Unit 3 Module Handbook 11

8/3/2019 Unit 3 Module Handbook 11

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Foundation Degree in Art & Design // of 13

Foundation Degree

in Art & Design

Module Handbook | Semester 1 2011Unit 3 Contextual and Professional Studies 1: 20 CreditsUnit Leader: Mike De-Vere

Pack 1: Module Handbook Pack 2: VRF Reader Pack 3: Issues Reader Pack 4: Module Support Pack

Pathways: Graphic Design and Advertising New Media Design Animation Photography and Digital Imaging Jewellery and Applied Arts

http:// www.artdes.mmu.ac.uk/administration/coursedocs/programme/1134




Core Unit 3: Contextual and Professional Studies

Brief Summary

This core unit seeks to develop an understanding of recent theories of visual and

material culture, and its relationship to design practice, through the production of a range of texts including reflective/critical writing/presentations, together with the

opportunity to explore other forms of communication. Personal Development

Planning activities are also located in this unit .

Unit Code Number: 11341103

Home Programme: Foundation Degree in Art & Design

Home Department: Department of Design

Subject Area: Art & Design

Unit Leader: Mike De-Vere

Credit Value: 20 @ level 4

Total Amount Of Student Learning: 200 hours

Unit Status: Mandatory

Pre-Requisites: None

Co-Requisites: Unit 1 Design Process, Unit 2 Intro to (Pathway)

Unit Learning Outcomes

On successfully completing the unit students will be able to:

Identify and apply appropriate communication and presentationskills in visual, written and spoken forms relevant to thetransmission of ideas and information and the capacity forinterpersonal communication.

Demonstrate an awareness of major factors influencing demand fora product or service

Be able to recognise and question stereo types

Identify and explore appropriate learning strategies.

Recognise key movements, methods and landmarks

Appreciate the significance of modernism’s hybrid diversity

Explore and discuss selected themes, issues and concepts

Employ research and study skills, and utilise secondary sources, todeliver short written documents

Demonstrate an awareness of the scope of the conceptual andpractical framework associated with the programme/discipline andthe way it is informed by related professional practice andcontemporary culture in general.




Curriculum Outline

Rationale:

This unit will support students in identifying the boundaries of the personal,professional, cultural and learning framework that the study of new media design

offers. They will use a personal journal to explore and reflect on learning

strategies they can employ and professional practice as it operates in the cultural

industries. The same journal is a vehicle for building up and analysing a growing

awareness of the contemporary theoretical and cultural aspects of their studies.

Personal Development Planning activities are also located in this unit.

Content:

Communication skills and team building Marketing and the consumer / client / designer relationship Appreciation of social, gender and cultural issues Marketing mix / market segmentation Questioning stereotypes / preconceived notions An illustrated account of selected modern styles Discussion of the interrelationship between cultural history & design practice On-line introduction to/tutorial support for study, writing & research skills Methods of visual analysis and critical analysis Personal Development Planning

Learning & Teaching Activities Lectures

Workshops

Team building exercises

Written report

Given notes

Production meetings

Field work

Speakers

Slide lecture programme and screenings

Parallel issue-based seminar work

Parallel on line skills programme and support sessions

Visits and speakers

Professional and Contextual Journal initiated

Individual Personal Development Planning tutorials

Assessment Strategies

Production of a 500 word report or equivalent

Presentation of Professional and Contextual Journal Tutor assessment of student participation in workshops/productions meetings

Assessment Criteria For Unit/Elements Of Assessment

Students must have demonstrated their ability to:

Communicate effectively both verbally and in writing

Understand market forces and the effect they have on problem solving

Apply a questioning, analytical and open attitude

Apply appropriate learning strategies

Identify key movements, methods and landmarks

Recognise and appreciate examples of modernism’s diversity and

hybridisation

Communicate specific themes and issues effectively

Apply basic research and study skills




Appreciate and be aware of the scope of the conceptual and practical

framework associated with the programme/discipline and the way it is

informed by related professional practice and contemporary culture in general

Indicative Student Learning Resources

See the Module Support Pack for a comprehensive listing

BOOKS

Austin T. & Doust R. (2007), New Media Design , Portfolio

Crow D. (2003), Visible Signs: An Introduction To Semiotics, AVA

Demos T.J. (2007), New Perspectives In Photography, Phaidon

Gant C. (2005), New Directions in Jewellery, Blackdog Publishing

Hughes R. (2005). The Shock of the New, Thames & Hudson

Strinati D. (2006), An Introduction to Theories of Popular Culture , Routledge

Wiedermann J.(2006), Advertising Now Online, Taschen

JOURNALS

CVA Contemporary Visual Arts

Colors

Creative Review

DPICT inc. Creative Camera

Exhibit: a

Eye

Graphics International

The Wire




FILMS

COPPOLA, F.& PUZO, P., The Godfather Part III , ParamountPictures,

USA.

