ma visual communication handbook 2017-18 - bath spa … · · 2018-02-23dynamic educational...

Student handbook 2017/18 MA Visual Communication

Blackwall Tunnel © Andrew Southall

Table of Contents

Course Description and Introduction 1

Overview 3

Why Study MA Visual Communication? 3

Course Structure 4

Course Diagram 5

Assessment 6

Full and part time routes 8

University Statement on Referencing 9

University Policy Statement on Plagiarism/Unfair practice 9

Course Aims & Learning Outcomes 10

Learning Environment 12

Library & Learning Services 12

Professional Context 13

Career Opportunities 15

Added Value 16

Teaching Quality 16

Quality Assurance 17

Contact Hours 17

Teaching Space 17

How We Support You 17

Departmental Boards 18

External Examiners 18

Listening to Views 18

Staff Profiles 20

Equal Opportunities 21

Module Descriptors 23

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School Bath School of Art and Design

Department Department of Design and Critical Studies

Campus Sion Hill / Newton Park

Final award MA Visual Communication

Intermediate awards available PGCert, PGDip

Relevant QAA Benchmark statements

Art and Design (March 2008), and Master’s Degree Characteristics (March 2010)

Date specification last updated June 2015

INTRODUCTION

This course handbook will help you make best use of your studies in the Bath School of Art and Design. You should not try to read the contents from cover to cover, but rather familiarise yourself with its layout and read the relevant sections as you proceed through the Course. University email is our official form of communication and you are to check this on a regular basis.

For each module you will also find a Module Handbook on Minerva, this will have more project specific details and scheduling.

Follow the link to the main Bath Spa University website for access to Minerva and other information: www.bathspa.ac.uk or follow us on twitter @bathspauni

Or for the latest news, go directly to the Bath School of Art and Design website: http://artdesign.bathspa.ac.uk and follow us on twitter @artbathspa

Disclaimer

Every effort is made to ensure the accuracy of the information reproduced here, however, the definitive and approved version of Regulations is held by the University Academic Office where they may be viewed by arrangement.

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AN INTRODUCTION TO THE SCHOOL OF ART AND DESIGN

The Bath School of Art and Design has an illustrious history of art and design education and research. Established in 1852, the School was founded as a result of Government concern about the competition and strength of international design and manufacture at the time of the 1851 Great Exhibition. Now an integral part of Bath Spa University, with its focus on creativity, culture and enterprise, the School continues this founding principle and legacy with active engagement and contribution to the growing UK creative economy through the education of the next generation of artists, designers and curators, and through the professional practice and research of our community of staff, students and alumni.

Described as ‘the epitome of a proper art school’1, we aim to provide a vibrant and dynamic educational environment conducive to the learning and development needs of the art and design practitioners of the future. With our distinguished network of experts and a platform of strong partnerships and collaboration across the institution - and with our local, national and international educational and professional partners - we are able to offer a rich, diverse and stimulating range of opportunities. Exemplary professional practice and research oxygenates the creative character of our provision and that, in turn, ensures that the School operates as a vital incubator for the creative professions and wider communities.

The capacity of art and design to generate ideas, knowledge, understanding and enquiry through material and practice-led forms is celebrated. We aim to enable you to realise your ambitions through creative exploration, visual discovery, experimentation and critical enquiry, thereby gaining the necessary capabilities for problem solving, innovation, resourcefulness, independent and flexible thinking in preparation for the world beyond the university.

For many of you, this period of intensive study and reflection will establish a template for your future endeavours as art and design practitioners; for others this period will act as a valuable springboard to further study or related careers. We want you to realise your individual potential, to give form to your ideas and imagination, and to empower you to contribute effectively in and through your chosen domain.

I wish you all the best for the creative journey ahead.

Professor Anita Taylor Dean of Bath School of Art & Design

1 Sir Christopher Frayling

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OVERVIEW

As with all of the School’s MA courses, the MA Visual Communication is underpinned by the philosophy that research and enquiry are central activities to our specialisms. We aim to provide you with the skills and abilities to become astute, adaptable and a well-informed practitioners in photography, graphic design or illustration. Accordingly we believe that academic and professional progress should happen in parallel. The development of skills in contemporary software, equipment and professional best practice, should be developed alongside academic rigour. In addition we will emphasise the importance of collaborative working across specialisms.

The Postgraduate year is made up of three, fifteen-week trimesters. During the course you will take one research and four practically based modules, culminating in an exhibition, or presentation at the end of the final module: Masters Project. You will be given Module Handbooks for each module of the course at the start of the academic year. These will outline the weekly schedule, its rationale and aims, its specific assessment details and the assessment criteria.

All the MAVC modules are designed to help you to broaden your contextual understanding and develop your work practice to a coherent and professional standard. You will draw on your previous academic and professional experience and tailor the projects that you develop on the course to complement your future career plans. The overall purpose of the programme is to enable you to improve the contribution that you are able to make in your current workplace, to open new career opportunities and to enhance the cultural relevance of your work, whilst increasing the personal fulfilment you gain from your practice.

All students are expected to develop ideas and projects independently and will be closely supported in this though tutorial, studio and seminar sessions. Opportunities to develop real-world experiences are encouraged, as are entries for competitions, and external exhibitions. You will need to demonstrate self-direction in extending networks and creating work-based learning opportunities. You will also need to gather the necessary research, practical, technical, aesthetic and problem solving skills to develop and adapt your emerging practice for your future career. With these issues in mind, we actively encourage collaboration and team working, appreciation of diversity, reflection and self-evaluation, as well as the capacity to work independently and to determine personal future learning needs.

WHY STUDY MA VISUAL COMMUNICATION?

In the current professional climate, specialisation within visual communication is rapidly changing. In previous periods, specialist roles were clearly demarcated and professionals tended to concentrate exclusively upon their specialist area. Recent digital and technological advances have contributed to considerable change in such roles. Increasingly specialists are expected to think coherently about context, to work in more than one area and even to become specialists in more than one discipline.

The MAVC is a practice-based course that addresses this development. It allows its specialist photography, graphic design and illustration students, to deepen and broaden their understanding of the media of visual communication. As a student, you will develop your specialist practice by refining contextual knowledge and technical

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skills in your discipline. At the same time, you will explore the crucial relationship between all the disciplines of visual communication and become much more knowledgeable about their implementation.

In order that all MAVC students become conversant with current practice and debate within the industry, you will have access to a range of lectures by visiting professionals and will be expected to read and research using academic and industry literature and journals. You will be expected to give individual and group presentations on your work practice and to participate in critiques of your own and others work. Importantly all students will be encouraged to engage in collaborative projects and to improve their interpersonal skills, a crucial component in any visual communication project

COURSE STRUCTURE

If studying full-time you will undertake 60 credits of modules over each Trimester. In part-time mode you will undertake 30 credits of modules over a Trimester.

You will begin the course with Research Methodologies module. This will enable you to contextualise and describe your intentions for developing your own practice in one of the specialist strands within the course.

In the second module Developing Practice, you will develop an individual project in consultation with your tutor and after producing a negotiated work proposal, you will produce a piece of work in your specialist strand that best utilises your past work, experience and knowledge.

The Practice in Context module will give you the choice to develop individually, or in collaboration with one or more students, a piece of visual communication that draws from all your areas of expertise and culminates in work that is focussed on an actual or imagined local event and audience. Through group tutorials and seminars, students and staff will examine exactly what is required of this kind of design project by looking at examples and assessing strategies and processes

In the Practice in a Global Context module will give you the choice to develop individually, or in collaboration with one or more students, a piece of visual communication that draws from all your areas of expertise and culminates in a work that is focussed on an actual or imagined international event and audience. Through group tutorials and seminars, students and staff will examine exactly what is required of this kind of design project by looking at examples and assessing strategies and processes. For this module the group will begin by addressing the project work from the previous module and discussing its shortcomings when used in this new context

The Masters Project should build on the knowledge you have gained and the working relationships you have developed in the previous modules. You will negotiate a project in conjunction with your tutor and will have the option to collaborate with fellow students. For this, your final project, you will have the choice to produce work that is focussed on an actual or imagined international event and audience, or a local / national one. You will account for this choice and its rationale in the supporting work for this module. The final project work will be presented in the final MA VC exhibition / presentation.

