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.

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