COPPOLA, F., The Conversation , Paramount Pictures, USA.

CROSLAND, A, Don Juan , Warner Brothers, USA.

FIGGIS, M, 'TimeCode2000' , Columbia Pictures Inc.

HODGES, M., Get Carter , Metro Goldwyn Mayer, USA.

LYNCH, D. & SPLET, A. R., Erazerhead , American film Institute for

Advanced Studies, USA.

WELLES, O., Touch of Evil , Universal Pictures, USA.

Brief

Credits: 20

Start Date: 5th

October 2011

Deadline Date: 25th

January 2012. 12:30

Written by: Mike De-Vere

Verified by: Lesley Valentine

Weighting: 100% Coursework

Brief 1 Visual Reference File

Background and Rationale

An important part of Modernism is the convergence and interplay ofseemingly different and separate cultural activities. Often these are initiatedby artists and modern art movements. It gives us the artist-designer,multimedia experiments and hybrid products which can no longer be easilyclassified in terms of the traditional categories of Art, Design, Craft andSculpture etc. Your progress requires an awareness and sensitivity to what

is often termed crossover.

This assignment aims to introduce you to this phenomenon as it pertains toyour course practice. It is intended to enlarge and evidence your developingvisual and cultural awareness. It is a dialogue, as it were, between the MMUlectures on Modernism and your subject interests.




Assignment

Research and compile as a single document a Visual Reference File

that summarizes the six selected styles and then illustrates andexplains their design implications in terms of the design pathway thatyou are following.

For this assignment you must deliver:

You are to submit a hard copy document, formally presented according tothe guidelines enclosed in this pack. Please ensure that you adhere to thefollowing:

Introduce and summarize each of the six specified styles

Select two images for each style

Each image is to be relevant to your own course pathway (use thegrid)

Each image to be attributed, interpreted and analysed (writtencaption)

Include a formally set out bibliography (using the Harvard method)and supply supporting research materials in the Appendix

Include your writing on one of our Contextual Issues at the back ofyour VRF (see the next brief over the page).

Further Guidance

The Module Support Pack provides both general and specific guidance forboth of the briefs in this Module Handbook. Each brief has a Reader pack tosupport your study.




Brief 2 Contextual Issues Writing

Background and Rationale

A career in the cultural industries requires that you are aware of andsensitive to a range of issues. You need to be able to look beyond an imageor a designed object and be able to assess its value, meanings,

effectiveness and structure. This requires skill in visual analysis, anunderstanding of stereotypes and semiotics, and an appreciation of high andlow culture in the Postmodern world. You are expected to reflect upon theseissues.

Assignment

Submit a written response to one of the three topics set out hereusing, where possible, examples that are associated with yourparticular pathway:

1. Semiotics

Choose two printed advertisements that you think are successful. Decodethem using semiotic analysis by identifying the sign, signifier and thesignified, the denotation, connotation, official and unofficial language, themyth and the symbols that the audience have to engage with. Concludewith your view on their success.

2. Stereotypes

Show, with examples, how stereotypical representations can reflect attitudesto race, nationality, gender, age or disability. Follow this with a discussion

about the messages promoted by two advertisements, one that utilizes astereotype to sell a product and one which confronts our expectations topromote a social good.

3. High and Low Culture

Choose two brands of the same product and compare their packaging,design and promotional material. One should reflect the values of highculture and the other those of low or popular culture. Say whatcharacteristics and contexts mark each out as high or low. Discuss whetherand why the boundaries between high and low culture products arebecoming blurred today.

For this assignment you are to deliver

You are to submit a hard copy document, formally presented according tothe guidelines enclosed in this pack. Please ensure that you adhere to thefollowing:

a minimum of 500 words and it must be illustrated

a title page, research material and images

a formally set out bibliography, using the Harvard methodthat is explained in the Contextual Issues Reader

this writing should be placed at the back of your VRF

Further Guidance

The Module Support Pack provides both general and specific guidance forboth of the briefs in this Module Handbook. Each brief has a Reader pack tpsupport your study.