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COURSE DIAGRAM – MA VISUAL COMMUNICATION

Trimester 1 Trimester 2 Trimester 3

PG Cert (on completing 60 Credits)

PG Dip (on completing 120 Credits)

Masters (on completing 180 Credits)

AR7001-30 Research Methodologies 30 Credits

VM7003-30 Practice in Context 30 Credits

AR7007-60 Masters Project 60 Credits

VM7002-30 Developing Practice 30 Credits

VM7004-30 Practice in a Global Context 30 Credits

TYPICAL PART-TIME - COURSE DIAGRAM


PG Cert (on completing 60 Credits)

YEAR 1 AR7001-30 Research Methodologies 30 Credits

VM7002-30 Developing Practice 30 Credits

VM7003-30 Practice in Context 30 Credits


PG Dip (on completing 120 Credits)

Masters (on completing 180 Credits)

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YEAR 2 VM7004-30 Practice in a Global Context 30 Credits

AR7007-60 Masters Project 60 Credits

MODULE CREDIT STRUCTURE

All courses are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Level 7 is equivalent in standard to a full-time Masters postgraduate degree course

Type of module

Credit rating Total hours equivalent

Hours taught Hours self-study

Level 7 15 150 15 135

Level 7 30 300 30 270

Level 7 60 600 10 590

ECTS (EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM)

The Framework for Qualifications of the European Higher Education Area recommends that two UK credits are equivalent to one ECTS credit.

TYPICAL DURATION

The duration of this course is 45 weeks. The teaching year starts on 26 September and ends on 26 January 2018.

HOW THE TEACHING YEAR IS DIVIDED

Trimester One: 25 September 2017 26 January 2018

Mid-Trimester Break: 28 January 2018 5 February 2018

Trimester Two: 5 February 2018 08 June 2018

Trimester Three: 11 June 2018 21 September 2018

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Holidays:

Winter Vacation: 16 December 2017 7 January 2018

Spring Vacation: 24 march 2018 15 April 2018

Public (Bank) Holidays: 7 May, 28 May, 27 August 2018

REQUIREMENTS FOR GAINING AN AWARD

In order to gain the MA Visual Communication award you will need to obtain a minimum of 180 credits at level 7 or higher.

ASSESSMENT

The module assessment demonstrates how well you have performed in tackling the intended learning outcomes, and is measured against grade criteria.

The module handbook provides more specific details on schedules, assignments, formative feedback and summative assessment for this module.

Throughout the module you will receive formative feedback through individual and/or group tutorials, peer seminar sessions and group critiques. In many cases this feedback is received both verbally and in a written format.

You will be informed about the ways that marks/grades and feedback are provided by your marking tutor(s) for this module, and you will receive written feedback on your learning achievements against the assessment criteria for your summative module assignment. The feedback aims to enable you to see how you may improve or develop particular aspects of your work, and you will receive the summative feedback along with your marks within three weeks of the completed module submission date.

Regulation Details

Full details of assessment guidelines and degree classifications, including procedures for extenuating circumstances failure, referral and deferral can be found on the BSU website within the Taught Postgraduate Framework document.

https://thehub.bathspa.ac.uk/services/research-and-graduate-affairs/graduate-school/taught-postgraduate-framework

TRANSFERS AND PROGRESSION

Accreditation of Prior Learning

As well as conventional routes, acceptance on the MAVC may be made possible Accreditation of Prior Learning (APL) Policy

Entry may be available to other candidates who can demonstrate their ability to take the course. This may be through Accredited Prior Learning (APL), for example where previous formal learning other than at degree level (e.g. certain types of professional qualification) may be considered as acceptable, or through Accredited Prior Experiential Learning (APEL), for example where candidates have extensive professional or other acceptable experience, or a combination of both. The Course

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Leader will always consider such cases with advice from the Graduate School. APEL cases will always involve interview.

APL may involve transferring previously accredited 7 Level credits as part requirement of a BSU Award. In such cases the amount of credit that may be transferred may not be more than 66.66% of the total programme of study. Classification for the BSU award will be made on the basis of credits studied at BSU only. Where such direct entry occurs, no award can be given unless the student passes BSU modules with a credit rating appropriate to that award.

APEL forms can be downloaded here:

http://www2.bathspa.ac.uk/services/academic-office/quality-and-standards/a-z-page.asp

TRANSFERS

It may be possible to transfer from one level 7 course to another within the school of Art and Design. This will usually take place at the end of the first module: AR7001. Please contact Andrew Southall, the Programme Leader to discuss your individual circumstances: [email protected]

EXIT AWARDS

A student shall be entitled to receive only one award as a result of a continuous period of registration.

In broad terms a PGCert comprises the equivalent of studying for at least one-third of an academic year, a PGDip for at least two-thirds of an academic year, and a Masters for at least one academic year.

All awards are at Level 7 of the Quality Assurance Agency’s Framework for Higher Education.

Award Normal duration (equivalent)

Total number of credits required

Modules required:

PGCert 1 trimester 60 1: AR7001

2: VM7002

PGDip 2 trimesters 120 1: AR7001

2: VM7002

3: VM7003

4: VM7004

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MA 1 year (3 trimesters) 180 1: AR7001

2: VM7002

3: VM7003

4: VM7004

5: AR7007

DEGREE CLASSIFICATION

The degree classification follows the established percentage bands:

For level 7:

• >=70% Pass with Distinction • 60-69% Pass with Merit • 50-59% Pass • <50% Fail To be precise, all overall percentages are calculated and printed to two decimal places, 0.5 and above will be rounded up, whereas 0.4 and below will be round down.

Full details of assessment guidelines and degree classifications, including procedures for extenuating circumstances failure, referral and deferral for the specialist Art and Design regulations, can be found on the BSU website:

https://thehub.bathspa.ac.uk/services/student-services/mitigating-circumstances FULL AND PART TIME ROUTES

Given the studio-based nature of this course, there is plenty of opportunity for full and part time MAVC students to interact, which we strongly encourage.

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UNIVERSITY STATEMENT ON REFERENCING PROTOCOLS

All subjects within the school of Art and Design use the Harvard referencing system, and all written work should conform to this. Further details of the Harvard system are available from the BSU website.

http://www.bathspa.ac.uk/referencing

The Writing and Learning Centre offers referencing support for students through 1:1 appointments, drop-in, workshops, and bespoke sessions. If you would like to request a WLC session tailored to the needs of your students, please complete the form here. Students should visit www.bathspa.ac.uk/writingandlearning and follow the links to book appointments or places on workshops.

Students must note that a digital copy of all essays must be sent to Minerva, without this your submission is regarded as incomplete.

UNIVERSITY POLICY STATEMENT ON PLAGIARISM/UNFAIR PRACTICE

Students are advised to take a particular note of the University policy statement on plagiarism and unfair practice, full details can be found on the BSU website:

http://www.bathspa.ac.uk/services/student-services/policies/unfair-practice.asp Plagiarism in particular has increased in recent years, partly due to the accessibility of information on the Internet. Students should not imagine that cases of Unfair Practice would not be detected. Every case of Unfair Practice, however minor the scale of the case, is taken very seriously by the University and the procedures outlined on the web page will be applied in all cases.

WHICH MODULES WILL I STUDY?

This is a specialist masters degree with compulsory modules. The course structure diagrams are on page 6.

COURSE AIMS AND LEARNING OUTCOMES

WHAT IS THIS COURSE DESIGNED TO ACHIEVE?

