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PROGRAMME SPECIFICATION

Select approval stage

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BA (Hons) Illustration

Intermediate award Cert H.E., H.E Diploma

Course status Validated

Awarding body University of Brighton

College Arts & Humanities

School School of Art

Location of study/ campus Grand Parade, University of Brighton

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency UCAS

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Entry requirements Include any progression opportunities into the course.

The most usual entry route to the course will be through satisfactory completion of a one year, full-time pre-degree course in art and design or equivalent and at least five GCSE’s in different subjects (at C or above) of which two should be at A level. Applications are to be welcomed from those who do not necessarily possess formal qualifications but demonstrate considerable self-motivation, show potential and experience and indicate that they will benefit from the course.

Applications are made through the Universities and Colleges Admissions Service (UCAS). Applications forms can be obtained direct from UCAS.

Check the University’s website for current entry requirements.

Optional modules

Interviews are designed to be relaxed and friendly. They are conducted in a manner that gives candidates an opportunity to show examples of work, communicate something about themselves and their interests. The course seeks students who are self-motivated and inquisitive – examples of work will reflect this. Sketchbooks and notebooks and are especially important to see how ideas are developed in response to given creative problems.

Selection for interview will be made on the basis of a Flickr or Tumblr web page, appropriate qualifications, a written personal statement and confidential report.

A-levels:

We highly recommend that applicants undertake a pre-degree Art and Design foundation diploma. However, if you are applying with A-levels only, grades ABB are expected, supported by a strong portfolio. Applicants whose predicted grades fall below these minimum requirements, but who can demonstrate a high quality portfolio, are still encouraged to apply and will be considered on an individual basis. For more information please see http://arts.brighton.ac.uk/foundation.

BTEC: DDM

International Baccalaureate: will not normally provide sufficient grounding without a subsequent foundation diploma.

Access to HE Diploma: pass (at least 45 credits at level 3), with 30 credits at merit or above. Art and design courses preferred.

GCSE (minimum grade C) or Access Equivalent

a good profile.

For non-native speakers of English: IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the other elements.

Other:

Art and Design Foundation Diploma.

Interview and portfolio review.

Progression : Applications are welcome from FdA graduates applying from Partner Colleges (Sussex Coast College, Hastings; City College, Brighton). If accepted, places offered into level 5 of the course.

Start date (mmm-yy) Normally September

September 2017

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Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 3 Years 8 Years

Part-time Select Select

Sandwich Select Select

Distance Select Select

Course codes/categories

UCAS code W220

Contacts

Course Leader (or Course Development Leader)

Roderick Mills

Admissions Tutor Roderick Mills

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Tracy Tomlinson

Paul Bowman

Linda King

University of Derby

University College of the Arts Epsom

The Institute of Art, Design and Technology, Dun Laoghaire

2018

2018

2018

Examination Board(s) (AEB/CEB)

CEB, Examination Board for the Academic Programme in Communication and Media Arts

Approval and review

Approval date Review date

Validation February 20081 May 20142

Programme Specification March 20163

Q&S Published June 2016

March 20174

Professional, Statutory and Regulatory Body 1 (if applicable):

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1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The overall aims of the course align to the College Aims, but specific course aims are to:

Develop understanding of the subject intellectually as well as practically

introduce and test working methods

challenge preconceptions of Illustration through various teaching and learning methods

test and develop visual and verbal communication skills

establish excellent critical judgement

build strong working methods

explore, test, experiment to facilitate new ways of thinking and new means of communicating

develop and extend a visual vocabulary

develop an informed awareness of the professional world and prepare students to embark on their own careers as practitioners, teachers or postgraduate/research students in related disciplines.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6.