Generic Grade Descriptors. Level 4

70 – 100 The student has demonstrated an excellent ability to explore and establishindividual learning strategies and has fully recognised the role of open-mindedenquiry, critical judgement and self-reflection in the learning process. Thepossibilities for self-development offered through working with peers have been fullyappreciated, and a complete awareness of the importance of time-management,

organisation and planning abilities is evident.The student has been exceptionally able in identifying and applying informationgathering and communication strategies, making full use of the appropriatetechnologies to do so. There is a high level of awareness of the need to expressand present arguments, ideas and concepts with clarity.

60 – 69 The student has demonstrated a very good ability to explore and establishindividual learning strategies and has recognised the role of open-minded enquiry,critical judgement and self-reflection in the learning process. The possibilities forself-development offered through working with peers have been well appreciated,and a high awareness of the importance of time -management, organisation andplanning abilities is evident.The student has been very able in identifying and applying information gathering andcommunication strategies, making good use of the appropriate technologies to do

so. There is a good level of awareness of the need to express and presentarguments, ideas and concepts with c larity.

50 – 59 The student has demonstrated evidence of an ability to explore andestablish individual learning strategies and has recognised the role of open-mindedenquiry, critical judgement and self-reflection in the learning process. Thepossibilities for self-development offered through working with peers have beenappreciated, and an awareness of the importance of time-management, organisationand planning abilities is evident.The student has been able to identify and apply information gathering andcommunication strategies, making some use of the appropriate technologies to doso. There is awareness of the need to express and present arguments, ideas andconcepts with clarity..

40 –

49 The student has demonstrated evidence of an adequate ability to explorelearning strategies, with some recognition of the role of open-minded enquiry, critical

judgement and self-reflection in the learning process. The possibilities for self-development offered through working with peers are only partly appreciated. Thereis a limited awareness of the importance of time- management, organisation andplanning abilities.The student has shown an adequate ability to identify and apply informationgathering and communication strategies, making some use of the appropriate

technologies to do so. There is some evidence of an awareness of the need toexpress and present arguments, ideas and concepts with clarity.

30 – 39 The student has demonstrated evidence of an awareness of learningstrategies, but there is little recognition of the role of open-minded enquiry, c ritical

judgement and self-reflection in the learning process. The possibilities for self-development offered through working with peers are partly appreciated. There islimited awareness of the importance of time-management, organisation and planningabilities.The student has been partially able to identify and apply information gathering andcommunication strategies, making some use of the appropriate technologies to doso. There is evidence of a limited awareness of the need to express and presentarguments, ideas and concepts with clarity.

0 – 29 The student has failed to demonstrate evidence of an ability to explore andestablish individual learning strategies and has not recognised the role of open-minded enquiry, critical judgement and self-reflection in the learning process. Thepossibilities for self-development offered through working with peers have not beenappreciated, and no awareness of the importance of time-management, organisationand planning abilities is evident.The student has been unable to identify and apply information gathering andcommunication strategies, or to use of the appropriate technologies to do so. Thereis no evidence of an awareness of the need to express and present arguments,

ideas and concepts with clarity.

Key to Mark Bandings (see ‘Regulations for Undergraduate Programmes of

Study 2007 – 08’ for further details)




Staff, Rooms & Campus Address Course Management (Curriculum & Divisional Lead Managers)

Rob Marshall [email protected]

Lesley Valentine [email protected]

Course Leaders & Tutors

Graphic Design 225. Room 225

Alex Komlosy [email protected]

Venessa Scott [email protected]

Paolo Feroleto [email protected]

New Media Design & Animation. Room 222

Alex Jackson [email protected]

Stiobhart Matul. [email protected]

Photography & Digital Room 213

Dan Morgan [email protected]

Maxine Bamber [email protected]

TV & Film Production. Room 211

Jim GraingerGareth Hall

[email protected] [email protected]

Jewellery & Applied Arts . Northenden Campus

Eve Redmond [email protected]

Contextual Studies. Room 220

Mike De-Vere [email protected]

Technical Staff. Room 206 / Wet Room 226 Dave Sweeney [email protected]

Bledar Bujupi [email protected]

Useful Phone Numbers

Staffroom 0161 611 7449 (room 220)

Main Recept. 0161 611 7401

LRC 0161 611 7448

HE Admissions 0161 611 7405

Advice & Guid 0161 611 7403

Campus Address

The Manchester College

Fielden Campus

Barlow Moor Road

West Didsbury

Manchester

M20 2PQ

An exhaustive list of tutor contacts can be found in the Student Handbook.

