University of the West of England

    MODULE SPECIFICATION

    Code: UADA4D-20-1

    Title: NARRATIVE AND SEQUENCE

    Version: 4

    Level: 1

    UWE credit rating: 20 credits

    ECTS credit rating: 10

    Module type: Project

    Owning Faculty: FCA

    Field: Design

    Field Leader: R Kettell

    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) understood the potential of the ‘book’ as a theoretical and practical vehicle for the development and depiction of narrative;

    ii) gained knowledge and understanding of a range of narrative structures and strategies;

    Intellectual skills

    iii) sourced, analysed, tested and developed concepts and themes for development in book form;

    iv) considered issues relating to communication within the remit of a pre-determined theme;

    Subject/Practical Skills

    v) produced a book through the implementation of appropriate strategies, skills and techniques;

    vi) selected and implemented appropriate materials;

    Transferable Skills

    vii) analysed information and acted on critical reflection and experience in the development of a body of work;

    viii) articulated ideas and information coherently and effectively.

    Syllabus outline:

    The ‘book’ is introduced as a vehicle for carrying concepts and strategies related to narrative and sequence. Through a series of practical presentations and workshops, students explore examples of existing bookworks at the same time as researching and testing ideas for original work. Seminars and critiques allow students to explore their ideas with tutors and peers. The process of book design and book production is taught through workshops that underpin the development of individual narrative proposals. Students are taught simple building and binding techniques which are then consolidated and exploited though the realisation of individual bookworks. All students receive individual tutorials during this module to gain feedback on the development of their ideas.

    Teaching and learning methods:

    This module is delivered through a diverse mix of seminars, workshops, demonstrations and individual tutorials. Visiting specialists discuss book design and illustration and students are encouraged to experiment with the relationship between form and meaning in the exploitation of a prescribed theme.

    Students are encouraged to interpret the theme broadly according to the findings of individual research and the orientation of their work as illustrators.

    Weekly seminars encourage students to share ideas and to test their proposals within the group. Each student is required to make regular presentations of their work in order to advise the group as to the development and critical consideration being given to the book during the process of research and development. All students are required to record and present evidence of research, exploration and realisation.

    Student evaluation requires students to comment on their engagement with the process as well as the relative merits of the outcome.

    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 innovation and imagination evident in the realisation of a bookwork made in response to a pre-determined theme;

    i, ii, iii, iv, v, vi, vii, viii, ix

    Sketchbooks/preparatory work

    ii) the level of engagement with research and methodology evident in the work presented for assessment;

    i, ii, iii, iv

    Sketchbooks/preparatory work, visual presentations

    iii) the extent to which students have exploited the potential of the book as a means of self expression in the development of a personal visual language;

    i, v, vi, vii

    Sketchbooks/preparatory work, visual presentations

    iv) the level of skill indicated in the effective and appropriate manipulation of materials;

    iii, v, vii

    Sketchbooks/preparatory work, visual presentations

    v) the level of commitment evident in the engagement with both self-directed and directed study.

    i, ii, iii, vii, viii

    Sketchbooks/preparatory work, visual presentations

    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 as websites, Galleries or arts organisations. During the module relevant additional texts may be identified to individual students in consultation with staff.

    Essential

    Kress and van Leeuwen

    Reading images; the grammar of visual design

    London: Routledge. (1996).

    Lacey, N

    Narrative and genre

    Basingstoke: Palgrave. (2000).

    Salisbury. M

    Illustrating Children’s Books: Creating pictures for Publication

    New York: Barron’s educational series

    (2004)

    Suggested Further reading

    Coulter-Smith, G

    The visual – narrative matrix. Southampton:

    Southampton Institute (2000).

    Eisner, W

    Graphic storytelling and visual narrative

    Poorhouse Press (1996).

    Gombrich, EH

    The image and the eye: further studies in the psychology of pictorial representation.

    London: Phaidon (1982).

    Heller, S., and Arisman, M., (eds.)

    The Education of an illustrator.

    Allworth Press. (2000).

    Schirato, T., and Webb, J

    Understanding the visual.

    London: Sage (2004).

    Townsend A., (ed)

    Graphic Poetry: a wig-01 project,

    Hong Kong: Victioner

    (2005)

    Walter. S.R. J., and Hanson, M

    Motion blur: Onedotzero.

    London: Laurence King.

    (2004).

    Ware, F.C. (2000)

    Jimmy Corrigan or the smartest kid on earth.

    Pantheon.

    Wood, D., (1998)

    How children think and learn.

    Oxford: Blackwell Publishing.

    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:

    Narrative and Sequence – UACA4D-20-1

    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 innovation and imagination evident in the realisation of a bookwork made in response to a pre-determined theme;

      the student has identified and explored a concept which could manifest itself in traditional or non-traditional forms which retains a sequential order and / or readability.

    ii) the level of engagement with research and methodology evident in the work presented for assessment;

    the student’s final solution will be supported by a body of collected material outlining the development of their design.

    iii) the extent to which students have exploited the potential of the book as a means of self expression in the development of a personal visual language;

      the student has augmented and developed their personal practice in the context of ‘the book’.

    iv) the level of skill indicated in the effective and appropriate manipulation of materials;

      the student has chosen materials and forms of production which best express their individual solution to the theme, exploiting their properties.

    v) the level of commitment evident in the engagement with both self-directed and directed study.

      the student will have attended the relevant workshop(s), produced a sample bound book, either perfect bound or Coptic stitched, and will bring self initiated ideas and rough work to tutorial sessions.

    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 medium through a proposal which is exceptional in its ambition and innovation. 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.

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