University of the West of England

MODULE SPECIFICATION

Code: UAAADD-20-3				Title: INTRODUCTION TO LEVEL 3 – (Drawing and Applied Arts and Interdisciplinary Textile Design				Version: 4
Level: 3	UWE credit rating: 20						ECTS credit rating: 10
Module type: Project
Owning Faculty: FCA			Field: Art			Field Leader: Mandy Ure
Valid from: Sept 2009					Discontinued from:
Contributes towards:		BA (Hons) Interdisciplinary Textile Design, BA (Hons) Drawing and Applied Arts
Pre-requisites:
Co-requisites:
Excluded combinations:

Learning outcomes:

This module aims to enable students to:

Knowledge and Understanding

i) Locate their own practice within the wider context of Textile practice and Drawing & Applied Arts;

ii) Develop and apply rigorous research and analysis skills to the development of their creative and conceptual ideas;

Intellectual skills

iii) Critically reflect on and analyse their own strengths and weaknesses and to identify individual developmental needs;

Subject/Practical Skills

iv) Explore their ideas and research through a range of materials and processes;

v) Test and evaluate ideas in relation to a defined brief;

Transferable Skills

vi) Establish methods for describing and developing ideas through proposal writing and self evaluation;

vii) Communicate their ideas confidently; visually, verbally and in writing;

Syllabus outline:

This module is designed to give students the opportunity to explore and develop the practical, conceptual and critical skills needed to undertake self-directed study at level 3. It supports students in identifying their own strengths and interests as a practitioner and enables the development of these through defined project work.

The development of research, analysis and problem-solving underpins the activities of this module. Students are set tasks which require them to explore methods of generating ideas through research and analysis and which require them to relate these ideas to their own and other contemporary practices. This is with the aim of encouraging students to develop an individual creative methodology based on best practice.

Students are set one or more briefs that emphasise the research, development and testing of ideas with particular emphasis on analysis and contextualisation of their practice within the creative industries.

Typically, these briefs will have a thematic approach to allow students to explore them using a variety of textile or Drawing & Applied Arts related processes. Students are asked to write individual proposals (Learning Agreements) that outline their aims and methodology within each brief in preparation for proposal-writing in subsequent modules.

A series of skills workshops run throughout the module. These address advanced practical skills in both textile and non-textile skills, as well as transferable skills such as presentation, the writing of proposals and evaluations and personal organisation.

For assessment students are required to present their work together with supporting work including an evaluative statement that analyses the development of the project in relation to their own proposal of work and the assessment criteria.

Teaching and learning methods:

The teaching and learning methods in this module aim to support students in establishing self-directed working strategies. The module offers an intense working experience that is designed to challenge student’s perceptions of the subject and of their own work as a practitioner.

Taught sessions concentrate on task-led seminars which encourage students to identify and critique particular issues within contemporary Art and Design practice identified either by the tutor or the students themselves.

Group seminars, peer group critiques and 1-1 tutorials run throughout the module; these offer support in time management by setting interim goals and in the development of the students work through discussion and critique.

Lectures by permanent staff and guest lecturers will introduce a range of practitioners for whom working with Textile or Drawing and Applied Arts processes / materials and / or contexts is an integral part of their working methodology.

All students need to begin and develop their studio journal as a site for critical reflection and analysis of their own and others practice, the journal should be viewed as integral to studio practice and its development will be supported through tutorials and seminars.

Learning is supported by a series of workshops, based in faculty Technical Centres, which offer students the opportunity to take their practical skills to a higher level. The range of workshops on offer will be defined by the needs of the student group. Students are also supported in the development of level 3 learning skills through advanced workshops covering presentation, the writing of proposals and evaluations and personal organisation.

Assessment criteria:

Students will be assessed on the level of their ability to:

Criteria	Relates to learning outcomes:	Source of evidence
i) Research, explore and develop practice based ideas from a range of research sources	Ii, iv	Portfolio of presented work and sketchbooks – to include visual / textual research, sampling, studio journal
ii) Critically examine their own ideas in relation to the work of other practitioners.	I, ii	Sketchbooks, journals, self evaluation
iii) Critically investigate appropriate contexts for their practice	i, iii, vi	Sketchbooks, journals, self evaluation
iv) Use appropriate techniques, materials and processes to test and experiment with their ideas.	iv, v	Portfolio of presented work and sketchbooks – to include visual / textual research, sampling, studio journal
v) Present a body of work to professional standards	vi, vii	Portfolio of presented work and sketchbooks – to include visual / textual research, sampling, studio journal
vi) Organise their ideas and communicate their intentions through the writing of proposals and evaluations.	Ii iv v Vi vii	Learning Agreement, Self - Evaluation

Reading Strategy:

As part of their induction, students are given an introduction to the library, which includes guidance on accessing and using resources including e-journals and UWE online.

All students have access to UWE online. The site contains all course and module information including briefs, module outlines, the handbook, resource suppliers, web-links, all course document pro-formas (eg: learning agreements) and guidelines for filling out / fulfilling these.

