University of the West of England
MODULE SPECIFICATION
Code: UAAAGD-40-1 |
Title: |
INTRODUCTION TO DRAWING AND APPLIED ARTS |
Version: 1 | ||||
Level: 1 |
UWE credit rating: 40 Credits |
ECTS credit rating: 20 | |||||
Module type: Project | |||||||
Owning Faculty: FCA |
Field: Art |
Field Leader: Mandy Ure | |||||
Faculty Committee Approval: Q & S Committee |
Date: 2 July 2009 | ||||||
Valid from: September 2009 |
Discontinued from: | ||||||
Contributes towards: BA(Hons) Drawing and Applied Arts
| |||||||
Pre-requisites: None | |||||||
Co-requisites: None | |||||||
Excluded combinations: None |
Learning outcomes:
This module is a practical introduction to the named pathways within drawing and applied arts. It enables students to understand the potential of drawing and applied arts in relation to the development of their own specialist practice.
To enable students to:
Knowledge and Understanding
i) understand process as a means of developing content in drawing and applied arts;
ii) use different methods for identifying and recording source material;
Intellectual Skills
iv) develop analytical skills and contextual knowledge through research and evaluation of their own work and that of selected practitioners;
v) actively engage in critical debate with their peer group;
vi) engage with their selected programme of study through practical and theoretical work.
Subject/Practical Skills
vii) select appropriate media/scale/form to the realisation of a concept;
viii) acquire and demonstrate basic skills appropriate to selected specialist discipline;
Transferable/Key Skills
x) the ability to manage their time and work independently;
xi) gain the necessary health and safety certification required to utilise and access a range of resources.
Syllabus content:
This module aims to establish key processes, skills and methodologies fundamental to drawing and applied art activity, and to introduce students to the range of ideas that inform contemporary practice/s. The following key processes and practical skills are introduced:
• recording visual source information
• developing work from initial research
• drawing
• manipulation of media
• making/construction techniques
• problem solving, information gathering and documentation
• awareness of tools/equipment bases including appropriate health and safety certification
• developing a sensitivity to appropriate material to fit the idea/concept
• developing a sensitivity to handling and using materials – material culture awareness (Differences and similarities).
The principle of 'learning through making' is approached in relation to practically based studio activities, which are then expanded through an exploration of contemporary practice.
The module is delivered via projects, seminars, workshops, individual critique and independent study. Projects challenge students' pre-conceptions about their subject discipline, develop their awareness of the creative opportunities afforded within it and introduce a skills base that support creative development. Typically such projects encourage students to take a pro-active response to learning and studio practice using a variety of materials and methods in both two and three dimensions. Analytical and evaluative skills are supported and encouraged through seminar group discussion, and through group/individual critique. Students are encouraged to develop personal skills and approaches throughout the module, in order for them to understand the relevance of methodology.
Assessment takes the form of presentation and critique, and is made upon a body of work that would typically include:
i) samples from workshops
ii) a portfolio of drawings
iii) project work
Teaching and learning methods:
Practical skills are delivered through workshops and studio activities that involve demonstration, practice and set tasks. Emphasis in the projects is placed on group activities that are intended to introduce new skills, develop an understanding of interdisciplinary practice, establish studio routines and build a sense of group identity. Projects allow students to explore skills/methodologies and contextual understanding to the development of their own practice. Typically, a field trip is offered within the module to encourage peer group interaction and research beyond the studio context.
Student progression and guidance is provided through:
• seminar groups that focus on developing personal methodologies, time-keeping and organisational skills
• individual tutorials
• lectures
• workshops
• peer group presentations
Assessment criteria:
Students will be assessed according to their fulfilment of the learning outcomes in respect of the following criteria:
Criteria |
Relation to learning Outcomes |
Source of evidence |
RESEARCH the ability to source appropriate research and to identify and evaluate ideas for development; |
i), ii), iii) |
Sketchbooks, Folio of drawings, workshop samples and developmental work |
EXPLORATION the level of innovation demonstrated in the exploration of a range of ideas, skills and techniques; relevant to drawing and making |
i), iii), vi), vii), viii) |
Sketchbooks, Folio of drawings, workshop samples and developmental work |
SELF REFLECTION the development of a body of work that demonstrates progression based on self- reflection and engagement with the programme of study; |
i), ii), iii), iv), v), vi), vii), viii) |
Sketchbooks, Folio of drawings, workshop samples and Developmental work |
STUDENTSHIP the level of engagement with the programme of study. |
i), ii), iii), iv), v), vi), vii), viii) |
Sketchbooks, Workshop samples, folio of drawings, Developmental work, peer group presentations |
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.
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 UWEonline. This is further supported by the study support 'study skills' lecture programme that covers key research/analysis skills. Students are encouraged to contact the support service via the student advisors. Information regarding this service is updated annually and is available via the intranet
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.
The students will be supported through tutorials and seminars in making an informed decision relating to their chosen programme of study.
