University of the West of England
MODULE SPECIFICATION
Code: UADA4B-40-1 |
Title: INTRODUCTION TO ILLUSTRATION |
Version: 4 | ||||||
Level: 1 |
UWE credit rating: 40 credits |
ECTS credit rating: | ||||||
Module type: Project | ||||||||
Owning Faculty: FCA |
Field: Design |
Field Leader: Gill Sandford | ||||||
Valid from: September 2007 |
Discontinued from: | |||||||
Contributes towards: |
BA(Hons) Illustration/ BA(Hons) Illustration with Animation | |||||||
Pre-requisites: | ||||||||
Co-requisites: | ||||||||
Excluded combinations: |
Learning outcomes:
Upon completion of this module, students will have:
Knowledge and Understanding:
i) been introduced to the driving principles approaches and practices of BA (Hons) Illustration;
ii) been introduced to the role of drawing as a means of developing practice in illustration;
iii) been introduced to the potential of ‘illustration’ as a subject discipline;
Intellectual skills
iv) critically evaluated the outcome of project work in relation to pre-determined objectives;
v) reflected on advice and discussions with peers and tutors in the development of creative work;
Subject/Practical Skills
vi) developed skills in drawing;
vii) engaged with the development and implementation of a range of processes and techniques applicable to illustration;
viii) engaged with the concept of personal ‘interpretation’ as the basis of practice in illustration;
Transferable Skills
ix) accessed and utilised a range of teaching and learning resources;
x) engaged with independent and self-directed study in the organisation and completion of coursework.
Syllabus outline:
Students undertake a series of introductory projects designed to introduce the core skills and activities of the programme of study. The introductory module introduces new skills and techniques in drawing, painting and printmaking at the same time as building on the skills students already displayed at the point of admission to the course. The introductory module works on the development of a group dynamic at the same time as orientating students to the faculty through introductory workshops, seminars and critiques. Issues related to health and safety are introduced and all students are certificated to use the central workshop areas of print, digital image generation, photography, wood and metal.
Introductory projects focus on the development of drawing skills and techniques as a means of
interpreting concepts and ideas. This projects work is complemented by a series of exercises designed to develop visual vocabulary through observational drawing in a variety of different contexts and environments. The use of sketchbooks is central to the development of approaches to drawing.
All students present a case study of a selected practitioner as a means of gaining greater group understanding of the depth and range of the subject discipline. Students are encouraged to select practitioners whose work particularly interests them and to consider the criteria for their selection.
A major project is set to allow students to explore their individual approaches to drawing and to encourage the selection and manipulation of source material. This project forms the basis for the module assessment.
Teaching and learning methods:
Introductory projects are tutor lead and designed to introduce and consolidate a range of different concepts, skills and techniques. During this module students establish themselves within the studio and orientate themselves towards working within this commonly held workspace. The dynamics of the studio are central to the teaching and learning strategy of the programme and most introductory critiques and tutorials are held here to encourage students to understand the potential and nature of the space. Students are encouraged to assume responsibility for their space within the studio, to work and to engage with the staff and their peer group on a regular basis.
Projects allow students to work individually or collaboratively according to the nature of the work being proposed. Weekly critiques focus on peer group interaction and the monitoring of individual and group development. These weekly meetings allow students to consider the advice given by peers and staff and to assimilate this advice with their own critical reflection on the development of their project work. At this stage ‘the project’ allows for the parallel development of critical, conceptual and practical skills. Workshops introduce new skills and techniques which, are then explored and implemented when applied to pre-determined tasks (projects).
The case study presentation requires the whole group to individually research and present a practitioner. This process increases group knowledge and understanding and allows individuals to develop research, organisation, editing and presentation skills. This presentation builds on the weekly discussions and debates taking place in the studio throughout the module.
Assessment Criteria:
Students will be assessed according to their fulfilment of the learning outcomes in respect of the following criteria:
Criteria |
Relates to learning outcomes: |
Source of evidence |
i) the level of understanding of ‘illustration’ as a subject discipline demonstrated in the development and implementation of relevant skills, concepts and techniques; |
i, ii, iii, vi, vii, viii |
Sketchbooks, preparatory work, presentation |
ii) the level of development of drawing skill and the implementation of drawing as a means of developing a personalised visual language; |
ii, iii, vi |
Sketchbooks, preparatory work, visual presentations |
iii) engagement with process and methodology through exploration and experimentation as evidenced in sketchbooks and notebooks; |
iv, v, vi, ix, x |
Sketchbooks, preparatory work, visual presentations |
iv) the ability to present and debate ideas and concepts clearly and concisely; |
iii, iv, viii |
Sketchbooks, preparatory work, visual presentations |
v) the ability to develop work through a process of critical reflection and engagement with staff and students. |
iv, v, x |
Student progression evident in body of work |
Reading Strategy
For each module there is a discreet reading list. This is split into ‘Essential reading’ which is available through the Bower Ashton Library and is intended to supplement the student understanding of the subjects covered in the module, and ‘further reading’ which is more general and may not always be available through the University Library. These are accessed through external sources such websites, Galleries or arts organisations.
Students are inducted into the library systems and services at the beginning of their studies. This includes guidance on accessing and using resources including e-journals. During the module relevant additional texts may be identified to individual students in consultation with staff.