There is an ongoing ‘study skills’ lecture programme for students that covers key research / analysis skills, students can find out about this via the admin office.

The titles on the essential reading list are available in the Bower Ashton library and should be regarded as key texts for all students studying on the module.

The recommended further reading should be negotiated according to the individual student specialisms as it contains texts that address a range of issues that inter-relate and spread across a number of possible specialist areas. At the start of the module all students will receive a 1 – 1 tutorial that focuses on the ways in which they might begin to navigate their way through the recommended reading and resource list in relation to their individual specialism. Web and ‘e’ based resources are accessible off site and provide accessible research opportunities off campus.

Indicative Essential Reading :

All titles available from Bower Ashton Library – on shelf.

Volume 10, Number 2	International Journal of Art Therapy – “ What is Drawing?”	Routledge, December 2005
Cahoone, L	From Modernism to Postmodernism: An Anthology	Blackwell, 1996
Dexter, Emma	Vitamin D: New Perspectives in Drawing	Phaidon 2005
	Droog and Dutch design : from product to fashion	Central museum.2000
Rose, B	Allegories of Modernism: Contemporary Drawing	MOMA NY 20034
South Bank Centre	Drawing the Line: Reappraising Drawing Past and Present selected by Michael Craigman	White Dove Press, 1995

Indicative Recommended further reading, available from Bower Ashton Library (on shelf):

Antonelli, Paola	Safe – Design takes on risks.		MOMA 2006
Arnheim, Rudolf	Art and Visual Perception		University of California Press
Bender, Gretchen & Druckery, Timothy (Ed)	Culture on the Brink: ideologies of technology Seattle		Bay Press 1994
Bachelard, Gaston, The Poetics of Space Boston Beacon Press, 1969	The Poetics of Space		Boston Beacon Press, 1969
Barthes, Roland	Camera Lucida			Fontana 1984
Batchelor, David	Chromophobia,		London Reaktion Books 2000
Baudrillard, Jean	The Gulf War did not happen		Power Publications. 1995
Benjamin, Walter	The work of art in the age of mechanical reproduction, in Illuminations		Harcourt, 1968
Beuys,, Joseph	What is Art?		Clairview books
Blechman, Hardy.	Disruptive pattern material: an encyclopedia of camouflage, nature warfare and culture.		DPM 2004
Elkins, James	How to use your eyes		Routledge, New York, & London
Featherstone Mike	Body modification		Sage 2000.
Lee, Suzanne	Fashioning the future : tomorrow's wardrobe		Thames and Hudson, 2005
Marzano, Stefano	New Nomads: Exploration of Wearable Electronics by Philips		Rotterdam 010 Publishers. 2000.
Pearce, Emma	Artists materials
Perec, Georges	Species of Spaces		London Penguin, 1994
Plant, Sadie	Zero’s and One’s		London Fourth Estate. 1998.
Reimschneider, Burkhard & Grosenick, Uta (eds)	Art at the turn of the Millennium		Taschen, 2000
Roewll, Margit	Objects of Desire: The Modern Still Life		The Museum of Modern Art, New York, 1997
Rowley Sue	Reinventing textiles volume 1 tradition & innovation		Telos, London, 1999
Smiddt, Petra		Patterns in Design and Architecture		Birkhauser, 2005
Wigley, M	White walls ands designer dresses, the fashioning of modern architecture.		MIT 1995

 

Websites:

Textile / practitioner specific:

http://www.alisonwilloughby.com/biog.html Textile practice

http://www.bfi.org/domes/ Introduction to the geodesic dome

http://www.textilefutures.co.uk/index-main.htm Textile Futures website, link to RSA awards, innovative Textile exhibition.

http://www.interactivewallpaper.co.uk/ Rachel Kelly’s interactive wallpaper site.

http://www.lindaflorence.co.uk/ Interactive Textile Designer

www.loop.ph Rachel Wingfield’s website – interactive / responsive printed textiles

http://www.freedomofcreation.com/index2.html Dutch Design Company

http://www.futurephysical.org/ Textile technology research

http://www.osa-online.net/ Office of subversive architecture

Drawing Specific

http://www.acid.uwe.ac.uk/ Advanced Centre in Drawing (UWE)

http://www.lboro.ac.uk/departments/ac/tracey/ Contemporary drawing research (Loughborough University)

http://www.wimbledon.ac.uk/?cat=118&fn= Centre for Drawing (Wimbledon School of Art)

http://www.drawingpower.org.uk/menu3.htm The Campaign for Drawing/The Big Draw

Galleries

http://www.drawingroom.org.uk/index.htm The Drawing Room (London)

http://www.drawingcenter.org/index_noflash.cfm The Drawing Center (New York)

http://www.imaginationcubed.com/imagine Draw yourself on the web

General:

www.fabriclink.com Educational Resource for apparel, fabrics and fibre technology.

www.fact.co.uk Film, Art and Creative Technology website.

