MODULE SPECIFICATION
Code: UADAGL-40-2 Title: Exploring and Developing Practice in Illustration Version: 1
Level: 2 UWE credit rating: 40 ECTS credit rating: 20
Module type: Project
Owning Faculty: FCA Field: Design
Faculty Committee approval: SQC Date: 07/10/09 (Approved Chair’s action Nov 2009)
Approved for Delivery by: indicate name of affiliated institution if module will only be delivered by them
Valid from: Sept 2009 Discontinued from:
Contributes towards: BA Hons Illustration
Pre-requisites: None
Co-requisites: None
Entry requirements: If the module is offered as CPD or stand alone, indicate the entry requirements
Excluded combinations:
Learning outcomes:
To enable students to:
Knowledge and Understanding
i extend their comprehension of their individual practice and subject through practical and creative work;
ii relate their practice to the broader context of contemporary practice and historical precedents;
Intellectual Skills
iii recognise the relevance and implications of how their work relates to intention, context and audience;
iv identify and analyse relevant sources of information to inform their work;
v evaluate, discuss and critically reflect their own and others work;
Subject Skills
vi demonstrate the development and implementation of practical skills appropriate to their subject and the intention of their work;
vii implement a methodology for the development and exploration of a sustained body of work;
viii organise and present work in an appropriate manner;
Transferable Skills
ix identify key elements of a problem and select methods and process appropriate to the task;
x communicate effectively, visually, verbally and in writing
Syllabus outline:
This module provides a challenging opportunity to stimulate and extend the experimental development of student work in areas of Illustration. Students are encouraged to build on the knowledge and experience gained from earlier modules, and extend their ability to apply practical and intellectual process to the resolution of creative, design outcomes.
Staff initiated activities and projects early in the module will introduce a range of issues and debates, skills, processes and approaches relevant to narrative forms in illustration. These will consider such topics as: character development, dramatic layout, storyboarding, pacing, lighting etc. Throughout the module, students will be expected to explore and critically analyse the relationship between their initial intent and final outcomes,
These will form the basis for initial student exploration, and subsequent development into individually negotiated work, appropriate to the individual direction of the student.
Following a four week period of common studio workshops, seminars, tutorials, lectures and technical workshops students will choose to direct their work towards one of the two following options.
Visual Narrative
This area is designed to utilise and develop the skills of students towards a print based narrative outcome. Students will explore the potential of various image-making technologies appropriate to the development of visually based narratives. Students will be required to identify and interpret a text and design a visual response, for print.
Building on the series of multi-disciplinary lectures and seminars in the early part of the module, students will continue their exploration of fictional forms. Workshops will extend understanding of process and development of individual approaches. Students will research and develop their ideas, producing a negotiated visual proposal through sketchbooks, and layouts. Throughout the module students will be asked to present and critique work in progress via seminars and tutorials.
Screen Narrative
This area of focus enables students to develop their illustration work through the planning, development and realisation of a screen-based narrative piece of work. This may take the form of a short video, or motion narrative piece. At the planning stage students will be introduced to a broad range of fictional work drawn from a variety of practices including illustration, moving image, graphic design and audio. As well as exploring the work of an array of practitioners students will become more familiar with the creative practices and processes that span concept development through to realisation. Students research and develop their ideas, producing a negotiated visual proposal through sketchbooks, layouts or animatics. Throughout the module students will be asked to present and critique work in progress via seminars and tutorials.
Teaching and learning methods:
Lectures and seminars will introduce key themes and practices, related to the subject area. Initial practical project work and exercises, instigated by staff, will form the basis for negotiation of individual direction, and the development of sustained bodies of work, exploring identified areas of practice and themes. Tutorials will be the focus for staff to support students’ work and maintain a plan of work that combines research in their area of practice and development of their practical work.
Lectures seminars, directed reading and practical exercises will challenge students to consider the strengths and potential of different working methods and media. By looking at their own work and that of other practitioners they will be challenged to consider how content and intention inform the development and evaluation of outcomes.
Practical work, seminar discussions, critiques of work in progress and outcomes will examine models of design method/process considering issues such as generating ideas, integrating communicative objectives with aesthetic judgement, collaboration and co-ordination.
