University of the West of England
MODULE SPECIFICATION
Code: UA1ADA-30-1 |
Title: Creative Practices 1 |
Version:4 | ||||||
Level: 1 |
UWE credit rating: 30 |
ECTS credit rating: 15 | ||||||
Module type: Project | ||||||||
Owning Faculty: FCA |
Field: Visual Culture |
Field Leader: A Partington | ||||||
Faculty Committee Approval: Q & S Committee |
Date: 20 July 2009 | |||||||
Valid from: September 2009 |
Discontinued from: | |||||||
Contributes towards: |
FdA Creative Practices | |||||||
Pre-requisites: None | ||||||||
Co-requisites: None | ||||||||
Excluded combinations: |
Learning Outcomes
On completion of this module students will have:
Knowledge and Understanding
i) explored of a range of practices within the creative industries;
ii) kept a record of industrial /professional issues, opportunities and ethics relating to their professional ambitions;
Intellectual Skills
iii) researched and explored a variety of ways of observing;
iv) researched and explored a variety of ways of communicating;
Subject/Practical Skills
v) researched and explored a wide range of recording and image making techniques through practical exercises/projects;
vi) explored and identified different audiences relevant to Creative Practices and the reception of Creative Practitioners’ work
Transferable Skills
vii) made a presentation combining image and text (e.g. PowerPoint);
viii) shown personal organisation and time management in their engagement and participation;
ix) communicated and worked with others;
x) documented and communicated their thinking and ideas;
Syllabus content
Through practical work and reflection this module focuses on transferable skills relevant to the Creative Industries and introduces students to the notion of different audiences and contexts for the reception of their work. Students will participate in exercises of observation and communication using a range of media including drawing, photography, video, IT, sound, speech, actions, signalling etc. This will broaden and deepen their practical skills and also reveal the strengths and weaknesses of various media in the communication of information/ideas. Reflection on these exercises and on the issues/opportunities revealed in the reading of the prescribed publications will be recorded in the Learning Journal, and used to inform the specific reflective and communication tasks submitted with the Learning Journal for assessment.
Students will be introduced to different forms of communication, and different styles of writing relevant to Creative Practices. They will develop their understanding of the requirements of communication to different audiences and develop their research skills in relation to these. The balance of assessment through the learning journal, tasks and presentation offer students the opportunity to demonstrate their understanding of these through assessment.
Teaching and learning methods:
Students are taught in mixed groups drawn from across the specialist pathways through a combination of workshops, demonstrations, visits, practical exercises and the Tutor Group meeting. Individual research, preparation for presentations and the other requirements of the Learning Journal are not timetabled. The principal resource of the module is the students themselves and their participation/interaction. The Tutor Group meetings reflect on the work in this and other modules so that as well as academic concerns this module incorporates a level of pastoral care.
The timetabled activities of this module take up one day of taught time per week, (practical work taking one half of the day with the other half devoted to the Tutor Group). All students will belong to a facilitated Tutor Group which will meet most weeks.
Reading Strategy
At the beginning of the programme students will receive the following list of Creative Industry and Arts related magazines/periodicals and be expected to regularly read at least six of them, all of which will be housed in the library.
Ag
AOI Magazine
AN
Aperture
Arena Homme Plus
Art Forum
Art Monthly
Art News
Artists Newsletter
Baseline
British Journal of
Photography
C Magazine
Collezione
ContemporaryModern
Painters
Ceramic Review
Crafts
Ceramics Art & Perception
Convergence
Creative Review
Dazed and Confused
Design Week
Frieze
Graphis
History of Photography
i-D
Katalog
Novum
Portfolio
Printmaking
Sculpture
Vogue Italia
Vogue UK
Along with web-based resources (see below for examples which will be linked to through Blackboard), these periodicals will provide access to examples of writing and communication for different audiences to inform students ideas and development of responses to the tasks. In addition students will be expected to attend appropriate exhibitions and events relevant to their chosen specialism and to collate examples of communications to audiences in this field (both general and specialist).