http://www.artshole.co.uk/ Database of arts / design activity and exhibitions in the UK

http://www.designboom.com/eng/ general contemporary design website

http://www.e-culturefair.nl/ new media fair exploring the use and application of new Medias in the cultural domain.

http://www.creativefutures.cadise.ac.uk/default.asp Information for art and design students / graduates

www.lboro.ac.uk/departments/ac/tracey/index.html Contemporary drawing research

http://www.magnumphotos.com/c/Home_MAG.aspx?Stat=Menu_Home Excellent image bank.

http://www.premierevision.fr/?page=01&lang=en Textile Trade fair – there is a course trip to this fair.

http://www.lboro.ac.uk/departments/ac/tracey/index.html Contemporary Drawing Research

http://www.artshole.co.uk/links/galleries_A.htm lists all London Galleries / locations / web addresses.

http://www.moda.mdx.ac.uk/ Museum of domestic design and architecture

www.caa.org.uk Contemporary applied arts

www.resource.gov.uk Resource, the council for archives and museums.

www.jerwood.org.uk Jerwood foundation

www.designcouncil.org.uk/index.html Design Council

http://www.texi.org The Textile Institute

http://www.craftscouncil.org.uk Contemporary crafts and applied arts

e-journals :

These are accessible via the internet, but are also available on the shelf in Bower Ashton library.

Artists Newsletter

Architecture

Art monthly

Crafts

Creative review

Design Issues

Dress

Fibre Art

Textile – Journal of cloth and Culture

Textile World

Women’s Art

On the shelf journals :

Artists Newsletter

Architecture

Art monthly

Art on Paper

Animation Magazine

Art Forum

Art Journal

Art News

Blueprint

British Journal of Aesthetics

Crafts

Creative review

Design Issues

Design Week

Dress

Fibre Art

Icon

ID

Metalsmith

Mute

Selvedge

Tank

Textile – Journal of cloth and Culture

Textile View

Textile World

View on Colour

Wallpaper

Women’s Art

Assessment

ATTEMPT 1

First Assessment Opportunity

Component A

Description of each element Element weighting

1 Presented work 100%

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

Component A

Description of each element Element weighting

1 Presented work 100%

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is required.

Specification confirmed by …………………………………………Date ……………………………

(Associate Dean/Programme Director)

Assessment: Profile of student achievement in relation to stated learning outcomes:

INTRODUCTION TO LEVEL 3 (Drawing and Applied Arts and Textile Design) – UADADD-20-3
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 explore, and develop practice based ideas from a range of research sources.	Your supporting work shows that you have actively engaged in exploring a range of research resources to support the inventive development of your ideas on both a conceptual and practical level. Your final portfolio demonstrates a relationship between your research, analysis and outcomes.
ii) critically examine their own ideas in relation to the work of other practitioners.	Your supporting work and evaluation demonstrates that you can critically reflect on and analyse your own work and its development in the context of contemporary and historical art and design practices.
iii) critically investigate appropriate contexts for their practice	Your portfolio of work should evidence contextual research that demonstrates your investigations into the possible applications and contextualisation of your practice within the creative industries.
iv) use appropriate techniques, materials and processes to test and experiment with their ideas.	Your portfolio of work demonstrates that you have researched and experimented with technique, process and material in order to maximise and explore the potential of your ideas.
v) present a body of work to professional standards	Your work is clearly presented and relates appropriately to the defined audience and context; it is easily navigable and can speak for itself without explanation from the practitioner.
vi) organise their ideas and communicate their intentions through the writing of proposals and evaluations	You can devise a proposal that explains your intentions and defines the methods for achieving your aims. Your evaluation is written with objective, critical distance taking both your intentions and the outcomes into account.

Levels of Achievement
80% and above -	The work presented for assessment exceptionally exceeds the threshold profile in respect of most criteria. The student has explored and exploited the potential of his/her ideas through experimentation and risk-taking and has produced work with ambitious intent. The work demonstrates an excellent understanding of design process and works coherently in its presentation.
70% - 79% -	The work presented for assessment substantially exceeds the threshold profile in respect of most criteria. The student has explored and exploited the potential of his/her ideas through a high level of experimentation. The work demonstrates an excellent understanding of design process and media and works coherently in its presentation.
60% - 69% -	The work presented for assessment is ambitious and exceeds the threshold profile in respect of the majority of the criteria. The student has explored and exploited the potential of his/her ideas through experimentation. The work demonstrates a very good understanding of design process and works coherently in its presentation.
50% - 59% -	The work presented for assessment meets the threshold profile in respect of the majority of the criteria. The student has explored the potential of his/her ideas. The work is complete and competent demonstrating a good understanding of the design process and media.
40% - 49% -	The work presented for assessment meets the threshold profile in respect of the majority of the criteria. The student has made an attempt to begin to explore the potential of his/her ideas. The work is competent and demonstrates an understanding of the design process.
30% - 39%	The work presented for fails to meet the threshold profile in the majority of the criteria. The work demonstrates that the student has not fully understood or engaged in the design process. Additional work is needed.
20% - 29% -	The 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 design 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.