This course is designed to give you the opportunity to:

• develop advanced scholarship and research skills with which to explore, critically evaluate, critique and then integrate historical, cultural and analytical approaches to your visual communication projects

• develop your creative and innovative abilities in order to deal with complex issues and in the process increase your technical and technological skills in a visual communication specialism to a professional standard

• develop your intellectual and imaginative powers, your understanding and judgement, so as to improve your abilities in problem solving, project management and leadership to a high level from which you can deal with complex issues and demonstrate self-direction exercise initiative and personal responsibility in embarking upon a career with postgraduate level qualities in an area of visual communication

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On completion of the MA Visual Communication we expect our graduates to have identified their professional career direction and to enter the industry, working for existing businesses or setting up their own company, or freelance practice. Some graduates will choose to continue their research into doctoral study. The MAVC has been designed to offer a wide range of experiences and opportunities, such as working collaboratively across specialist subjects within the context of visual communication and making links to a variety of external networks. The University provides a wide range of workshops, equipment and technical support and enables the process to be supported by staff with enormous technical experience.

WHAT WILL YOU LEARN?

KNOWLEDGE

• Key methods and concepts of analysis and criticism and an understanding of the relationship between theoretical approaches to visual communication and current industry practices

• Definition and identification of individual working areas of practice, including attitudes to professional digital processes and professional contexts within visual communication

• Current issues within the visual communication industry, including approaches in sustainability and ethics

• Independent learning ability required for continuing professional development as well as self promotion, marketing and exhibiting skills

The MA Visual Communication is designed to deliver a range of skills leading to your becoming a knowledgeable and confident specialist. You will learn technical skills with equipment and software, as well as research skills. You will be expected to develop your work independently and creatively. You will receive tutorial support, and develop links with industry networks to help you develop your practice.

THINKING SKILLS

You will learn to:

• identify and discriminate between techniques and processes applicable to your research, advanced scholarship and the development of your visual communication practice

• deal with complex issues in difficult situations both systematically and creatively, make sound and confident judgements and decisions in the absence of complete data

• begin to attain an autonomous overview and take responsibility for the development and future of your visual communication practice

On completing the Final Masters Project, you will have planned for and explored a creative process leading to a major long study output such as an exhibition, publication or screening. For this project you will have demonstrated skills in developing techniques appropriate to your output, and your project will be underpinned by evaluative research and methods. The Final Masters Project is intended for an external audience, you will therefore have developed appropriate methods of communication to provide a context for your work

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SUBJECT-BASED PRACTICAL SKILLS

You will learn to:

• be able to plan and design projects for chosen contexts and use specialist equipment and techniques to realise them to a professional standard

• present ideas, planned and finished work orally and visually in an informed coherent manner to industry and non-specialist audiences

• use IT and other technology as a tool for information gathering, presentation, design, making and production

• recognise the contiguous characteristics of the media of visual communication and to begin to build and develop an understanding of the changing relationships between them

The subject area you choose to specialise has it’s own subject-based practical skills and we expect you to select and experiment with digital and craft processes as you develop your practice. For example, you might wish to develop analogue photographic prints, and also create an edited digitally printed publication with a handmade book bound finish. To promote your practice you may develop a website, to sell your work, or services. The skills learnt should reflect your interests, demonstrate creativity and be of an appropriate form and design for your intended audience.

SKILLS FOR LIFE AND WORK (GENERAL SKILLS)

You will develop:

• Self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

• Ability to communicate ideas and experiments to others and to debate relevant issues

• Qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility decision-making in complex and unpredictable situations

• Independent learning ability required for continuing professional development • For example: you may organise and direct a fashion shoot for a publication. This

would involve planning and a multitude of tasks, from the creative research and inspiration, developing the narrative, securing publication interest, booking locations, models, photographers, briefing and directing, budgeting, editing, communicating, delivering the final output and reflecting on the process.

COLLABORATIVE PROJECTS

Where two or more students collaborate on a project, each individual will be responsible to identify their role in each unit of the project. This unit will be marked by the MAVC team. Where the unit has been contributed to equally, students will receive the same mark for it.

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LEARNING ENVIRONMENT

• You will be given a student email address and account login code, you will be able to login on various computers across the University.

• Learning is encouraged through participation in a wide variety of activities, for example lectures, seminars, workshops, VLE Minerva, self-directed studio work and ‘Live’ or Industry based projects.

• Information relating to health and safety, can be found by following this link: http://www.bathspa.ac.uk/services/health-and-safety/

Bath School of Art and Design and The Commons workshops are available to you after Health and Safety introductions and appropriate tuition.

To use workshops outside of scheduled teaching, please refer to workshop information on booking.

USEFUL AND IMPORTANT HYPERLINKS

http://www.bathspa.ac.uk/services/library/InfoSkills/

http://www.bathspa.ac.uk/careers

http://www.bathspa.ac.uk/services/student-support/

http://www.bathspa.ac.uk/services/health-and-safety/

https://wiki.bathspa.ac.uk/display/computing/Office+365+Student+Information

https://wiki.bathspa.ac.uk/display/computing/Ricoh+print%2C+copy%2C+scan+service+for+STUDENTS+-+FAQ

LIBRARY AND LEARNING SERVICES

There is a specialist art and design Library at Sion Hill which is open in term-time from 8.45 am to 7 pm, Monday to Friday, and 1 pm to 5 pm at weekends. There are quiet and group study facilities available. Whichever campus you study on you will have access to the University Library at Newton Park which is open from 8 am to midnight, Monday to Friday, and 9 am to 8 pm at weekends. The Library at Corsham Court serves the needs of postgraduate students and researchers. All these facilities are further supplemented by more collaborative spaces, bookable pods and quiet study rooms in the Learning Commons which are available 24/7.

In addition to print books, the Libraries provide a range of DVDs and CDs, and a wealth of electronic resources, including over 4,000 e-books and around 20,000 academic e-journals. Key texts and journal articles are increasingly available in e-format, to ensure you have 24/7 access to them.

Your course is supported by a dedicated Subject Librarian with subject knowledge in your area. They provide training with online library resources and can offer advice with your research. You can also register with the SCONUL Access scheme, which enables you to use other UK academic libraries.

For further information, including access to the catalogue, opening times and contact details, please see the Library website. WRITING AND LEARNING CENTRE

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The Writing and Learning Centre (WLC) is based at Newton Park Library but its services are available to all students. WLC staff can assist with academic writing, referencing, time management and critical thinking to help you reach your full potential during your degree. Appointments with them are available at Sion Hill and Corsham Court: see the web pages for details of times and places.

Students with dyslexia or other specific learning needs are welcome to use the WLC but should also contact Student Support.

PROFESSIONAL CONTEXT

Understanding the current and likely future of professional expectations and standards within visual communication is an integral component of the MAVC. Preparing students for this professional landscape and the demands its employers and commissioners will make, is approached in three ways by the course, through professional experience and professional practice and though contact with professional bodies:

Professional Experience

The visiting lecture series (details of which appear in module handbooks), is focussed on presenting students with a wealth of current professional experience, relayed by working practitioners. Recent visiting lecture programme speakers include:

Barnaby Barford, Greg Burne (Big Active Agency), Damon Murray, Sheena Calvert, Neil Drabble, Paul Gorman, Paul Gravett, Kate Gibb, Keith Harrison, Alaistar Humphreys, James Jarvis, Henrik Kubel / 2-SWHK, Scott King, Jurg Lehni, Jeremy Leslie, Chris Long, Michael Marriot, OK-RM, Marcus Oakley, Stefi Orazi, Hans Dieter Reichert, Paul Sahre, Yuri Suzuki, Matthew Hodson, Matilda Saxow, Marcus Walters, Nick White, Neil Drabble, Kathryn Faulkner, Simon Larbalestier, Gina Lundy, Donald Maclellan, Carol Sachs, Andy Sewell, Ian Teh, Tom Jackson Carol Sachs, Simon Buckley, Lomo Kev, Stephen Seal, David Hedges,

Professional Practice.