Knowledge and theory The overall learning outcomes of the course align to the College Learning Outcomes. The Learning Outcomes specific to the course require students to demonstrate that they have developed the ability to:

Level 4:

1. approach their studies with an inquisitive and analytical mind evaluating, interpreting and testing outcomes to make sound judgments

2. undertake research to inform and enrich visual solutions, in order to present, evaluate and interpret outcomes

3. select, analyse and categorise by the collation of visual material interpreting outcomes to make sound judgements

4. clearly analyse a communication problem, communicating ideas accurately and reliably

5. openly debate and discuss their own and others’ visual solutions 6. assess, edit and consider visual material through research evaluating

different approaches to problem solving 7. recognise an intended audience 8. engage with a range of historical texts appropriate to studio

disciplines and express and discuss ideas and personal viewpoints with structured and coherent arguments

Level 5:

1. exercise critical judgement and curiosity 2. create a personal language of expression relevant to an intended

audience 3. apply established principles and production processes in relation to a

range of illustration assignments 4. effectively deploy a range of established techniques and approaches

within traditional and digital media 5. present visual, verbal and written work, and critically evaluate the

appropriateness of different approaches to problem solving

6 Please refer to Course Development and Review Handbook or QAA website for details.

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6. apply research skills and analytical critical approaches outside the context in which they were studied.

7. demonstrate an awareness of issues and debates relevant to the discipline effectively communicating information, arguments and analysis in a variety of forms

8. cultivate transferable skills demonstrating personal responsibility and decision making

Level 6:

1. generate a personal language in response to a communication problem deploying established techniques of enquiry and analysis

2. comprehend, research, explore and resolve a design brief, solving problems using ideas and techniques some of which are at the forefront of the discipline area

3. synthesise the practical, theoretical and technical demands of the set project briefs demonstrating a systematic understanding and coherent knowledge of the subject

4. manage time, resources and concurrent demands showing initiative and personal responsibility and making decisions in unpredictable situations

5. identify and make professional contact with practitioners 6. present themselves and their work professionally 7. recognise the importance of transferable skills in relation to future

career choice 8. critically evaluate arguments, assumptions, abstract concepts and

data that may be incomplete to make judgements and to frame appropriate questions to achieve a solution to problems

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

The skills developed during the duration of the Illustration course fall into the following three major headings:

Subject Specific Skills:

The student should be able to demonstrate an ability to:

1. generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to set briefs and/or as self-initiated activity

2. employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making

3. select, test, use and exploit materials, processes and environments, developing ideas through to material outcomes, e.g. images, artefacts, products, systems and processes, or texts

4. manage, exploit and critically evaluate the interaction between intention, process, outcome, context, and the methods of dissemination

5. undertake research to inform, analyse, interpret and evaluate in order to contextualise practice

Professional Skills:

The student’s work will be informed by:

6. the critical and contextual dimensions of the student’s discipline(s) in particular, and of art and design in general, for example the business, cultural, economic, environmental, ethical, global, historical, political, societal, and/or theoretical contexts;

7. the artist’s or designer’s relationship with audiences, clients, markets, users, consumers, and/or participants;

8. the implications and potential for their discipline(s) presented by the key developments in current and emerging media and technologies,

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and in inter-disciplinary approaches to contemporary practice in art and design;

9. the significance of the works of other practitioners.

Transferable Skills:

The student will have an opportunity to practice the following:

10. Self-management skills

11. Critical skills

12. Interpersonal and social skills

13. Communication skills: verbal, visual, written

14. Information Management skills

15. IT/CAD skills

QAA subject benchmark statement (where applicable)7

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

The Lecture

This is used to support the content and learning outcomes of modules where necessary and appropriate. Its purpose is to introduce efficiently a large number of students in a school/academic programme/year cohort of a course to issues of concern and current understandings of a subject/ discipline. Whilst for students it is a receptive rather than participative form of education, it has an important value in demonstrating the processes and rhetoric of argument both spoken and visual. It is a method of teaching used particularly in historical and critical aspects of the study as well as by visiting speakers delivering material to large audiences. Lectures in the postgraduate programmes are involved with creative and professional practice as well as, but not exclusive of historical and critical aspects of study. All handout materials, bibliographies, written summaries of the lecture given to students are made available on Student Central.