Essential
Dexter E |
Vitamin D: New perspectives in Drawing |
London: Phaidon (2005) |
Heller, S., and Arisman, M (eds.) |
The Education of an illustrator |
Allworth Press. (2000) |
Schwabsky B |
Vitamin P., Vitamin D: New perspectives Painting |
London: Phaidon (2002) |
Suggested further reading
Bossert, J., (ed) |
Editorial illustration: step by step techniques |
Rotovision (1997) |
Chinn, M. |
Graphic novel: writing and illustrating |
. A & C Black. (2004) |
Diverse |
Bologna annual 2003: Bologna: illustrators of children’s fiction books. |
North-South Books. (2003). |
Howard, R |
Illustrators bible |
Watson-Guptill Publications (1993). |
Hyland, A., and Bell, R |
Hand to eye: contemporary illustration |
Laurence King Publishing. (2003). |
Noble, I |
Picture perfect: new fusions in illustration and image making |
Rotovision. (2003). |
Schirato, T. and Webb, J |
Understanding the visual |
London: Sage. (2004). |
Spiegelman, A |
In the shadow of no towers |
Viking. (2004). |
Tufte, E.R |
Envisioning information |
Graphics Press USA. (1990). |
Journals
illustrated ape
3x3
Varoom
Creative Review
Eye Magazine
Modern Painters
Tate Magazine
Computer Arts
Blue Print
Art Monthly
Baseline
Websites
www.fulltable.com/vts/index2.htm
http://jerwood.wimbledon.ac.uk/
Assessment
Weighting between components A and B (standard modules at levels 0-3 only) A: B:
ATTEMPT 1
First Assessment Opportunity
Component A
Description of each element Element weighting
Element 1 |
Presentation of visual work and associated material where appropriate |
100% |
Second Assessment Opportunity (further attendance at taught classes is/is not required)
Component A
Description of each element Element weighting
Element 1 |
Presentation of visual work and associated material where appropriate |
100% |
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is/is not required.
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)
Assessment: Profile of student achievement in relation to stated learning outcomes:
Introduction to Illustration – UACA4B-40-1 | |
Assessment Criteria: Students will be assessed according to their fulfilment of the learning outcomes in respect of the following criteria: |
Threshold standard (UG Level) |
i) the level of understanding of ‘illustration’ as a subject discipline demonstrated in the development and implementation of relevant skills, concepts and techniques; |
The student has engaged with all aspects of the programme of study and implemented a range of skills, concepts and techniques in their exploration of the subject discipline. |
ii) the level of development of drawing skill and the implementation of drawing as a means of developing a personalised visual language; |
Work presented for assessment demonstrates progression and increased confidence in breath and range of drawing. |
iii) engagement with process and methodology through exploration and experimentation as evidenced in sketchbooks and notebooks; |
The work demonstrates that the students has explored a number of different approaches to set tasks and has engaged with research and experimentation as a means of developing a coherent methodology. |
iv) the ability to present and debate ideas and concepts clearly and concisely; |
Ideas and concepts are communicated clearly and effectively. Work is well organised and completed. |
v) the ability to develop work through a process of critical reflection and engagement with staff and students. |
Work has been progressed through a process of critical reflection and engagement with group critiques. The student has fully engaged with all aspects of the programme of study. |
Levels of Achievement | |
80% and above - |
the work presented for assessment exceptionally exceeds the threshold profile in respect of all five criteria. The student has explored and exploited the potential of the subject discipline through full engagement with the programme of study. The work demonstrates an excellent understanding of the pre-production process. A range of alternative concepts and technical approaches have been tried and tested in the process of developing the final proposal. |
70% - 79% - |
the work presented for assessment substantially exceeds the threshold profile in respect of all five criteria. The student has explored and exploited the potential of the medium through a proposal which is both ambitious and innovative. The work demonstrates an excellent understanding of the pre-production process. Alternative concepts and technical approaches have been put forward in the process of developing the final proposal. |
60% - 69% - |
the work presented for assessment is ambitious and exceeds the threshold profile in respect of at least three out of five of the criteria. The student has explored the potential of the medium through a proposal which is ambitious and creative. The work demonstrates a good understanding of the pre-production process. Alternative concepts and technical approaches have been considered in the process of developing the final proposal. |
50% - 59% - |
the work presented for assessment meets the threshold profile. The work is complete and competent and demonstrates a good understanding of the pre-production process. Consideration has been given to the conceptual and technical challenges inherent within the proposal. |
40% - 49% - |
the work presented for assessment substantially meets the threshold profile in respect of all five criteria. The work is competent and demonstrates an understanding of the pre-production process. Some consideration has been given to the conceptual and technical challenges inherent within the proposal. |
30% - 39% |
the work presented for fails to meet the threshold profile in at least three out of the five criteria of assessment. The work does not adequately demonstrate that the student has understood the pre-production process and the proposal is not sufficiently thought through to support the production of a film. Additional work is needed. |
20% - 29% - |
work presented is of a very poor standard and substantially fails to meet the threshold profile. Work is incoherent and incomplete with very little evidence that the student has understood the pre-production process. |
0% - 20% - |
little evidence of engagement with the module. Work is incomplete, incoherent and substantially fails to meet the threshold in respect of all criteria. |
* for the purpose of assessment the level of achievement is measured against the overarching profile given through the five threshold statements. |