material, which is relevant to the specified topic area; Include a range of material which is predominantly relevant to the specified topic area; Include a range of material which has some relevance to the specified topic area; Have little or no material relevant to the specified topic area; Demonstrate an excellent understanding of the topic area; Demonstrate a good understanding of that area; Demonstrate a reasonable understanding of that area; Demonstrate some understanding of that area; Demonstrate a limited understanding of the area; Present a clear and consistent argument, producing and/or theoretical recommendations where appropriate; Present a coherent argument, with evidence of and/or theoretical recommendations where appropriate; Present an identifiable argument, with some evidence of policy-based and/or theoretical recommendations where appropriate; Present an identifiable argument, but may provide no evidence of policy-based and/or theoretical recommendations where that is appropriate; Present no discernible argument; Have an excellent structure, with a directive introduction and a clear conclusion, which have provided a vehicle for the central argument presented; Have a very good structure, which might have an introduction or a conclusion that is not entirely definitive, but notwithstanding will provide a reliable vehicle for the central argument presented; Have a good structure which might have a introduction or fairly weak conclusion, providing something of a framework for the central argument presented; Have a recognisable structure, though the introduction and the conclusion may be weak, but which nevertheless provides a framework, albeit shaky, for the central argument presented; Have a weak, almost non-existent structure Have no significant stylistic shortcomings, in relations to spelling, grammar etc. Have a few stylistic problems in relation to spelling, grammar etc. No major stylistic problems in relation to spelling, grammar etc. Has stylistic problems, in terms of spelling, grammar etc, but not to the extent that they serve to obscure the argument presented Have major stylistic problems which impact upon the argument and focus of the essay Conform to the bibliographic and referencing standards specified. Conform to the bibliographic and referencing standards specified. Mainly conform to the bibliographic and referencing standards specified. Meets to some extent the bibliographic and referencing standards specified. Fail to conform to the bibliographic and referencing standards specified
Appendix - Assessment Criteria – Presentations 70-100% 60-69% 50-59% 40-49% 30-39% Demonstrate excellent and extensive knowledge of the specific area; Demonstrate an extensive knowledge of the specific area Demonstrate sufficient knowledge of the specified area Demonstrate limited knowledge of the specified area Demonstrate little or no knowledge of the specified area Provide evidence of a highly developed presentation plan Provide evidence of a well-developed presentation plan Provide evidence of a presentation plan Provide limited evidence of a presentation plan Provide no evidence of a presentation plan Be coherent and have excellent structure and, where relevant show strong evidence of Be coherent and have a good structure and, where relevant, show evidence of co-operation Be mostly coherent and have a reasonable structure and, where relevant, show some evidence of co-operation Demonstrate limited levels of coherency and structure and, where relevant, show limited evidence of Be largely incoherent have a weak or structure and, where relevant, have no evidence of co-operation Altogether effective in avoiding simply reading from notes and in encouraging wider group participation Be effective, though presenters may read from notes and show evidence of encouraging wider group participation Be adequately effective, though the presenters may directly read from notes and make little effort to encourage wider group participation The presenters directly read from notes and make little to no effort to encourage wider group participation Be ineffective, read entirely from notes and show no evidence of efforts to encourage wider group participation Make excellent use of presentation aids Make good use of presentation aids Make use of presentation aids Make limited of presentation aids Make no use of presentation aids of any kind Appendix – Assessment Criteria- Studio Practice (85-100%) Outstanding (70-100%) Excellent highly innovative development of ideas and use of processes and materials through to realisation clear evidence of extensive and relevant research elegantly applied to the development of ideas a highly effective and considered relationship between medium and creative intention originality, risk taking and a creative response to problem solving. Risk taking that is incorporated into the learning experience embedding of theory in practice through a sophisticated contextual appreciation of own work within the broader subject field evidence of a highly reflective approach to the evaluation their own work a high level of motivation, organisation and effective time management full and active participation in the learning experience the ability to fully articulate their views through appropriate arguments from informed opinion innovative communication of ideas through imaginatively presented fully documented work
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2016 - 2017 NATIONAL COST CENTRE: 143 MODULE LEADER: Jamie Hanson OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT Recognition of the value of experimentation and risk taking Reflection on practice Developing ideas and recognising additional knowledge/skills required to develop Undertaking research tasks to support practice Awareness of the ethical aspects of practice in terms of medium and message Recognition of the role of the practitioner as an agent for change Recognition of the relationship between medium and message SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Seminar 9 Tutorial 25 Demonstration 12 Practical Classes and Workshops 33 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ Total = 100% T_ Total = 100% Coursework Portfolio 100% Total = 100% Practical P_ Total = 100% Updated by: Jamie Hanson Date: 24/01/16 Approved by: HE Operations Date: 27/01/16 Recommended Texts and Sources: Wilde, J. (1991) Visual literacy. New York: Watson-Guptill. Kinross, R. (1992) Modern typography: an essay in critical history. London: Hyphen Press. Baines, P. & Haslam, A. (2002) Type and typography. London: Lawrence King. Barthes, Roland, (1982), Camera Lucida: Reflections on photography, London: Cape. Burton, J. (2005) Vitamin D: new perspectives in drawing. London: Phaidon Press. Singer, P. (1993) Practical Ethics. Cambridge: Cambridge UP. Cohen, A. and Wellman, C. (eds.) (2005) Contemporary Debates in Applied Ethics. London: Blackwell. Bal, M. (2009) Naratology: Introduction to the theory of narrative. 3rd edn. Toronto: Toronto UP. Herman, D. and Jahn, M. Eds (2005) Routledge Encyclopaedia of Narrative Theory London: Routledge.