Projects

Students develop a portfolio of work over the three years through a series of projects, these may be aimed at developing knowledge and understanding, experimentation and exploration of processes and skills, live professional or engagement briefs, or self initiated projects relating to the relevant module learning outcomes and assessment criteria. The projects may span a number of weeks, days or hours. Students are asked to evidence research, ideas, development, experimentation and critical analysis and reflection on their work as it develops. Students are supported to develop a personal response to a brief, with relevant key skills and processes introduced through workshops with group and one to one support

7 Please refer to the QAA website for details.

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this is enhanced by peer support as part of the studio practice and culture.

The Seminar or Group Tutorial

This form of teaching is the dominant one within the programme and would consist of a group of students from 6 to 20 with a tutor or tutors. It is primarily used within the context of students presenting and discussing their practical work in small groups. It is therefore a vital arena of articulation and understanding which brings together critical/technical and verbal/visual skills. This situation is commonly referred to as the studio/group crit and is usually overseen or led by a single tutor or sometimes two or three tutors. It is the arena where students discover ways of comprehending and talking about not only their own work but the work of others. In addition the group crit/seminar may also be the main context in which assessment of certain studio practice modules would occur particularly in levels 4 and 5.

Other contexts for a seminar beyond student work/crit sessions are used. An issue based

presentation/paper by a tutor or a student to stimulate discussion and debate within a particular seminar group over communication and media art practice would be one example of a seminar situation of this sort.

The Individual Tutorial

For the individual student this form of one to one teaching will occur less frequently than the seminar, but it is an important form of teaching which provides a more personal, less public forum for students to engage with their ongoing practices/projects and to seek individual/ academic advice about it with a tutor. Its main function is to assist the student in the ongoing process of producing work and developing its direction rather than presenting work formally as in a seminar. Particular use of tutorial teaching in the programme would be made in the undergraduate final year for certain aspects of studio work and written research essay work for example.

Technical Demonstration

This form of teaching delivered by an academic or technical member of staff has as its primary emphasis not so much the question ‘what to do’ but the question ‘how to do it’. The range of technical demonstration and induction would be as diverse as the practices within the programme. One main function of such teaching is to ensure the safe use of workshops and processes in the school/college /university. The amount and depth of such instruction will vary depending on the particular area and its needs but the aim is also to ensure that all students:

i) Have a level of technical knowledge and experience which is appropriate to the cohort in their chosen discipline;

ii) Have as individuals access to particular processes and workshops that are deemed necessary for their particular personal work and development as agreed by their subject leader/tutor/academic programme leader;

iii) Should be computer literate and have appropriate learning and communication skills;

Transferable Skills

As appropriate to each element of their course, students will have the opportunity to practice and improve on the following transferable skills: self-management skills, critical skills/ability, interpersonal and social skills, and in communication verbally, visually and written. They will also include the opportunity to develop information management skills, which include information technology.

Independent Learning and Study Skills

These are also important methods of learning, which the programme recognises and encourages. This is in line with the college objectives of students through their course moving from cohort directed dependent learning to independent and individually motivated and self-directed forms of learning. The main forms of independent learning are as follows:

i) Students in the programme will be expected to engage in studio or image making practice in whatever form that their particular discipline prescribes and to make use of the available time and space provided to produce their work for activities outlined above;

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ii) Students will be made aware of and familiar with learning resources such as the library and depending upon the emphasis of the different courses the media section of learning resources and the photography unit. The mechanism for this is the induction process established at the start of the year;

iii) Students will also be made aware of the Study Support sessions available to improve study skills such as essay writing and communication skills.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix, which reflects the variety of modes of assessment, and the volume of assessment in the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed. The course contains some compulsory assessments not included in the breakdown provided on the KIS because they cannot be directly linked to credit. For example a pass/fail skills test included in one of the modules or as a course requirement. Full details of assessments within a module can be found on the University’s VLE, Student Central.

Individual module assessments are identified in the module descriptions presented in the student handbook distributed to all students at the start of the academic year. However, general guidelines for assessments are as follows:

• Attended timetabled briefings, critiques, seminars, tutorials, presentations and inductions/demonstrations on a regular basis;

• Completed a written self-assessment on a pro forma provided where required;

• Presented the set visual work for assessment to include all research and developmental work, rough layouts, notebooks and sketchbooks, and completed mounted and presented final solutions;

• Presented the set written work for assessment as determined by the module description.

