University of the West of England

    MODULE SPECIFICATION

    Code: UAAA5B-40-1

    Title: EXPLORING DRAWING AND APPLIED ARTS PRACTICE

    Version: 5

    Level: 1

    UWE credit rating: 40 credits

    ECTS credit rating:

    Module type: Project

    Owning Faculty: FCA

    Field: Art

     

    Valid from: Nov 2008

    Discontinued from:

    Contributes towards:

    BA (Hons) Drawing and Applied Arts

    Pre-requisites: None

    Co-requisites: None

    Excluded combinations: None

    Learning Outcomes:

    The purpose of this module is to introduce students to applied arts practice in order to develop their creative visual language and skill base.

    To enable students to:

    Knowledge and Understanding

      i. develop an understanding of applied art processes

    Intellectual Skills

      ii. develop and translate ideas through drawing and / or applied arts practice(s)

      iii. develop analytical and critical skills through research and evaluation

    Subject/practical skills

      iv. develop skills in applied arts practice(s)

      v. demonstrate an understanding of a range of processes and techniques within drawing the applied arts

      vi. demonstrate an understanding of the role of drawing within ‘applied arts’ practice

    Transferable/Key Skills

      vii. perform basic skills with awareness of tools and materials and their potential hazards

      viii. identify key elements of a problem and select methods/techniques/processes appropriate to task

    Syllabus Outline:

    Applied arts practices will be introduced through the exploration and investigation of a range of concepts, practical skills, practitioners and historical/contemporary examples that challenge students’ pre-conceptions about drawing and making and develop their awareness of the creative opportunities and possibilities afforded through applied arts practice(s). Throughout the module, the symbiosis between drawing activity and ‘making’ is continually reinforced as the fundamental process through which practice is developed and understood, and students will be requested to begin to develop an awareness of the relationship between their drawing activity to the applied arts.

    Workshops, lectures and independent study will focus intellectual, critical and creative enquiry. Through experimentation with the skills, processes, materials and methods students will be expected to develop and present a body of work that explores a particular theme within the context of their own ideas and ambitions.

    Throughout the module, students will be encouraged to work in a creative, investigative and experimental manner. Through individual tutorials and seminar group discussion, they will be expected to develop the ability to begin to place their own work within a range of art and design contexts and practice(s). Critical engagement and reflection on practice will be accessed and supported within the context of the studio journal and evaluative statement. Emphasis in this module will be placed on using the journal to document and evaluate the parallel activities of making and drawing in order for personal methodologies to become transparent and articulated.

    Assessment will take the form of presentation and critique, and will be made upon a body of work that should include:

      i) an evaluative statement (no more than 500 words)

      ii) evidence of participation in workshops/lectures

      iii) studio journal

      iv) techniques file

      v) Developmental work and final outcome

      vi) Sketchbook/s

    Teaching and Learning Methods:

    The methods employed in this module are designed to be diagnostic in terms of individual progression within the programme.

    Practical skills are delivered through workshops and studio activities that involve both demonstration and practice. These workshops will look specifically at building confidence and a level of proficiency in the disciplines studies. Emphasis will be placed on establishing a meaningful relationship and parallel between drawing and making activities. Analytical, evaluative and planning skills will be supported through seminars/individual critique, in order to encourage students to adopt an ongoing engagement with ideas/processes/methods of production beyond the workshop experience. Critical engagement and reflection on ideas/practices examined within the module will be documented and accessed within the studio journal and evaluative statement.

    Health and Safety guidelines and further explanation of key terminology’s, skills and processes introduced within the workshops will be outlined in note/visual form and distributed to students for personal consultation and observation at the point of demonstration. The compiling of these documents into a technique file will provide reference points for further consultation etc. beyond the time frame of the module.

    The negotiation of individual pathways through the module will be supported through ongoing tutorial support, and through a ‘project’ review at the conclusion of the first option. This will allow for critical evaluation of the students’ work, and enable informed guidance to be offered concerning the appropriate development/direction of practice within 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

    Sources of evidence

    i) Research and Reflection

    The extent to which a student engages with, understands and reflects upon visual research

    I),ii),iii), viii)

    Developmental work, evaluative statement, studio journal, sketchbooks

    ii) Drawing and Making

    The extent to which drawing and making underpins a students individual practice

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

    developmental work, evaluative statement, studio journal, sketchbooks

    final outcome

    iii) Experimentation

    The level of exploration experimentation and risk taking demonstrated in the work.

    i),ii),iv),v),vii),viii)

    Workshops, developmental work, evaluative statement, studio journal, sketchbooks

    iv) Outcome

    The extent to which work demonstrates the synthesis of concept and practical skill.

    ii),iii),iv), viii)

    Workshops, developmental work, evaluative statement, studio journal, sketchbooks, final outcome

    v) Studentship

    The level of engagement, organization and management demonstrated in the realization of a body of work.

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

    Workshops, developmental work, evaluative statement, studio journal, sketchbooks, final outcome

    Reading Strategies:

    All students will be encouraged to make full use of the printed and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information pathways. The University Library's web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.

    Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a printed study pack or be referred to texts that are available electronically, etc. this guidance will be available either in the module handbook, via the module information on UWEonline or through any other vehicle deemed appropriate be the module/programme leaders.

    If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.

    Indicative reading list.