Essential Reading
In addition to 6 of the above journals:
Watt, J (2008) The art of blogging, a-n Collections February 2008 available at: http://www.a-n.co.uk/publications/document/406716
Artists Newsletter – Artists Talking http://www.a-n.co.uk/artists_talking
Ellen Lupton - http://www.designwritingresearch.org/
Design Museum Podcasts - http://www.designmuseum.org/podcasts
Victoria and Albert Museum Artists Blogs - http://www.vam.ac.uk/activ_events/do_online/blogs/index.html
Tate Exhibitions Bulletin online - http://www.tate.org.uk/bulletins/exhibitions.htm
Time Out London, Critics Videos - http://www.timeout.com/london/connect/video/
Frieze Foundation Talks - http://www.friezefoundation.org/talks/
Resonance 104.4FM Art Radio - http://resonancefm.com/
Arnolfini Press Releases - http://www.arnolfini.org.uk/press_releases/
Axis Web artists database - http://www.axisweb.org/
One minute film – Artist Neville Gabie - http://oneminuteweek.tumblr.com/
Media Releases, Design - http://www.designmuseum.org/press/media-releases/2008
The Photographers Gallery Press Releases - http://www.photonet.org.uk/index.php?pid=83
Additional Reading
Camp, L (2007), Can I change your mind? : the craft and art of persuasive writing, A & C Black, London
Graziella, T and Richardson, J (2004) Writing as a visual art, Intellect Books, UK
Hickey, D (1997) Air Guitar: Essays on Art & Democracy, Art Issues Press, US
Morley, S (2003) Writing on the wall: Word & Image in Modern Art, Thames & Hudson,
Arts Council England - http://www.artscouncil.org.uk/artsdebate/reading.php
Writing and Design - Steve Ince, freelance writer and game designer, posts thoughts and comments on these two meaningful aspects of his life - http://www.steve-ince.co.uk/blog/blog.html
Caroline Woolard - http://carolinewoolard.blogspot.com/
Design Icons Lecture Series - http://www.designmuseum.org/events/lectures
The Fashion Museum Newsletter - http://www.fashionmuseum.co.uk/newsletter/current_newsletter.aspx
Fashion v. Sport E-postcards - http://www.vam.ac.uk/microsites/fashion-v-sport/e_postcards.php
Photography Links Page - http://www.vam.ac.uk/collections/photography/links/index.html
Ethical Fashion Links Page - http://www.vam.ac.uk/collections/fashion/features/ethical_fashion/links/index.html
Technical Video Resources – Traditional Crafts - http://www.vam.ac.uk/collections/paintings/videos/index.html
Creative Writing in Museums - http://www.vam.ac.uk/activ_events/adult_resources/creative_writing/index.html
I-Tunes U Tate Gallery Collection - http://www.tate.org.uk/itunesu/
Tate Gallery Modern Paint Podcasts - http://www.tate.org.uk/learning/learnonline/modernpaints/
Tate Gallery BT Series - http://www.tate.org.uk/btseries/
Tate Podcasts - http://www.tate.org.uk/podcasts/
Time Out London, Art Reviews - http://www.timeout.com/london/art/
Frieze Editors Blog - http://www.frieze.com/blog/
Frieze Art Fair Podcasts - http://www.friezeartfair.com/podcasts/
Fashion Writing Blog - http://whatwouldphoebedo.blogspot.com/2009/02/what-makes-good-fashion-writing.html
Coutorture Fashion Writing - http://revver.com/video/147983/dr-valerie-steele-on-fashion-writing/
Miss Couturable Blog - http://www.misscouturable.com/2009/03/fashion-writing-is-biting.html
VOICE, AIGA Journal of Design - http://journal.aiga.org/
Graphic Design Writing Blog - http://www.mmbchicago.blogspot.com/
Art, Research, Communication - http://www.arcprojects.org/weblog/
All periodicals are available in the library and through the online UWE e-library. Additionally, students will be signposted to appropriate blog and online magazine sites in addition to marketing from galleries, professional organisations and individual practitioners.
Assessment :
Presentation
• Small group presentation of a comparison between 2 articles
Specific Audience Communication Tasks
• 1 ‘review’ of an exhibition or event aimed at a general audience, between 180 – 200 words (for example Venue Magazine or the Evening Post)
• 1 ‘review’ of an exhibition or event aimed at a specialist art, media or design audience, between 180 – 200 words (for example Art Monthly, British Journal of Photography, Vogue, Creative Review, Fashion Practice)
• 1 press release (for another member of the tutor groups’ work), between 300-400 words
• 1 blog entry, maximum 100 words
• 1 “60 second pitch” (for a piece of work or project)
• 1 Artists/Designers Statement, between 200-250 words
The following elements of the Learning Journal are also assessed:
Reflective Tasks
• notes on communication workshops
• reflective report on communication workshops (min 400 words)
• An update of the student’s C.V.