Since MAVC students come from a wide variety of backgrounds, some may need extensive training in the professional practices listed below and others may have these skills already. The course is therefore designed to integrate them into the first three practical modules of the MAVC, so that those that need to, can progressively augment their abilities. Utilising the skills and experience of staff members, our students and our visiting professionals, we will ensure that all individuals on the course have guidance and workshops in the following:

i). Content management / workflow / metadata skills

Image and design is often used across media and platforms such as web pages, moving image, blog, social media, tv as well as traditional print. Projects will need to be designed with multiple use in mind. In addition image / design / text will (usually) need to be tagged with metadata, so that articels can be found and catalogued online. Content management, workflow and metadata skills are a part of the thinking and planning of all Visual Communication projects but will be concentrated upon in the Developing Practice module.

ii).Copyright and intellectual property rights

Underpinning any professional project are the terms under which work is produced. The intellectual property rights, copyright and the legal status of image and design need to be properly established before a commission is undertaken or image / design

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/ text re-use is agreed. Copyright and intellectual property rights will be concentrated upon in the Practice in Context module.

iii). Commercial skills - contracts, commissioning, negotiation, self-promotion.

An understanding of commercial skills including the preparation of contracts, commissioning, negotiation, sales, marketing and promotion are an important part of working as a professional in Visual Communication even if individual practitioners do not deal with these areas directly. Commercial Skills form part of the Practice in a Global Context module.

Professional Bodies

The MAVC course works in relation and refers to professional bodies in each of its subject specialisms. Students are encouraged to make their own connection with and where appropriate to join the professional bodies in their specialist area: Photography British Press Photographers Association (BPPA)

http://thebppa.com British Institute of Professional Photographers (BIPP)

http://www.bipp.com Bureau of Freelance Photographers (BFP)

http://www.thebfp.com Editorial Photographers UK (EPUK)

http://www.epuk.org British Association of Picture Libraries and Agencies (BAPLA)

http://www.bapla.org.uk/ Graphic Design Design and Art Direction

http://www.dandad.org/ American Institute of Graphic Arts

http://www.aiga.org/ International Society of Typographic designers

http://www.istd.org.uk/ International Council of Communication Design

http://www.icograda.org/ Illustration Association of Illustrators

http://www.theaoi.com/ House of Illustration

http://www.houseofillustration.org.uk/

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WHAT CAREER OPPORTUNITIES ARE OPEN TO ME IF I STUDY THE MA VISUAL COMMUNICATION?

We aim to ensure that when MAVC students leave the programme, they have a work practice that is robust, full of professional level potential and clearly focussed on their career path. Their portfolio will contain work that is conceptually coherent, practically accomplished and professionally produced and they will feel confident enough to carry themselves through initial contact and interviews and into working relationships with clients and employers.

It is our responsibility to ensure that students attend to each aspect of their professional profile and that they are supported in doing so. We therefore encourage an outward facing approach from the outset. Students will be encouraged to use the university careers service (link below), supported in arranging work experience or placements and fostering the resulting working relationships. As a team we will share links to professional networks and contacts that we have access to and seek new links where there is a call for them. In addition we will use school field trips to London and other national cities and the yearly international visit to Iceland* to propagate new links and opportunities.

*Field trips and international study visits are optional and therefore subject to sufficient student participation. They will incur extra charges. Details of the field trip to Iceland will be available upon enrolment.

http://artdesign.bathspa.ac.uk/news/ http://www.bathspa.ac.uk/study-with-us/developing-your-career

As our students shape their individual career paths into the ever-changing world of visual communication, they may consider many popular and competitively sought after routes. As MAVC post graduates, we will do our best to ensure that they have carefully edited and considered, high quality portfolios of professional level work and the confidence to successfully present them in:

• Self-employed Photography / Graphic Design / Illustration within the media including general and specialist journalism. Work for design agencies, architectural or engineering practices, or other specialist consultants, or work on research projects in conjunction with fine artists, or scientists

• In-house jobs for designers / illustrators / photographers; as staff in design agencies, publishing houses, picture libraries or publishers

• Above and below the line design in the Broadcast Media Industry • Specialist teaching jobs, or as visiting professionals, or contracted staff in

schools, or further and higher education colleges and universities • Academic careers in a further or higher education institutions

WORK EXPERIENCE/PLACEMENT OPPORTUNITIES

The studio culture approach of the MAVC will help to prepare students for a career in the Creative Industries. As part of this learning, we expect our students to be active in gaining work-based experience in addition to the learning opportunities relating to employability throughout the course. Please speak with your tutor or Programme Leader about internships and look out for the opportunities both on the School website and the Careers website:

http://artdesign.bathspa.ac.uk/news/ http://www.bathspa.ac.uk/study-with-us/developing-your-career

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ADDED VALUE

• Extensive personal support from a friendly and caring staff • A good practical and theoretical education • Extensive Bath Spa University workshop facilities • Availability of careers advice and support • Opportunities for field trips and international visits

TEACHING QUALITY

HOW WE ASSURE THE QUALITY OF THE COURSE

Before the course started, a process of course approval took place, which included consultation with academic and industry subject experts. The following was checked:

• There would be enough qualified staff to teach the course • Adequate resources would be in place • Overall aims and objectives are appropriate • Content of the course meets requirements of Quality Assurance Agency for

Higher Education and European Standards and Guidelines* • The course maps to subject benchmark statements • The course meets any professional/statutory body requirements • Internal quality criteria, such as admissions policy, teaching, learning and

assessment strategy and student support mechanisms. *The framework for higher education qualifications in England Wales and Northern Ireland August 2008 available to download from:

http://www.qaa.ac.uk/publications/informationandguidance/pages/the-framework-for-higher-education-qualifications-in-england-wales-and-northern-ireland.aspx

HOW WE MONITOR THE QUALITY OF THIS COURSE

The quality of the course is annual monitored through evaluating:

• External examiner reports (considering quality and standards) • Peer observation of teaching and staff development review • University surveys • Statistical information, considering issues such as pass rate • Student feedback, including module evaluation questionnaires. The course team use this information to undertake annual monitoring, which, in turn, is monitored by the University’s Academic Quality and Standards Committee.

Every six years an in-depth periodic review of the subject area is undertaken by a review panel, which includes at least two external subject (academic and industry) specialists. The panel considers documents, meets with current/former students and

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staff before drawing its conclusions. This results in a report highlighting good practice and identifying areas where action is needed.

CONTACT HOURS

The 30 credit modules have 300 study hours of which 30 hours are contact hours, the 60 credits final masters module has 600 study hours of which 10 hours are contact hours. Contact with tutors will be maintained throughout the calendar year

TEACHING SPACE

Along with all other courses within the department, MAVC students will be allocated dedicated departmental studio space in which to work. Priority workshop booking will be available at peak times for postgraduate students. Teaching will mostly take place at The Sion Hill and you will have regular access to the MAVC studio at Riverside Court. At Sion Hill there are dedicated Apple computer suites with up to date design and imaging software and digital print facilities with a range of wide format printers. In addition there is a black and white darkroom, two photographic studios, an etching & lithography and a screen-printing workshop.

For those that need them in the course of creating exhibitions and presentations, the metal work, plastics and woodwork shops will also be available. Each of the specialist workshops are staffed by technicians and technical demonstrators, who between them cover inductions and instruction in each specialist area. Students on the MAVC will have access to any, or all of these facilities by negotiation with these technical staff, however access to workshops will be restricted during holiday periods, particularly during the summer recess. Timetables for technical staff and workshop opening times will be available in the module handbooks

HOW WE SUPPORT YOU

The department operates as a studio based culture and we support personal developing planning and deliver personal tutoring in a variety of ways to enhance your progress. Refer to your module handbooks to understand the delivery of these activities. During induction, at the start of each academic year the staff team provide you with a list of staff contact details and general information such as studio and workshop times, tutorial scheduling, loans systems and departmental procedures for alerting the team in the event of lateness or absence.