    The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

    Essential:

    The Artists Org

    See art movements

    See artists by discipline – drawing

    http://the-artists.org/art-movements.cfm

    Berger on Drawing : John Berger

    Vitamin D : Emma Dexter

    The Poetics of space : Bachelard

    The story of art : E.H.Gombrich

    Further Reading:

    Conversations

    William Kentridge www.gregkucera.com/kentridge.htm

    www.awn.com/mag/issue3.7/3.7pages/3.7moinskentridge.html

    Harold Cohen http://crca.ucsd.edu/~hcohen/ See paper: WHAT IS AN IMAGE?

    Kara Walker www.moma.org/onlineprojects/conversations/kw_f.html

    Gary Simmons www.moma.org/onlineprojects/conversations/gs_f.html

    www.nyfa.org/archive_detail_q.asp?type=1&qid=181&fid=6&year=2004&s=Spring

    Carolee Schneemann http://www.caroleeschneemann.com

    See: “Up To And Including Her Limits”

    Shirin Neshat http://universes-in-universe.de/islam/eng/2005/026/index.html

    http://www.iranian.com/Arts/Dec97/Neshat/

    Barbara Kruger http://www.barbarakruger.com/

    Toba Khedoori

    http://www.regenprojects.com/popup_main.php?mode=artists&object_id=7

    The Mind in the Cave. Consciousness and the origins of art : Lewis-williams

    After Babel – Aspects of Language and translation: George Steiner

    Real presences: George Steiner

    On Difficulty; George Steiner

    Thought and language: Lev Vygotsky

    Mind in Society: Lev Vygotsky

    Visual music: Kerry Brougher

    Playing and reality; Winnicott

    Speech and Phenomena: Derrida

    Typologies: Bernd Becher

    What is Art? : Joseph Beuys

    Francis Bacon: the logic of sensation: Gilles Deleuze

    Drawing now; eight propositions: Laura Hoptman

    Artist’s materials: Emma Pearce

    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

    1 Body of work including supporting material 100%

    Second Assessment Opportunity (further attendance at taught classes is/is not required)

    Component A

    Description of each element Element weighting

    1 Body of work including supporting material 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:

    EXPLORING DRAWING AND APPLIED ARTS: UADA5B-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 Research and Reflection

    the extent to which a student engages with, understands and reflects upon visual research.

    The student has demonstrated their ability to retrieve and produce primary and secondary visual research.. The body of work presented for assessment demonstrates that the student understands the potential of research to develop a creative practice appropriate to the award.

    i) Drawing and Making

    The extent to which drawing and making underpins a students individual practice.

    the student has acquired and developed a range of practical skills in drawing and making which have then been selected and implemented through the execution of a range of tasks and projects. The manipulation of skills and media reinforce the creative intention of the work;

    ii) Experimentation

    The level of exploration, experimentation and risk taking demonstrated in the work;

    The work demonstrates a broad exploration of methods and materials. There is evidence that this experimentation has begun to underpin the implementation of a methodology and successful outcome.

    iii) Outcome

    The extent to which the work demonstrates the synthesis of concept and practical skill;

    Independent study time has been used to further explore and experiment with the concepts, skills, techniques and materials introduced during directed study. There is evidence that the student is developing a personal visual vocabulary.

    iv) Studentship

    The level of engagement, organisation and management demonstrated in the realisation of a body of work;

    All programmed tasks and assignments have been completed in the time allocated and independent study time has been used to consolidate and develop the body of work. There is evidence of full engagement with the programme of study.

    Levels of Achievement

    80% and above -

    The student has produced a substantial body of work demonstrating an exceptional level of commitment to the development of skills and practices relevant to drawing and/or applied arts. The level of imagination and exploration applied to the research, development and realisation of tasks/projects is creatively independent and highly ambitious. The student has fully engaged with the programme of study. The work exceeds the threshold profile in respect of all five criteria.

    70% - 79% -

    The student has produced a substantial body of work demonstrating a very high level of commitment to the development skills and practices relevant to textile/arts design. The level of imagination and exploration demonstrated in the research, development and realisation of tasks/projects shows a high level of creative independence and ambition. The student has fully engaged with the programme of study. The work exceeds the threshold profile in respect of all five criteria.

    60% - 69% -

    The student has produced a substantial body of work demonstrating a high level of commitment to the development of skills and practices relevant to drawing and/or applied arts. The level of imagination and exploration demonstrated in the research, development and realisation of tasks/projects shows creative independence and ambition. The student has fully engaged with the programme of study. The work substantially exceeds the threshold profile in respect of at least three criteria.

    50% - 59% -

    The student has produced a body of work demonstrating commitment to the development of skills and practices relevant to drawing and/or applied arts. The level of imagination and exploration demonstrated in the research, development and realisation of the tasks/projects demonstrates competence and a reasonable level of ambition. The student has engaged with the programme of study. The work meets the threshold profile in respect of all five criteria.

    40% - 49% -

    The student has produced a body of work demonstrating commitment to the development of skills and practices relevant to drawing and/or applied arts. The level of imagination and exploration demonstrated in the research, development and realisation of the tasks/projects is competent. The student has engaged with the programme of study and the work adequately meets the threshold profile.

    30% - 39%

    The student has produced an insufficient body of work demonstrating a lack of commitment to the development of practice. The work shows a lack of development commensurate with the general lack of engagement with the programme of study. The work fails to meet the threshold profile.

    20% - 29% -

    The body of work is insufficient and demonstrates a lack of commitment to the programme of study. There is very little evidence of development. The work fails to meet the threshold profile in respect of all five criteria.

    0% - 19% -

    There is very little evidence of engagement with the module. The work fails to meet the threshold profile in respect of all five criteria.

    * for the purpose of assessment the level of achievement is measured against the overarching profile given through the five threshold statements.

Back to top