Further course information can also be found in the Student Handbook & @

mmu.ac.uk

mailto:[email protected]
















































Professional & Contextual Studies Overview

Year 1 Semester 1 Year 1 Semester 2

Unit 3Contextual & Professional Studies 1Sept 2011 – Jan 201220 Credits

Unit 6Contextual & Professional Studies 2Feb – June 201220 Credits

Year 2 Semester 3 Year 2 Semester 4

Unit 8Contextual & Professional Studies 3Sept 2011 – Jan 201220 Credits

Unit 10Contextual & Professional Studies 4Feb – June 201220 Credits

Assessment Regulations

MMU Regulations for Undergraduate Programmes

The Regulations for Undergraduate Programmes of Study apply to this

programme and students are referred to the online version of them at the start of

their studies.

Programme-specific regulations

Student attendance and absence:

It shall be the responsibility of students to meet the attendance requirements,

outlined below, and as stipulated on timetables / schedules included in the

Programme Handbook.

Students must attend for:

briefings

lectures

seminars

individual tutorials

group tutorials

teaching sessions workshops and demonstrations

presentations and critiques

formative and summative assessment sessions

Where a student is absent without permission from the compulsory programme

elements as above, he/she shall notify the Programme Leader (or other persons

specified for this purpose) of the absence without any undue delay and will give

the reason(s) for it. Where the absence is due to illness and is for less than

seven days duration, the student on his/her resumption of studies shall complete

and submit form SSC1 to the Programme Leader. If the illness is of seven or

more days' duration then the student shall submit a Medical Certificate in respect

thereof.




Failure to comply with these attendance regulations may result in failure of units

on the basis that the student has not engaged with the programme of studies

sufficiently to be able to demonstrate achievement of the relevant learning

outcomes. Where this is the case, students will be entitled to reassessment as

described in The Regulations for Undergraduate Programmes of Study. The

Examination Board shall determine whether the units can be re-assessed with orwithout attendance, and in all cases marks for reassessed units shall be capped

at 40%.

Consistent long term non-attendance without permission from the Head of

Department may result in expulsion.

Approved variation or exemption from MMU Regulations:

Not applicable to this programme

Evaluation:

Students are required to undertake and develop skills in self evaluation and the

evaluation of the work of others. This is to encourage students to adopt

increasing responsibility for their learning and development as designers.

Internal Verification/Moderation:

Given that the same course is delivered on four separate sites the course team

acknowledges the importance of ensuring parity in relation to the quality of

student experience and assessment. With this in mind, using the course

management structure and established co-ordination between the partner

institutions, a rigorous and coherent system of internal verification is maintained

across the course delivery sites.

All assignments are internally verified through course team discussion and

planning, through partner colleges’ own Internal Verification systems and through

sampling and review, co-ordinated by course leaders, across the four sites.

Industrial Engagement:

Industry engagement is a valuable part of your professional development andthere will be a variety of opportunities for you to do this including – Competitions,

live briefs, placements, work experience and work simulation. It is important that

you consult with your tutor regarding all industry engagement you bring to your

studies and they will advise you whether it can be incorporated as part of a

course unit, for example, particularly if a placement prevented you from attending

timetabled hours. All other engagement can be logged and included in your PDP

if it is not incorporated in a course unit.

Key Skills:

Appropriate Key Generic Skills are identified for specific stages and indicated on

assignment briefing sheets. These can then be recorded and claimed by

students, in negotiation with teaching staff, under the PDP scheme and using

generic tracking and claim sheets.




Teaching & Learning methods

Assignment Brief Launch

You are expected to attend all class sessions as well as your individually

scheduled tutorial sessions. If you miss a session, please make every effort to

catch up. You are strongly encouraged to supplement sessions with your own

reading and research. You will be given a brief to introduce the task, and outline

the skills and knowledge you will develop. You will be informed of key dates and

deadlines to enable you to plan your time effectively. Class delivery will vary from

brief to brief but will fall into one of the following areas:

Production meetings - Crits and update sessions to talk about progress and

plans. Tutors and fellow students will then have the opportunity to comment.

Workshops & lectures – Development of application skills, theory or

knowledge on a subject. Often including debates, group work and activities.

Tutorials - Formal written tutorials are carried out one per semester per

student. On-going Informal feedback and guidance takes place throughout the

year. In missing tutorials students may find themselves lacking essential

advice about progress, actions for development and level of achievement.