• Personal tutoring • Personal development planning • Student Services • Writing and Learning Centre • Mitigating Circumstances However, if you are unsure a about a course procedure or how to find information, please contact the course administrator Emmanuelle Ginn, [email protected], 01225 875228.

DEPARTMENTAL BOARDS AND STAFF-STUDENT COMMITTEES

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This course has a course committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the course (for example library and technical staff). The committee has responsibilities for the quality of the course and plays a critical role in the University’s quality assurance procedures.

THE ROLE OF EXTERNAL EXAMINERS

The standard of this course is monitored by an external examiner. You will be given the name of this year’s external examiner, before the beginning of the second trimester of the course.

The external examiner will be have two primary responsibilities:

• To ensure the standard of the course; • To ensure that justice is done to students.

LISTENING TO THE VIEWS OF STUDENTS

The following methods for gaining student feedback are used on this course:

• Module evaluations • Staff-Student Committees • Student representation on departmental board committees • Personal tutor, module leader Students are notified of the action taken through:

• Email • Minerva announcements • Announcements in lectures or course meetings • Tutor feedback • Departmental board committees • Annual reports

LISTENING TO THE VIEWS OF OTHERS

The following methods are used for gaining the views of other interested parties:

• Feedback from former students • Liaison with employers and industry representatives • Liaison with sector skills, design and craft councils • Liaison with external examiner

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USEFUL AND IMPORTANT HYPERLINKS

http://www.bathspa.ac.uk/regulations/academic-regulations

http://www.bathspa.ac.uk/service/student-services/current -student/your-course/guide-for-student-assessment/

http://www.bathspa.ac.uk/regulations/student-general-regulations/

http://www.bathspa.ac.uk/regulations/specialised-course-regulations/

http://www.bathspa.ac.uk/services/library/InfoSkills/

http://www.bathspa.ac.uk/services/student-services/policies/unfair-practice.asp

http://www.bathspa.ac.uk/about/profiles

http://www.bathspa.ac.uk/careers

http://www.bathspa.ac.uk/services/student-support/

http://www.bathspa.ac.uk/services/health-and-safety/

https://wiki.bathspa.ac.uk/display/computing/Office+365+Student+Information

https://wiki.bathspa.ac.uk/display/computing/Ricoh+print%2C+copy%2C+scan+service+for+STUDENTS+-+FAQ

LIBRARY AND LEARNING SERVICES

There is a specialist art and design Library at Sion Hill which is open in term-time from 8.45 am to 7 pm, Monday to Friday, and 1 pm to 5 pm at weekends. There are quiet and group study facilities available. Whichever campus you study on you will have access to the University Library at Newton Park which is open from 8 am to midnight, Monday to Friday, and 9 am to 8 pm at weekends. The Library at Corsham Court serves the needs of postgraduate students and researchers. All these facilities are further supplemented by more collaborative spaces, bookable pods and quiet study rooms in the Learning Commons which are available 24/7.

In addition to print books, the Libraries provide a range of DVDs and CDs, and a wealth of electronic resources, including over 4,000 e-books and around 20,000 academic e-journals. Key texts and journal articles are increasingly available in e-format, to ensure you have 24/7 access to them.

Your course is supported by a dedicated Subject Librarian with subject knowledge in your area. They provide training with online library resources and can offer advice with your research. You can also register with the SCONUL Access scheme, which enables you to use other UK academic libraries.

For further information, including access to the catalogue, opening times and contact details, please see the Library website.

WRITING AND LEARNING CENTRE

The Writing and Learning Centre (WLC) is based at Newton Park Library but its services are available to all students. WLC staff can assist with academic writing, referencing, time management and critical thinking to help you reach your full potential during your degree. Appointments with them are available at Sion Hill and Corsham Court: see the web pages for details of times and places.

Students with dyslexia or other specific learning needs are welcome to use the WLC but should also contact Student Support.

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STAFF PROFILES

The following BSU staff will be contributing to the Programme. Full profiles are available from staff CVs available in the University intranet. These staff will be supported by an extensive list of part time staff with a wide range of expertise and practical expertise.

Andrew Southall is a photographer and artist with many years experience in architectural photography, working for a range of national and international clients including architects, engineers and magazines, as well as producing photography and sculpture for exhibition. He has a Masters degree in Fine Art, and a BA in Photography. He is the MAVC Program Leader and contributes to the undergraduate photography, MFA and BA fine art courses.

Stuart Henley is a graphic designer, Principal Lecturer and course leader of the Graphic Communication BA , he received an MFA in Graphic Design from Yale University in 1996. His graphic design has been recognized by the American Institute of Graphic Arts, both nationally and regionally in the United States. He has taught design at the University of Massachusetts, University of Hawaii, State University of New York, Parsons School of Design New York and University of the Arts London. His research typically investigates environmental, social and urban issues.

Tim Vyner is an illustrator, artist and graduate of the Royal College of Art. Tim specialises in reportage, drawing, painting and printmaking for national and international publishers, galleries and collectors. He has recorded global sporting events including The FIFA World Cup and The Olympic Games and has exhibited his work widely. He is the subject leader for illustration and a senior lecturer on the undergraduate Graphic Communication course

Interested in discovering more about a member of staff? Go to:

http://www.bathspa.ac.uk/about/profiles

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EQUALITY OF OPPORTUNITY

We want to ensure that your needs are met. If you require this information in any other format, please contact:

Student Support Services

Tel: 01225 876215

Email: [email protected]

Bath Spa University welcomes diversity amongst its students, staff and visitors, recognising the contributions that can be made by individuals from a wide range of backgrounds and experiences.

Our aim is that all staff and students, both existing and potential, should receive equal and fair treatment in all aspects of University life. The University seeks to ensure that a suitable working and studying environment is provided which is free from discrimination and where all members of the University community are treated with dignity and respect and are valued as individuals.

The Student Handbook is designed to provide you with a central point of reference, containing detailed information concerning your course. We want to ensure that the needs of all students are met in every aspect of every course that we offer.

A key way in which we ensure this is to monitor student feedback on each academic module undertaken. The results of this provide us with essential information on our progress to ensuring equality of access and opportunity for all students.

Should you have any concerns at any time regarding your course, any of the information contained within this Handbook, or any other aspect of University life, you should discuss this in the first instance with Emmanuelle Ginn, [email protected], 01225 875228. who will assist you in identifying the types of support available to you. Examples of these types of support are:

• Arranging appropriate teaching and examination arrangements; • Assisting you with any concerns you may have regarding any work experience

you may undertake; • Helping you to identify technology and other support appropriate to individual

needs; • Liaising with members of academic staff in relation to access to the curriculum.

There are also a range of support mechanisms offered by Bath Spa University, such as Student Welfare Services and Careers Advice. For example:

• Assisting with the provision of scribes, readers, note takers or interpreters; • Assisting you with applications for financial assistance;

Details of how to access these services can be found at:

http://www.bathspa.ac.uk/services/student-services/current-students/student-support-service/

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EQUAL OPPORTUNITIES POLICY

The following provides information concerning the Bath Spa University Equal Opportunities Policy. Please take the time to familiarise yourself with it as it is relevant to everybody.

BATH SPA UNIVERSITY EQUAL OPPORTUNITIES POLICY STATEMENT

Bath Spa University is fully committed to being an equal opportunities employer and providing equality of opportunity for all its staff and students, applicants and visitors. The University will not tolerate unfair or unlawful discrimination on the grounds of gender, ethnicity, colour, disability, religion, nationality, age, occupation, marital status or sexual orientation or any distinction, which is not relevant to the employee/employer relationship or its student body.

RESPONSIBILITIES

Promoting and maintaining equal opportunities is the responsibility of everyone, although it is recognised that management have additional responsibilities to ensure that the policy is carried out.

