Programme Title: Contemporary Creative Practice · Web viewThis programme specification template aligns with recommendations within the UK ... (SAP) reviews the ... A manifesto

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Camborne)

Programme Quality HandbookFdA Contemporary Creative Practice

Academic Year 2017-18

1 | P a g eFdA Contemporary Creative Practice Handbook (2017-18)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: Contemporary Creative Practice

Internal Programme Code: 4304 (Full Time), 5098 (Part Time)

Partner Delivering Institution: Plymouth University

State Date: 2018-19

First Award Date: 2019-20

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.......................................................................................................................21

PS2. Brief Description of the Programme............................................................................................21

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate).................................22

PS4. Exceptions to Plymouth University Regulations...........................................................................22

PS5. Programme Aims.........................................................................................................................22

PS6. Programme Intended Learning Outcomes (ILO)..........................................................................23

PS7. Distinctive Features.....................................................................................................................23

PS8. Student Numbers.........................................................................................................................24

PS9. Progression Route(s)....................................................................................................................241 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS10. Admissions Criteria....................................................................................................................25

PS11. Academic Standards and Quality Enhancement........................................................................26

PS12. Programme Structure................................................................................................................27

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......29

PS14. Work Based/ Related Learning..................................................................................................33

Appendix.............................................................................................................................................35


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall CollegeAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full Time & Part Time

Final Award: FdAIntermediate Award: Certifiacte of Higher Education (CertHE)Programme Title: FdA Contemporary Creative PracticeUCAS Code: W290JACS Code: W290Benchmarks: Informed by Foundation Degree Qualifications

Benchmark in Art and Design and also relevant QAA subject benchmark(s)

Date of Programme Approval: April 2011

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The FdA in Contemporary Creative Practice is an exciting and vibrant new course, built upon the years of existing good practice to be found in the HE Arts and Media Department at Cornwall College. The course aims to be a unique blend of traditional, contemporary and innovative approaches to learning. The FdA offers students sustained and consistent emphasis on their identity as learners and practitioners through the seamless integration of personal development with student learning. The curriculum is enquiry driven to provide a student centred active education and its design deliberately encourages an enquiring attitude.

The course works with the blurring of the boundaries between the ‘traditional’ fields of practice that has become a key feature of the creative industries in the 21 st century (www.creativegraduates.com)4. The course is theme led and issue based rather than a discipline specific module based curriculum, in order to encourage conceptual and

4 Creative Graduates Creative Futures (2010) www.creativegraduates.com5 King. P. and Baxter Magolda. M. (2004) Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling VA: Stylus.


http://www.creativegraduates.com/

interdisciplinary thinking and practice. All students will also be thoroughly tutored in the necessary practical skills to be able to operate effectively in their chosen creative specialism. This way of working embeds values of citizenship and enables students to recognise their potential as an agent for change.

This curriculum model calls for an open approach to student learning by emphasising student engagement through the move from a learning to a discovery paradigm through the obliteration of traditional course boundaries – the course thus becomes a platform from which to launch a search for understanding rather than defining the limits of discovery. Students will be able to author their educational experience and become life-long learners. King and Magolda (2004) advocate self-authorship as a central goal of higher education. They explain how possessing an internal foundation “yields the capacity to actively listen to multiple perspectives, critically interpret those perspectives in the light of relevant evidence and the internal foundation, and make judgements accordingly” (King and Magolda 2004, p. xxii)5. The development of the course has fore-grounded the goal of self-authorship.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

1. Foster critical enquiry, reasoning and ethical judgement2. Develop appropriate and practical creative skill sets3. Consolidate written and oral communication skills4. Encourage creative, conceptual thinking and idea generation5. Promote collaborative problem solving 6. Develop integrative learning.

5


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

1. ILO1: knowledge and understanding – Understand the validity of evidence and seek to understand the perspective of stakeholders

2. ILO2: cognitive and intellectual skills – Exercise responsible scholarship by understanding oneself as an agent of action. Look beyond the obvious boundaries of a problem by thinking creatively and expansively.

3. ILO3: transferable skills – Effectively communicate using written and oral presentation

4. ILO4: employment –Work in teams and appreciate the importance of peer contribution

5. ILO5: practical – Be an effective, practical and appropriately skilled member of the creative industries

6. ILO 6 Determine how to locate relevant information; sort, analyse and utilise that information

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

Engagement with employers through the Sustainable Practice and Creative Enterprise (SPaCE) initiative

Interdisciplinary working mirrors developments within the creative industries

The flexibility within the curriculum enables students to develop a highly individualised professional identity

Students are encouraged to recognise themselves as agents for action

Communities of Practice develop networking skills


PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage =15

Maximum student numbers per stage =30

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Upon successful completion of the FdA Contemporary Creative Practice are able to progress to Level 6 of the BA (Hons) Contemporary Creative Practice at Cornwall College.

Students may also wish to apply for other programmes, both at Cornwall College or Plymouth University. Their applications will be considered on an individual basis and acceptance on these programmes is not guaranteed.