Practical workshops will enable students to extend their technical knowledge and skills in the areas most relevant to their individual practice.
Reading Strategy
Essential Reading is indicated to supplement student understanding of the subjects covered throughout the module. Further Reading guides students through more specific aspects of research. Students will be directed to these under the guidance of staff. In addition to suggested reading , students will be directed to other sources such as web sites and other on-line resources.
The titles on the essential reading list are available in the Bower Ashton Library and should be regarded as key texts. Suggested further reading, listed below are also held in the Bower Ashton Library.
Under the university’s Copyright Licensing Agency (CLA) permit, reading packs with relevant chapters or excerpts from books will be given to students where applicable, supplied at the beginning of the module. Text excerpts from books published in the UK may also be available via UWE Online Digital Collections, where permissible, during the module period. Access details for UWE Online digital resources for this module will be included in the course handbook.
Indicative Reading List: (see guidance notes)
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.
Visual Narrative
Klimowski A The Secret Faber & Faber 2008
Klimowski A Horace Dorlan Faber & Faber
Salisbury M– Illustrating Children’s Books: Creating Pictures for Publication A&C Black 2004
Production Design and Art Direction (Screen Craft) – Peter Ettedgui – Focal press
Hughes D. Othello Alibaba Verlag
Drucker J & Kwasseerman The Book as Art: Artist Books from the National Museum of Women in the Arts Princeton Architectural Press
Courtenay C Looking Book: Pocket History of Circle Press 1967-96 Circle Press Publications
McCloud C Understanding Comics
Hergé Tin Tin Egmont Book Ltd
Briggs R Ethel and Ernest Pantheon Books
Pollack I King Lear Can of Worms Enterprises Ltd
Spiegelman A The Complete Maus, a survivor’s tale Penguin
Spiegelman A In the Shadow of No Towers Penguin
Screen Narrative
Faber, L and Walters, H. Animation Unlimited: Innovative films since 1940 Lawrence King 2004
Bellantoni J Type in Motion; innovations in digital graphics Thames and Hudson 2000
Bellantoni J, Woolman, M Moving Type; designing for time and space Rotovision 2000
Bordwell & Thompson Film Art. An introduction McGraw Hill. 2004
Hall, P and Codrington, A. Pause: 59 minutes of motion graphics. Thames and Hudson. 2000
Sonnenschein, D Sound design: the expressive power of music, voice and sound effects in the cinema McGraw Hill. 2004
Begleiter, M From Word to Image; Storyboarding and the film making process. Michael Wiese 2001
http://www.onedotzero.com/home.php
http://www.designmuseum.org/design/saul-bass
http://www.paul-rand.com/biography.shtml
http://www.channel4.com/corporate/4talent/animation/mesh.html
http://www.encounters-festival.org.uk/
http://brief-archive.encounters-festival.org.uk/index.php
Assessment
Weighting between components A and B (standard modules only) A: B:
ATTEMPT 1
First Assessment Opportunity
Component A
Description of each element Element weighting
1 A body of work including final outcomes, practical
development work, research, sketchbooks and reflective journal. 100%
Component B
Description of each element Element weighting
Second Assessment Opportunity (further attendance at taught classes is/is not required)
Component A
Description of each element Element weighting
1 A body of work including final outcomes, practical
development work, research, sketchbooks and reflective journal. 100%
Component B
Description of each element Element weighting
SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is required.
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)
Assessment criteria (how learning outcomes relate to elements of assessment):
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
1 critically evaluate their work in i), ii), v) Research, Reflective Journal
relation to a developing knowledge
and understanding of contemporary
practice and historical precedents.
2 produce a body of work that develops iv), vii) Body of Practical work and
and explores ideas and practical process supporting material
relevant to their practice
3 Manage and plan time effectively vii), viii), ix) Body of Practical work and
to generate a sustained body of work Research Material
4 Present completed work in a vi), vii), viii) Body of Practical work
considered way
5 Critically consider and discuss work iii), v), x) Body of Practical work and
in relation to intention and context Research, Reflective Journal