The University Management will ensure that:

• All staff and students are aware of the equal opportunities policy and our procedures for making a complaint;

• The implementation of equal opportunities is effectively monitored; • An Equal Opportunities Strategy and Action Plan is produced and reviewed;

Staff, Students and Union representatives are provided with appropriate forums to discuss and deal with equal opportunities issues;

• All staff are provided with appropriate equal opportunities training; • A network of trained Harassment Advisors is available to provide advice and

guidance; • Procedures are in place for the fair appointment, promotion and development of

staff, the fair selection and teaching of students, free from unjustifiable discrimination.

All staff and students are expected to:

• Support and implement the equal opportunities policy; and • Ensure that their behaviour and/or actions do not amount to discrimination or

harassment. Staff and students of the University are expected to comply with this policy and are expected to promote a culture free of unfair discrimination, prejudice and all forms of harassment and bullying. Any incidents of discrimination, harassment or bullying will be investigated and may be grounds for dismissal or expulsion.

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MODULE DESCRIPTORS FOR THE COURSE

Please read these in conjunction with Course Diagram on page 5

Code AR7001-30:

Title Research Methodologies

Subject area Art and Design

Level 7

Credits 30

ECTS* 15

Contact time 30 hours (270 hours additional independent study time)

Acceptable for All Art and Design Postgraduate Subject Pathways

Excluded combinations None

Core/Optional Core

Module Coordinator Dr Michelle Whiting

Description

This module is an introduction to research methods and is delivered as a common programme involving students across the postgraduate community at Bath School of Art and Design. The module introduces key principles and processes of research, which are relevant to the study and practice of art and design. The module is intended as an introduction to the identification and use of research resources, and the general development of research related skills.

Outline Syllabus & Teaching & Learning Methods

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Outline Syllabus

•Library as research tool

•Blogging as research tool

•Museum and gallery based research methods

•Research ethics

•Quantitative and qualitative analysis

•Meanings in Visual culture

•Oral histories

•Value/hierarchies

•Presentation skills

The syllabus is delivered via lectures, seminars, workshops and tutorials. VLE students will receive seminar texts, group discussions and on-line tutorials. VLE students who are producing ceramic work, will be expected to submit images and text for on-line feedback from tutors and peers, at regular intervals during the module.

Intended Learning Outcomes How assessed **

i. An awareness of a range of research methods and resources, and the ability to be able to use these appropriately

ii. An ability to develop and present a research proposal to guide individual practice or projects

iii. An understanding of the role of research in academic study and postgraduate level practice.

Portfolio

Written Assignment

Written Proposal

Oral presentation

Written Proposal

Oral presentation

Assessment Scheme Weighting %

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Formative:

• Leading on responses to preparatory reading for workshop and seminar sessions

• Ongoing development of research folder/blog

• Interaction with tutors in studio and critical studies areas.

Summative:

(a) an oral presentation of research aims and a future plan and summary timetable for your research on the course (15 minutes). The presentation will be delivered to two tutors and a group of your postgraduate peers. You will provide tutors with a written copy of your notes for the presentation subsequent to delivering it.

(b) a written assignment (of no more than 1,500 words) that explores appropriate research methodologies - in support of your stated research aims. This will be accompanied by a research folder - in the form of a folder or an electronic blog – that provides examples of the kind of resources that you have consulted in the process of research. This should include an annotated bibliography (ie. a list of all sources that you have consulted in the process of research, which includes a brief note after each resource about how it will assist your project).

50%

50%

Reading Lists/Key Texts & Websites

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Adamson, Glenn. (2007). Thinking Through Craft. London: Berg (Eds.) Harrison, C. & Wood, P. (2002). Art in Theory: 1900 – 2000; an anthology of changing ideas. London: Blackwell Press. Gray, C and Malins, J (2004) Vizualizing Research: A Guide to the Research Process in Art and Design London: Ashgate (Ed.) Highmore, B. (2009). The Design Culture Reader. London: Routledge. Kawamura, Y (2011) Doing Research in Fashion and Dress: An introduction to qualitative methods London: Berg Lupton, E. & Miller, J. (1999). Design, Writing, Research. London: Phaidon Press. (Eds) Sandino, L and Partington M (2013) Oral History in the Visual Arts London: Bloomsbury Strinati, D. (1995). An Introduction to Theories of Popular Culture. London: Routledge. Sturken, M. & Cartwright, L. (2001). Practices of Looking.

Oxford: Oxford University Press Sullivan, G (2009) Art Practice as Research: Inquiry in Visual Arts London: Sage (eds) Verbeke, J and Pak, B (2013) Knowing (by) Designing Brussels: LUCA

Learning Resources

Seminar spaces

Specialist workshops and technical support

Digital workshops

Library

Minerva VLE

Professional lecturer series

Onsite gallery

Bath Spa Careers: http://www.bathspa.ac.uk/careers

* ECTS (European Credit Transfer and Accumulation System): Framework for Qualifications of the European Higher Education Area recommend that two UK credits are equivalent to one ECTS credit

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* * eg examination, presentation, coursework, performance, case study, portfolio, etc.

Code VM7002-30

Title Developing Practice

Subject area Visual Communication

Pathway N/A

Level 7

Credits 30

ECTS* 15

Contact time 30 hours (270 additional independent Study)

Acceptable for Visual Communication

Excluded combinations N/A

Core/Optional Core

Module Co-ordinator Andrew Southall

Description

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In this the first of the MAVC practice modules, the aim is to establish and identify each student’s current position as a practitioner. It will help individuals identify areas of their practice that need special attention and to begin to develop and refine the relationships between theoretical, practical and professional approaches to their specialism in Photography, Illustration, or Graphic Design.

Students will devise a practice-based project with a plan that outlines its aims and objectives. From this they will undertake primary and secondary research and finally present a visual communication project in their chosen specialism. The project will also make reference to the Professional Practice covered in this module (outlined on page 12 of this handbook).

At the end of the module students will make an audio / visual presentation, (usually in a digital format) and will submit their visual communication project along with a folder containing the initial proposal, ideas, research, process and outputs.


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The syllabus will normally cover:

• Key critical theories relating to visual arts and visual communication, and an introduction to the influence of modernism and postmodernism in the visual arts

• Language and the difficulties inherent in defining terms

• Narrative form and structure

• Pure and applied approaches in Visual Communication

• Investigation into the characteristics of genres; for example but not limited to: documentary, fashion, industrial, reportage, portraiture, landscape

• Professional techniques and attitudes to digital content management / workflow / metadata skills.

Students will consider these topics in relation to their own visual communication practice

Teaching & Learning Methods

Students will be expected to develop an ongoing discourse with one another, examining the different perspectives and assumptions that groups and individuals bring to visual communication projects.

The module will be delivered through seminars, workshops, studio time and tutorials.

Intended Learning Outcomes How assessed**

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On completion of the module, students will be able to demonstrate their knowledge and abilities to:

1.Communicate and explain their visual practice effectively to peer group and to staff from a variety of Arts specialisation fields;

2.Reflect upon their work, showing critical awareness of practice in context;

3.Show how the findings of primary research and secondary sources can be used to inform the development of their practice and research

i) ii) iii)

iii)


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Formative:

• Presentation in student-led seminar

• Submission of research folder, as a work in progress, once prior to final (summative) submission

Summative:

1. A Research Folder typically including evidence of the primary and secondary research undertaken and reflected upon, notebooks, sketchbooks and other research materials.