• Each element of final year work (L6) is compulsory and students are required to pass all elements of

the final degree assessment (L6)

• All components of final year work will be graded according to the full established grading system.

• No grades are carried forward from Level 5.

• The internal markers (comprising a team of normally a minimum of three academic staff for main study

and a minimum of two for the Critical and Cultural Studies Research Project L6 the Extended CCS

Research Project) will mark and agree a final internal grade for each module of study. This grade and

the range of internal grades will be made available to the External Examiners, who will moderate a

sample of the work of final year candidates selected on the principles set out in University’s General

Examination Assessment Regulations (GEAR).

• The final degree classification will be decided by the Academic Programme in Communication and

Media Arts Examination Board in conformity with:

i The University’s General Examination Assessment Regulations

ii The Academic Framework for Studies in Arts

iii Course specific regulations

All assessed Level 4, 5 & 6 modules: The minimum pass mark for a level 4, 5 & 6 module is 40%, assuming that all thresholds have been met. The university has adopted a common marking/grading scale for the assessment of students’ work on its undergraduate awards. The work submitted for assessment by students on undergraduate degree

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courses of the university is marked against this scale. The university undergraduate marking/grading scale is applicable to all assessments, including examinations, across levels 4-6 of an undergraduate award.

The undergraduate scale (also applicable to Graduate Diploma and Graduate Certificate awards) consists of 6 grades: • A, B, C, D are ‘pass’ grades • E, F are ‘fail’ grades (re-assessment and compensation where appropriate are at the discretion of the Course Examination Board and within GEAR). F (0%) should be used when no real attempt has been made but where a submission has been recorded. The award classifications apply only to the final award and are determined by the university algorithm for the award. When used at module level they are indicative of performance only.

Work submitted for assessment is marked on a numerical scale using whole numbers in the range 0-100.

Learning Outcome Assessment method Module Number of credits

Research

Identify and investigate a range of appropriate sources.

Portfolio

AG1001

AG1003

AG1004

40

40

20

Subject knowledge and understanding

Demonstrate an understanding

Portfolio

AG1001

AG1003

AG1004

40

40

20

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of the subjects principals within practice.

Experimentation

Demonstrate risk taking, problem testing and experimentation with materials through the realisation of practice.

Portfolio

AG1001

AG1003

AG1004

40

40

20

Technical competence and understanding

Demonstrate the skills appropriate to the selected medium.

Portfolio

AG1001

AG1003

AG1004

40

40

20

Communication and presentation

Demonstrate clear visual and /or verbal skills in the selected medium, which reflect the needs of the audience.

Portfolio

AG1001

AG1003

AG1004

40

40

20

Personal and professional development

Demonstrate commitment to the subject, a growing self-directed approach to project

management, a familiarity with planning, organisation and ability to meet deadlines.

Portfolio

AG1001

AG1003

AG1004

40

40

20

Collaborative or independent professional work

Demonstrate appropriate engagement and a growing understanding of professional behavior whilst working with others or independently.

Portfolio

AG1001

AG1003

AG1004

40

40

20

(L2/L3/L4:

An understanding of the significant social and cultural developments in relation to design within an historical context;

A basic understanding of the key issues, themes and critical debates that inform the study

of Cultural & Critical Studies;

An awareness of how visual 40and material culture is conceived, received and appropriated.

Written assignment/essay HD149 20

Research

Identify and investigate a range of appropriate sources using different research methods.

Portfolio AG280

AG283

40

40

Analysis

Examine, analyse and interpret the research sources appropriately in relation to the brief.

Portfolio AG280

AG283

40

40

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Demonstrate a growing understanding of the subjects principals within practice.

Portfolio AG280

AG283

40

40

Experimentation

Demonstrate risk taking, problem testing and a breadth of experimentation with materials and media through the realisation of practice.

Portfolio AG280

AG283

40

40


Demonstrate a range of skills appropriate to the selected medium.

Portfolio AG280

AG283

40

40

Communication and Presentation

Demonstrate clear visual and / or verbal skills in the selected medium appropriate to the

needs of the audience.