• notes on reading
• evidence of presentation based on reading
• reflective statement on visits made (2-300 words)
Students are assessed according to their fulfilment of the learning outcomes in respect of the following criteria:
Criteria |
Relates to Learning Outcomes |
Source of Evidence |
i) extent to which the student has shown commitment and participation, as recorded in the Learning Journal |
vi) vii) viii) |
Learning Journal, presentation, tasks |
ii) extent to which the student has explored materials and methods of communication and recorded this activity |
i) iii) iv) v) vi) |
Learning Journal, presentation, tasks |
iii) extent to which the student has organised and communicated ideas |
vi) ix) |
Learning Journal, presentation, tasks |
iv) extent of recorded personal development |
ii ) ix) |
Learning Journal, presentation, tasks |
v) level of engagement with and research into the Creative Industries |
i) ii) vi) |
Learning Journal, presentation, tasks |
Assessment:
Weighting between components A and B (standard modules at levels 0-3 only) A: B:
The assessment methods for this module seek to encourage students to respond through a variety of different (including new) media. Whilst the word counts for tasks are identified, it is not necessary for the submissions to be in written form. If alternative format presentations are submitted, they should be of comparable standard to written submissions, well-documented and presented and supported by appropriate research.
ATTEMPT 1
First Assessment Opportunity
Component A
Description of each element Element weighting
1. Learning Journal 50%
2. Presentation and tasks 50%
Second Assessment Opportunity (further attendance at taught classes is/is not required)
Component A
Description of each element Element weighting
1. Learning Journal 50%
2. Presentation and tasks 50%
SECOND (OR SUBSIQUENT) ATTEMPT Attendance at taught class is/is not required.
Specification confirmed by……………………………………………………… Date…………….
Associated Dean/Programme Director
Assessment: Profile of student achievement in relation to stated learning outcomes:
Creative Practices 1 – UA1ADA-30-1 | |
Assessment Criteria: Students will be assessed according to their fulfillment of the learning outcomes in respect of the following criteria: |
Threshold standard (UG Level) |
i) extent to which the student has shown commitment and participation, as recorded in the Learning Journal |
The student has been able to keep an organised, coherent and concise record of the workshops. Notes and report on workshops, notes on reading, and reflective statement on visits is included in the LJ |
ii) extent to which the student has explored materials and methods of communication and recorded this activity |
Written record of presentations, and the different methods of communication undertaken in the workshops has been kept. Where practical a visual record is included. |
iii) extent to which the student has organised and communicated ideas |
All required sections of the Learning Journal are complete; it is organised and coherent. |
iv) extent of recorded personal development |
C.V. updated Reflective report and statement included. |
v) level of engagement with and research into the Creative Industries |
Written reviews of relevant experiences are included. Notes on reading are included. |
Levels of Achievement | |
80% and above - |
the student has produced a substantial body of work demonstrating a very high level of critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made an outstanding contribution to the knowledge and understanding of their peers through their active participation in seminars. The work exceptionally exceeds the threshold profile in respect of all five criteria. |
70% - 79% - |
the student has produced a substantial body of work demonstrating a high level of innovation, critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made a considerable contribution to the knowledge and understanding of their peers through their active participation in seminars. The work exceeds the threshold profile in respect of all five criteria. |
60% - 69% - |
the student has produced a substantial body of work demonstrating innovation, critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made a considerable contribution to the knowledge and understanding of their peers through their active participation in seminars. The work meets the threshold profile in respect of all five criteria. |
50% - 59% - |
the student has produced a body of work demonstrating critical independence and creativity in the research, analysis, recording and presentation of contextual material. The student has made a significant contribution to the knowledge and understanding of their peers through their participation in seminars. The work meets the threshold profile in respect of all five criteria; |
40% - 49% - |
the student has produced a body of work demonstrating engagement with the programme of study. The student is competent in the researching, recording and organization of contextual material. The student has participated in seminar groups and contributed to the knowledge and understanding of the peer group. The work substantially meets the threshold profile in respect of all five criteria. |
30% - 39% |
the body of work is incomplete and demonstrates a lack of engagement with aspects of the programme of study. As a result the student lacks confidence in the researching, recording and organization of contextual material. Contribution to seminar groups has been erratic. The work substantially fails to meet the threshold profile in respect of all five criteria. |
20% - 29% - |
the body of work is substantially incomplete and demonstrates very poor engagement with the programme of study. The student has not acquired the core skills introduced in the module and has made an inadequate contribution to seminar groups. The work fails to meet the threshold profile in respect of all five criteria. |
0% - 19% - |
very little evidence of engagement with the module. No evidence of progression. 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. |