2. An Oral / Visual presentation, made in class on the chosen project topic (10 minutes), leading to discussion and questions (15 minutes)

3. A Visual Communication project which might focus on one or a combination of the following:

• Images

• Films

• Design layout

• Printed books or magazine publication

• other tutor- negotiated themes and topics.

i) 20%

ii) 20%

iii) 60%


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Badger, G. (2007) The Genius of Photography. London: Quadrille Publishing

Barthes, R. (1993). Image Music Text. London: Fontana

Berger, J. (2008). Ways of Seeing. London: Penguin

Bolter, J.D. (2001). Writing Space: computers, hypertext, and the remediation of print, Mahwah. New Jersey: Lawrence Erlbaum Associates

Rees, D. (2014) How to be an illustrator (second edition). London: Laurence King

Wurman, R.S. (2001). Information Anxiety 2. Indianapolis: Que

Zeegan, L. (2012). The fundamentals of Illustration (second edition). London: Fairchild Books

Indicative reading:

Arnheim, R. (2004). Visual Thinking, Hartley and Marks: University of California

Blocker, J. (2009). Seeing Witness : Visuality and the ethics of testimony. Minnesota: University Of Minnesota Press

Heller, S. (2002). The Graphic Design Reader. New York: Allworth Press,

Jeffery, I. (1981). Photography: A Concise History. London: Thames and Hudson

Rees, D. (2014). How to be an illustrator (second edition). London: Laurence King Publishing

Roberts, L. (2007). An Introduction to Ethics in Graphic Design. London: AVA Publishing

Shaughnessy, A. (2006). How To be a Graphic Designer Without Losing Your Soul. London: Lawrence King Publishing

Shaughnessy, A. & Brook, T. (2009). Studio Culture: The secret life of a graphic design studio, London: Lawrence King Publishing

Ware, C. (2001). Jimmy Corrigan: The Smartest Kid on Earth. London: Jonathan Cape

Warner Marien, M, (2010). Photography : a cultural history.

37

London: Lawrence king

Wells, L. (2004). Photography: A Critical Introduction. London: Routledge

Zeegen, L. (2012). The Fundamentals Of Illustration, 2nd Ed. Switzerland: Ava

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Learning Resources

In this module all students will be offered workshops on digital content management / workflow and metadata skills.

The need for other learning resources will vary as individual students develop their MAVC practices. As with all practical MAVC modules, in this one students will have access to or undertake the following range of activities:

• Technical demonstrations in Photoshop; Indesign; illustrator software illustrator and web design software (where appropriate)

• Self-directed project working

• Engagement in using both hand and digital processes (cameras processing and printing techniques)

• Active participation through seminars and peer learning

• Specialist visiting Lecture series

• Group tutorials and critiques

• Independent study trips and gallery visits (where appropriate)

• Personal presentation, display and documentation of work

• Library



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Code VM7003-30

Title Practice in Context


Pathway N/A

Level 7

Credits 30

ECTS* 15




Core/Optional Core

Module Co-ordinator Tim Vyner

Description

40

The aim of this module is to build on each student’s reflective experience in Developing Practice and identify clear links between related visual communication specialisms. Instead of a reflective focus on individual practice, each student will concentrate on developing a project designed specifically for a local / national audience and will develop this project in collaboration with another student (or where there is a need, another individual or organisation). The visual communication project made for this module will work in conjunction with another of the MAVC specialisms: Photography, Illustration, or Graphic Design.

The manner in which the project is designed for its audience should be carefully considered, referring to several examples of relevant (and usually recent) visual communication projects. The project’s objectives should be clearly evident in the supporting primary and secondary research.

In developing this project students will identify and refer to relevant theoretical and critical thinking contained in the module syllabus and make reference to professional practices covered in this module.

At the end of the module, students will make an audio / visual presentation and submit their visual communication project along with a folder containing analysis of and critical reflection upon the initial proposal, key ideas, research, development processes, challenges and outputs.


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Having established a working understanding of their own practice, students will use this module to broaden their understanding of their visual communication practice. They will identify possible weaknesses in their approach and design a project for a particular audience – taking into account the implications that cultural, demographic and other factors may have on this project.


• Concepts of audience, for example variations in age, class, nationality, gender, geography, culture, religion

• Practices and challenges in relation to specific audiences

• Positioning of the practice in relation to related disciplines

• Visual language and the written / spoken language of practitioners in different but related disciplines

• Implications of proposed media

• Local and regional needs

• Collaborative working across disciplines

• Commercial skills: copyright and intellectual property rights

Teaching & Learning Methods

Students will be expected to collaborate in their visual communication project either with MAVC or other post graduate students, or with an external organisation or individual (with prior approval by the tutor).

The module will be delivered through a combination of seminars, workshops, tutorials and a multi-disciplinary studio-based culture, to support collaboration.


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On completion of the module, students will be able to demonstrate their knowledge and abilities in:

1. Application of a breadth of relevant academic theories to practice;

2. Ability to use a range of techniques, including effective collaboration, applicable to a professional activity or situation;

3. Creative and innovative approaches to problem-solving including effective decision making;

4. An understanding of commercial skills enabling a critical awareness of current issues in the profession.

i), iii)

ii), iii)

ii), iii)

iii)


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Formative:

• Submission of research folder, as a work in progress, once prior to final (summative) submission

• Project proposal produced through collaborative working

Summative:

i) Research folder (containing discussion of nature needs and challenges of visual communication to/with a particular audience)

ii) An Oral / visual presentation, made in class, on the chosen project topic (10 minutes), leading to discussion and questions (15 minutes). Either with collaborating partner or reflecting collaborative working with an external group or organisation.

ii) A resolved visual communication project relevant to a local audience

i) 20%

ii) 20%

iii) 60%


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Hall, A. (2011). Illustration (portfolio). London: Lawrence King

Lister, M. (2005). The Photographic Image in Digital Culture. Oxford: Psychology Press

McCloud,S. (1994). Understanding Comics: The Invisible Art. New York: HarperCollins

Munari, B. (2009). Design as Art. London: Penguin

Tagg, J. (1988). The Burden of Representation. Minneapolis: University of Minnesota Press

Tufte, E. (1990). Envisioning Information. Conneticut: Graphics Press

Wells, L. (2002). The Photography Reader. London: Routledge

(module handbooks will indicate essays of particular relevance)

Indicative reading: Adorno, T. (1991). The Culture Industry: selected essays on mass culture. London: Routledge

Berona, D. A. (2008). Wordless Books: The Original Graphic Novels. New York: HNA Books

Dyer, G. (2005). The Ongoing Moment. London: Little, Brown & Company

Gravett, P. (2005). Graphic Novels: Stories to Change Your Life. London: Aurum Press Ltd

Hall, A. (2011). Illustration. London: Laurence King Publishing

Heller, S. & Wiedemann, J. (2013). 100 Illustrators. Taschen ,Verlag

Hyland, A. & Bell R. (2003). Hand to Eye: Contemporary Illustration, London: Lawrence King,

Jobling, P. & Crowley, D. (1996). Graphic Design: Reproduction and Representation since 1800, Manchester: Manchester University Press,

Klaten, R. (2011). Contemporary Collage, Germany: Die Gestalten Verlag

45

Munari, B. (2008). Design As Art. London: Penguin

Pirhonen, A. Isomäki, H. Roast C. Saariluoma, P. (2005) Future Interaction Design. London: Springer

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Learning Resources

In this module all students will be offered workshops on copyright and intellectual property rights

The need for other learning resources will vary as individual students develop their MAVC practice. As with all practical MAVC modules, in this students will have access to or undertake the following range of activities:

• Technical demonstrations in Photoshop; Indesign; illustrator and web design software software (where appropriate)

• Self-directed project working

• Engagement in using both hand and digital processes (cameras processing and printing techniques)






• Library



Code VM7004-30

Title Practice in a Global Context


Pathway N/A

Level 7

47

Credits 30

ECTS* 15




Core/Optional Core

Module Co-ordinator Stuart Henley

Description

In this module students will continue collaborative working, utilising their improved visual communication specialist skills to design a project that is focussed toward an international / global audience.

Given the diversity of global audiences, this project will need to take language differences and varied cultural practices into account, and find appropriate verbal or non-verbal ways to deal with specific communication issues.

In the process of developing their project, students will make reference to the theoretical and critical thinking in the syllabus for this module in their primary and secondary research and in the final project. They will also make reference to professional practices covered in this module.