Presentations – Putting forward individual or group work to the class or client.

Studio Work – Personal development of briefs with tutor guidance.

Deadlines

Briefs will have a dated deadline attached, which will be specified on the briefing

sheet. Unless specifically stated, the deadline is 12:30pm. If you will not be able

to meet the stated deadline, you must apply for an extension in advance and fill

out an ‘Exceptional Factors Form’ (See below). If you do not submit on or before

the deadline you may still submit up to 10 working days after the deadline, but

your maximum mark will be a pass at 40%. If you do not submit within this 10 day

period you will fail the unit and have to resubmit before the start of the next

academic year.

Meeting the initial deadline is therefore extremely important, it is after all one of

the most important skills required by employers.see appendix 1 at: http://www.mmu.ac.uk/academic/grad_regulations_EQAL.php

Exceptional Factors

MMU follows strict rules with regard to students level of achievement and abilities

to submit work on time. You must apply for ‘Exceptional Factors’ if you feel

current or future events are: preventing attendance, completing or submitting an

assessment on time; or significantly affecting performance in an assessment.

Without an ‘Exceptional Factors’ form in place failing to meet a deadline or

submitting poor quality work may jeopardise your progression to the second year

or even graduation (please see Deadline & Submissions for more detail). Please

ask you tutor for advice and guidance on the process and take time to read the

comprehensive guidance on the MMU website:

http://www.mmu.ac.uk/sas/studentservices/guidance

(Please read – What are not "Exceptional Factors?” before applying)

Extensions & PLPs

If you have a statemented learning barrier or one is diagnosed during your

studies a Personal Learning Plan (PLP) will be worked out for you with your tutor

– this may include an extended deadline. More information can be found on PLP

and learning barriers at:

http://www.mmu.ac.uk/sas/studentservices/learner-development




Can I appeal against my grade?

As outlined previously, there are several safeguards in place to ensure that the

marks you receive for your work are fair and appropriate. However, if you feel

that your work has been assessed unfairly, you are encouraged to discuss this

with your tutors who may decide to look at the work again. If you are unsatisfied

with the response you receive from your tutors, you are entitled to make a formal

appeal against your grade through the Assessment Appeals procedure.

The Manchester College’s appeals policies are laid down by MMU and are

available online at the following URL:

http://www.mmu.ac.uk/sas/studentservices/appeals

Moderation

Twice a year, the department carries out a process of Internal Verification (IV). A

team of tutors from other pathways and management representatives inspect

examples of student work and the marks received from each of the pathways

within the department, to check that marking is fair and consistent across the

Department.

The department is also visited by an External Verifier (EV) from an outside

university who, inspects examples of student work and the marks received to

ensure that marking within the college is consistent with marking nationally.

In his report on the college last year, the External Verifier specifically singled out

the Graphic Design & Advertising course as providing ‘exemplary’ feedback to

students.

In addition, all student marks are submitted to an Exam Board at MMU, who have

the final say in validating each student’s progression.

Plagiarism Policy

Plagiarism is when you use some one else’s work as if it is your own. It is when

you copy or include work that you have not written or done yourself. Plagiarism is

serious. All big colleges and institutions have regulations against it and they do

not allow it. Plagiarism is cheating.

Plagiarism can happen unintentionally when you forget to say that you have used

someone else’s work or ideas. Do not forget to put quotation marks around

another person’s words and put their name in the reference. Plagiarism is easy to

spot. It stands out from your usual work. Your tutors will notice that there is a

difference and you will be asked to explain the origins and meaning of the work,

and you will be found out.

Plagiarism will not help you. In fact there are very serious consequences for you.

Plagiarism can lead to you failing your course by being taken to a student

disciplinary hearing. Don’t do it. It is not worth the trouble it will bring. You can belabelled a cheat. Make sure you know how to avoid it. Some tips to help you:

Always acknowledge (admit and show) the sources of your work.

Keep all your prep work to disprove suspicions that it isn’t all your own work.

Learn the different ways in which you can honestly use the work of others.

Always avoid the temptation to download & paste in material from the Internet.

Ask your tutor to go over this topic if you feel unsure about it.

Advice and guidance on Plagiarism can be found and at the MMU website:

http://www.celt.mmu.ac.uk/plagiarism/

More information can be found in the Student Handbook & @ mmu.ac.uk




Unit 3 Module Handbook 11

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