Portfolio AG280

AG283

40

40


Demonstrate commitment to the subject, confidence in self directed project management,

appropriate planning, organisation and the ability to meet deadlines.

Portfolio AG280

AG283

40

40

Collaborative or independent Professional work

Demonstrate appropriate engagement, commitment and increasingly professional approach whilst working with others or independently

Portfolio AG280

AG283

40

40

(L9-L15)

Built on your Level 4 experience and continue to develop an understanding of the basic research skills, analytical & critical approaches for your future academic work;

Become aware of issues and debates relevant to your particular disciplines;

Made theoretical and conceptual links between historical and current practices;

Developed an articulation in oral, written and visual forms, and to integrate studio

concerns with a growing acquisition of cultural, historical and critical knowledge;

An awareness of how visual and material culture is

Written assignment/essay HD2100 20

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conceived, received and appropriated.

Research

Identify and systematically investigate a range of appropriate sources. Demonstrate an understanding of a range of research methodologies.

Portfolio

AG385

AG386

20

60

Analysis

Examine, analyse, interpret and edit the research sources appropriately in relation to a

specific purpose.

Portfolio

AG385

AG386

40

60


Demonstrate a clear understanding of appropriate subject principals though practice.

Portfolio

AG385

AG386

40

60


Demonstrate the skills which enable the clear realisation of ideas appropriate to the

selected medium.

Portfolio

AG385

AG386

40

60

Communication and Presentation

Demonstrate clear visual and / or verbal presentation skills in the selected medium which

appropriately communicate with selected the audience.

Portfolio

AG385

AG386

40

60


Demonstrate committed, confident self directed project management, appropriate and

clear planning, organisation, concise production and time management and the ability to

meet deadlines.

Portfolio

AG385

AG386

40

60

Collaborative or independent Professional work

Demonstrate a concerted engagement, a committed and appropriate professional approach whilst working effectively with others or independently.

Portfolio

AG385

AG386

40

60

(L18-23)

Developed the ability to carry through a sustained piece of individual enquiry;

Refined their skills of expression and personal organisation;

Written assignment/dissertation HD352 20

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Developed skills of analysis and logical structuring of their material;

Experienced integrating visual and written material in a suitable presentation.

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Handbook: the University and you

Course Handbook

Extensive library facilities

Computer pool rooms (indicate number of workstations by site)

E-mail address

Student Services: counselling, student advice, careers part time jobs and volunteering, support for international students, subsidised childcare, Unisex, disability and dyslexia. www.brighton.ac.uk/studentlife

Personal tutor for advice and guidance

Student Central

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Please refer to information held in student central.

Access to studio spaces (scheduled days only)

Access to workshop spaces that includes Letterpress, Book Arts and limited print facilities.

Access to specialised computers with relevant software applications.

Access to Media Unit and extensive equipment loan facilities.

Socrates exchange programme with other universities (Level 5).

International exchange programmes with other universities (L4 and L5).

Regular national study trips.

Annual international study trip (optional)

http://www.brighton.ac.uk/studentlife

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

In a simplified form, from the student’s perspective, the progression structure of the course is:

The key components of Level 4 are: skills/knowledge/methods/practice/development

The key components of Level 5 are: experimentation/risk-taking/ communication/ engagement

The key components of Level 6 are: consolidation/finding a personal voice/professional/refinement

The common components across all levels are: application/context/distinctiveness/research

The experience of Level 4 will introduce students to the basic concepts and components of visual communication and visual language within illustration, complimented by cultural & critical studies, which introduces a range of issues and developments within and surrounding contextual debates in the field of illustration and art history. It also gives students the ability to develop their own practice by critically analysing the work of others. Research skills are introduced in Semester 2 to further enhance students understanding. Students will be expected to demonstrate an understanding of the concepts and theories presented through the expression of ideas, creative working methods, visual experimentation and a cultural and critical visual awareness. The module will introduce students to basic working methods and studio practices within illustration.