At the end of the module students will present a 1000 - 1200 word summative critique of the project, its strengths and weaknesses, along with the finished visual communication project.


48

Adding to the understanding of their own practice, students will formulate a clear structured approach to their visual communication project. Bringing the knowledge gained from the previous modules, they will design a project for a particular audience, which may be directed toward a particular international community or interest group – carefully considering the implications that a variation in international factors may have on the project.


• Implications of international legislative contexts

• Technical challenges, including different media and online platforms, and how these might be addressed

• Political and cultural sensitivities around the world

• Global legibility

• Implications of rapidly changing global contexts for practice and visual communication

• Commercial skills: contracts, commissioning, negotiation, self promotion

Teaching and Learning Methods

Collaborative working across disciplines.

Applied research to practice – students will be expected to be largely independent in identifying relevant primary and secondary sources specific to the project that they pursue.

Tutorials, studio environment.


49

On completion of the module, students will be able to demonstrate an:

• Ability to identify visual communication opportunities and devise an appropriate project for a specialised international context

• Effective application of their research to professional practice in a global context

• Ability to make decisions in challenging situations

i), ii)

i), ii)

ii), iii)


Formative:

Pitch-style presentation of project for a global audience

Summative:

i) Research folder (showing an understanding of how particular audiences can exist across international boundaries and the challenges that such global contexts might produce)

ii) A 1,500 word critique of the project

ii) A resolved visual communication project relevant to a clearly identified international audience

20%

20%

60%


50

Bierut, M. Drenttel, W. Heller, S. Holland, D.K. (1994) Looking closer, critical writings on graphic design, New York: Allworth Press

Bordieu, P. (1996) Photography the middle-brow art, Redwood City: Stanford University Press

Davies, J. Brazell, D. (2013) Becoming a Successful Illustrator

Kelsey, R. (2008) The meaning of photography, Williamstown, The Clarke Institute

(module handbooks will indicate essays of particular relevance:)

Martens, K. & Van Triest, J. (2010) Printed Matter, London: Hyphen Press

Potter, N. (2002) What is a designer?: things, places, messages. London: Hypen Press

Ritchen, F (2010) In Our Own Image, New York: Aperture

Zeegan, l. (2014) 50 years of Illustration. London: Lawrence King

Indicative reading:

Azoulay, A. (2012), The civil contract of photography, New York: Zone Books

Jeffrey, Ian. (1999): ReVisions: an alternative history of photography. Bradford: National Museum of Photography, Film and Television

Roberts, J.C. (1988) The art of interruption: realism, photography, and the everyday. Manchester: Manchester Univeristy Press

Seely-Brown, J. Duguid ,P. (2000) The Social Life of Information. Boston: Harvard Business Review Press

Tufte, E. (2007) Beautiful Evidence, Connecticut, Graphics Press

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Learning Resources

Resources In this module all students will be offered workshops on:

Commercial skills comprising of contracts, commissioning, negotiation and self-promotion.

The need for other learning resources will vary as individual students develop their MAVC practice. As with all practical MAVC modules, in this module you will have access to the following range of activities:

• Technical demonstrations in Photoshop; Indesign; illustrator and web design software (where appropriate)

• Self-directed project work

Engagement in using both hand and digital processes (cameras processing and printing techniques)






• Library

• Minerva VLE

• Onsite gallery




53

Code AR7007-60

Title Masters Project

Subject area All MA Design students

Module Co-ordinator Kerry Curtis

Level 7

Credits 60

ECTS 30

Contact time 10 hours (590 additional independent study time)

Pre-requisites All modules at Certificate and Diploma Levels

Acceptable for All MA Design students


Core/Optional Core for all MA Design students

Description

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This final masters 60-credit module aims for you to demonstrate your intellectual and autonomous progress in establishing a professional creative practice.

For this module you will undertake an independent line of enquiry, constructing a self-directed project brief, which communicates a positioning of your work within the specialist discipline of your practice.

Your practice should demonstrate your ability to apply your understanding of the profession, research methods, design process, high-level techniques and/or products to create an original body of work.

You are required to construct a reflective evaluation of your creative practice, which describes your work in relation to the professional discipline and/or research in the field. The evaluation should highlight your knowledge, a critical awareness of relevant current concerns, your methodologies and your advanced skills.

The module culminates in a public exhibition (or approved equivalent as negotiated with your tutor). The work exposed should easily communicate your concept, enquiries and outcomes to both specialist and non-specialist audiences.


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Outline syllabus

Students will construct an ambitious long-study project brief which demonstrates their ability to work as an independent professional in their field. Within the masters project brief, the student must define the aims, so that they can achieve the quality descriptors for a higher education qualification at level 7.

Studio space and/or seminar spaces and specialist workshop facilities will provide the environment for planning and implementing tasks autonomously, however if appropriate to the individual line of enquiry, students maybe required to work externally with manufacturers or equivalents to develop work to a high professional level.

Taught contact time in this module is 10 hours within the total 600 hours study time, this allows students to be independent in dealing with complex issues and making sound judgements in preparation for a professional career.

Students will have opportunities to communicate their concepts and progress to tutors and peers as a process of critical evaluation.

The module handbook provides more specific details on schedules, assignments, formative feedback and summative assessment for this module.

Throughout the module you will receive formative feedback through individual and/or group tutorials, peer seminar sessions and group critiques. In many cases this feedback is received both verbally and in a written format. The feedback aims to enable you to see how you may improve or develop particular aspects of your work.

Practice based students who are taking this module by VLE will be expected to attend at the assessment point.

Teaching and Learning Methods

• Independent project planning and implementation

• Engagement in appropriate research methods, techniques and

processes

• Progress presentations

• Independent study trips and gallery visits

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Intended Learning Outcomes How assessed

On successful completion of the module you will be able to demonstrate:

i) acquisition of coherent and detailed knowledge in your specialist area, leading to a conceptual understanding that enables you to critically evaluate your advanced practice in it’s professional context

ii) originality in the application of creative practice and coherent communication with specialist and non-specialist audiences, demonstrating evaluative and systematic research and practical techniques

iii) the qualities and transferable skills necessary for employment and the independent learning ability required for continuing professional development or advanced research

Assessment is based on the submission of:

i). Evaluative Report

ii). Practical Coursework


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In your module handbook, you will be informed about the ways that marks/grades and feedback are provided by your marking tutor(s) for this module, and you will receive written feedback on your learning achievements against the assessment criteria for your summative module assignment.

You will receive the summative feedback along with your marks within three weeks of the completed module submission date.

Assessment Requirements

Refer to your module handbook for details of the coursework assessment tasks delivering the intended learning outcomes for this module.

Your performance is assessed against the assessment tasks weighted below:

i) Evaluative report giving a summary of your creative practice, demonstrating your knowledge, methodologies, techniques and ambitions for future developments. (1,500 - 2,000 words)

ii) A negotiated project, demonstrating your portfolio of work for this module and a selection of work presented as an exhibition, such as the MA Degree Show or approved equivalent as negotiated with your tutor. This submission typically includes:

• a personal project brief

• sketchbooks and/or other visual outcomes

• visual research folders (including reflective annotations)

• technical folders

• reflective and evaluative process (journal, blog etc.)

i) 10%

ii) 90%

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• experimental prototypes/samples/publications or other tutor- negotiated outcomes

• resolved and presented products or other tutor- negotiated outcomes

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Carmel McNamara and Marlous van Rossum-Willems (2013) Grand Stand 4 ISBN 978-90-77174-72-2

Carmel McNamara, Sarah de Boer-Schultz and Marlous van Rossum-Willems (2012) Powershop 3 ISBN 978-90-77174-46-3

www.dezeen.com

Learning Resources

Seminar spaces

Specialist workshops

Digital workshops

Library

Minerva VLE

Professional lecturer series

Onsite gallery


ma visual communication handbook 2017-18 - bath spa … · · 2018-02-23dynamic educational...

Documents