Drawing and Applied Arts:
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
Exploring Visual Language
Drawing on the right side of your brain : Betty Edwardshttp://www.drawright.com/
The Essense of Line French Drawings from Ingres to Degas
http://www.frenchdrawings.org/
Honore Daumier
www.frenchdrawings.org/search.php?quickArtist=Daumier&quickCategory=&submit=Search&searchtype=artist
Cecil Beaton. National Portrait Gallery
http://www.npg.org.uk/live/beatondrawings2.asp
An Anthropologist on Mars : Oliver Sacks
Synaesthesia; the strangest thing
Artists Materials: Emma Pearce
What is Art? : Joseph Beuys
Found Drawings
Sketchbooks and Albumshttp://www.frenchdrawings.org/sketchbooks.php
Bridget Riley http://www.mishabittleston.com/artists/bridget_riley/
Agnes Martin http://www.studiocleo.com/gallerie/martin/martin.html
Silke Schatz http://www.meyer-riegger.de/en/index.php?cat=artist&artist_id=11
Point and Line to Plane : Wassily Kandinsky
Typologies: B. Becher
Design and Form: Johannes Itten
On growth and form : D'Arcy Wentworth Thompson
What is Art? : Joseph Beuys
Drawing Now; Eight Propositions : Laura Hoptman
Making contemporary Art, how today's artists think and work : Linda Weintraub
Artists Materials: Emma Pearce
Patterned Ground 1
Tate Britain
http://www.tate.org.uk/research/researchservices/researchcentre/default.htm
Tate Modernhttp://www.tate.org.uk/modern/
Whitechapel gallery .See exhibitions www.whitechapel.org/
Whitecube Gallery .See artists www.whitecube.com/flash.html
The Drawing Center (New York) http://www.drawingcenter.org/exh_past.cfm
The Artists Eye; Bridget Riley
The thinking Eye Vol 1: Paul Klee
The Nature of Nature Vol 2; Paul Klee
The Artist's handbook of materials and techniques: Ralph Mayer
Drawing now, eight propositions: Laura Hoptman
Vision and Art: The biology of seeing: Margaret Livingstone
Post partum document: Mary Kelly
Colour and Culture: John Gage
On Growth and Form: D'Arcy Wentworth Thompson
Artist's materials: Emma Pearce
Pattern Ground 2
UWE book arts websitehttp://www.bookarts.uwe.ac.uk/
UK database: Zybooks - artists books onlinehttp://www.zyarts.com/zybooks/
New York Center For Book Artshttp://www.centerforbookarts.org/
See exhibition archive http://www.centerforbookarts.org/newsite/exhibits/archive/
OTIS artists book collection http://content.otis.edu/collections/artistsbooks.htm
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:
INTRODUCTION TO DRAWING AND APPLIED ARTS UAAAGD-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) |
RESEARCH the ability to source appropriate research and to identify and evaluate ideas for development; |
there is evidence that the student has examined and recorded a range of source material in relation to both directed and self-directed projects, workshops and seminars. The student has adopted a number of approaches to the recording and evaluation of material as evidenced in their supporting material (sketchbooks, notebooks, folios, samples etc); |
EXPLORATION the level of innovation demonstrated in the exploration of a range of ideas, skills and techniques; relevant to drawing and making |
the student has engaged in a process of critical and practical exploration based on the core projects, assignments and workshops offered in the module. The workshops and ideas introduced in the module have helped the student to develop a visual vocabulary that has been further developed through the execution of directed and self-directed assignments |
SELF REFLECTION the development of a body of work that demonstrates progression based on self- reflection and engagement with the programme of study; |
critical reflection and peer group interaction have enabled the student to develop their critical and analytical skills. The student is able to assimilate, evaluate and act on advice independently in order to progress their work. Progression is evident in the body of work presented for assessment; |
STUDENTSHIP the level of engagement with the programme of study. |
the student has been engaged with the programme of study and has used independent study time as a means of further developing and experimenting with the concepts and skills introduced during the module. |
Levels of Achievement | |
80% and above - |
the student has produced a substantial body of work demonstrating an exceptional level of innovation, critical and creative independence in the research and recording of source material. The student has explored and exploited core skills and processes to produce work that is highly creative, original and ambitious. The student has fully engaged with the programme of study. The work exceptionally exceeds the threshold profile in respect of all four criteria. |
70% - 79% - |
the student has produced a substantial body of work demonstrating a very high level of innovation, critical and creative independence in the research and recording of source material. The student has explored and exploited core skills and processes to produce work that is highly creative and ambitious. The student has fully engaged with the programme of study. The work exceeds the threshold profile in respect of all four criteria |
60% - 69% - |
the student has produced a substantial body of work demonstrating a high level of innovation, critical and creative independence in the research and recording of source material. The student has explored and exploited the core skills and processes to produce work that is creative and ambitious. The work meets the threshold profile in respect of all four criteria; |
50% - 59% - |
the student has produced a body of work demonstrating independence and creativity in the research and recording of source material. The student has explored the introductory skills and processes to produce a body that demonstrates confidence in the manipulation of a range of media. The work meets the threshold profile in respect of all four criteria; |
40% - 49% - |
the student has produced a body of work demonstrating engagement with all aspects of the programme of study. The student can manipulate core processes, skills and techniques. The work adequately meets the threshold profile in respect of all four 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 manipulation of some core processes, skills and techniques. The work fails to meet the threshold profile. |
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. The work fails to meet the threshold profile in respect of all four 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 four criteria. |
* for the purpose of assessment the level of achievement is measured against the overarching profile given through the four threshold statements. |