Level 4 Illustration focuses on developing student’s visual communication exploring a broad range of visual language, processes and form. The development of research skills and critical reflection are supported. Projects may include Archive Folder, Collective Responsibility, Let there be light (photography), Life drawing, Staff rotation, Printmaking, Opposing forces, Drawing is…more than drawing, Materials Processes & the Art of the Accident, Explain Why: Sequential, GIF project – staff rotation, When Worlds Collide, Look What I have Found.

Level 4 diagram:

The experience of Level 5 will introduce students to the key concepts and components of sequential communication and applied practice within illustration. The objective is to improve acquired knowledge attained at Level 4. This will entail improving approaches to research and advancing conceptual and analytical thinking whilst encouraging greater risk-taking and experimentation. Increased design and illustration sensibilities and techniques, coupled with an ability to place sequential communication and

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applied practice outcomes within a professional, cultural and critical context. Cultural and critical studies further builds on the Level 4 experience developing synergies with practice-based modules ‘Sequential Communication’ and ‘Applied Practice’. The module supports personal development and introduces exemplars of professional practice within or related to the professions of illustration. Greater emphasis is placed upon the development of independent personal and professional vocational skills, which underpin professional engagement. Ethical, cultural and social responsibilities form part of the debate surrounding illustration and self-initiated work is introduced in preparation for the final year via the ‘Applied Practice’ module in Semester 2.

Level 5 Illustration aims to apply knowledge and skills to explore visual communication through image form, narrative and sequence, taking into consideration the professional context and how this impacts upon social, political, cultural and personal factors. Illustration projects focus on further exploration of process skills and techniques from craft to digital and contextualising practice to consider audience. Projects may include Make Your Own Manifesto, Research Work Book – Jasper Goodall, George Hardie’s Book project, Medical Narrative Graphic Novel, Ken Garland’s Ephemeral Protest, Le Gun Group Project, Personal Voice Project, Performance Project.

Level 5 diagram:

The experience of Level 6 is designed to combine and build upon the creative and analytical abilities developed throughout the previous two levels, the focus encourages greater personal ownership, increasing students’ abilities to create a more self-directed programme of study. Greater emphasis is placed upon the development of independent personal and professional vocational skills, which underpin professional engagement as well as the application of knowledge and skills and contextualization of practice, critical analysis and reflection on practice. For the cultural and critical studies component students undertake a research project devised to consolidate and conclude their theoretical and cultural and critical studies in level’s 4 and 5.

Level 6 Illustration projects include Visual Synopsis – Essay film, John Lewis Project for Design Museum, Latitude Festival 2014 (A call for film and video work by current BA and MA students), Viva Voce – presentation, Penguin Design Awards and String Network.

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Level 6 diagram:

LEVEL 6 DIAGRAM

SEMESTER 1

SEMESTER 2

AG385 STUDIO PRACTICE

40 Credits

AG386 INDEPENDENT PRACTICE

60 Credits

HD352 CULTURAL AND CRITICAL STUDIES RESEARCH PROJECT 20 Credits

Total level 6 credits= 120

Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

Level8

Module code

Status Module title Credit

4 AG1001 C Visual Communication 40

4 AG1004 C Introduction to Personal & Professional Development 20

4 HD149 C Cultural and Critical Studies 1 20

4 AG1003 C Visual Language 40

5 AG280 C Sequential Communication (incl. Personal & Professional Development)

40

5 C Level 5 Optional Module 20

HD2100 C Cultural and Critical Studies 2 20

5 AG283 C Applied Practice (incl. Personal & Professional Development)

40

6 HD352 C Cultural and Critical Studies Research Project 20

6 AG385 C Studio Practice 40

6 AG386 C Independent Practice 60

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)*

8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

* Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits9 Minimum credits10 Ratio of marks11: Class of award

Intermediate Certificate of Higher Education in Illustration

4 Total credit 120 Minimum credit at level of award 120

Level 4 marks Not applicable

Intermediate Diploma of Higher Education in Illustration

5 Total credit 240 Minimum credit at level of award 120

Level 5 marks Not applicable

Final BA (Hons) Illustration 6 Total credit 360 Minimum credit at level of award 120

Level 6 marks Honours degree

Select Select Total credit Select Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate12 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised: 2010 of 19

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the school office or the Registry).

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

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