Please note there is a deadline for progression applications for programmes at Plymouth University (circa mid-January with the actual date determined annually) and places maybe subject to availability. If you progress to the final stage of a Plymouth University programme then your stage two aggregate mark (from your level 5 modules) will account for 30% and your progression stage (level 6 modules) aggregate mark will account for 70% of your final degree classification.

Your Programme Manager has access to University staff and is able to liaise in relation to your questions regarding progression to programmes at Plymouth University.

Progression routes are correct at the time of publication but they may be subsequently amended.


The contribution of marks from prior levels of study to the progression award is governed by University regulations.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:

- Key Skills requirement / Higher Level Diploma: Level 2 Communication

and/or

- GCSEs required at Grade C or above: Normally 4, to include an Art subject, and English

Level 3: at least one of the following:

- AS/A LevelsMinimum of 1 ArtAS at Grade A, or 1 ArtA2 at Grade B (120 UCAS Points)

- Advanced Level Diploma: Art and Design

- BTEC National Certificate/Diploma: Passin Art and Design

- VDA: AGNVQ, AVCE, AVS: Advanced in Art & Design

- Access to HE or Year 0 provision: In Art, Pass

- International Baccalaureate: 24 points required

- Irish / Scottish Highers / Advanced Highers: 1 Pass in an Art or Design based subject. 120 Tariff points.

Work Experience:Mature students without formal qualifications will be considered by portfolio of relevant artwork

Other HE qualifications / non-standard awards or experiences:

Experience in the Arts, accompanied by portfolio of recent artwork

APEL / APCL6 possibilities:

This must be applied for before the start of the programme. Please refer to Plymouth University Academic regulationswww.plymouth.ac.uk

Interview / Portfolio requirements: All students are expected to attend an interview where possible. Interviewees should bring a portfolio of their work – trial pieces and evidence of idea generation are more important at this stage than finished pieces. E-portfolios are acceptable for students unable to attend personally, it will also be necessary for the student to provide additional written material, sent online, to back up their E-portfolio

6 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


http://www.plymouth.ac.uk/

application.Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

Not initially. However it may be required for some work-based learning placements.

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure7

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: Levels 4 and 5 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Level 4YEAR 1 All Core 20 CORC1041 - Visual Language and ResearchYEAR 1 All Core 20 CORC1042 - Materials and Processes 1YEAR 1 All Core 20 CORC1043- Materials and Processes 2YEAR 1 All Core 20 CORC1044 - Ideas at WorkYEAR 1 All Core 20 CORC1045 - Extramural ProjectYEAR 1 All Core 20 CORC1013 - Personal and Employability Skills Development (PESD)Level 5YEAR 2 All Core 20 CORC2011 - EvaluationYEAR 2 All Core 20 CORC2012 - Practice in ContextYEAR 2 All Core 20 CORC2013 - ConsolidationYEAR 2 All Core 20 CORC2014 - Professional IdentityYEAR 2 All Core 30 CORC 2015 - Negotiated Project

THIS FOUNDATION DEGREE THEREFORE CONSISTS OF 240 CREDITS WITH 120 CREDITS AT LEVEL 4 AND 120 CREDITS AT LEVEL 5

7.11 | P a g e

FdA Contemporary Creative Practice Handbook (2016-17)

FHEQ level: Levels 4 and 5 For: Part Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Level 4YEAR 1 All Core 20 CORC1041 - Visual Language and ResearchYEAR 1 All Core 20 CORC1042 - Materials and Processes 1YEAR 1 All Core 20 CORC1044 - Ideas at WorkYEAR 1 All Core 20 CORC1013 - Personal and Employability Skills Development (PESD)Levels 4 and 5YEAR 2 All Core 20 CORC2011 - EvaluationYEAR 2 All Core 20 CORC2012 - Practice in ContextYEAR 2 All Core 20 CORC1043- Materials and Processes 2YEAR 2 All Core 20 CORC1045 - Extramural ProjectLevel 5YEAR 3 All Core 20 CORC2013 - ConsolidationYEAR 3 All Core 20 CORC2014 - Professional IdentityYEAR 3 All Core 30 CORC 2015 - Negotiated Project

THIS FOUNDATION DEGREE THEREFORE CONSISTS OF 240 CREDITS WITH 120 CREDITS AT LEVEL 4 AND 120 CREDITS AT LEVEL 5


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: FdA Contemporary Creative Practice at HE 4 and 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

4.2 4.3 4.4.1 4.4.4 4.4.5

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: the major theories of the discipline(s) and an

awareness of a variety of ideas, contexts and frameworks

the wider social and environmental implications of area(s) of study and is able to debate issues

Primary: Lectures and tutorials Directed independent study Learning from work

experience Skills workshopsSecondary/Supplementary: Case studies

1 , 2, 4, 6 1, 2, 3, 6 Key knowledge and understanding is assessed via a combination of essays, presentations, and seminar performances.

Level 4CORC1041CORC1044

Level 5CORC2012CORC2011CORC2014


in relation to more general ethical perspectives The reciprocal relationship between creative

output and the wider socio/cultural matrix The responsibilities of the practitioner A preparedness to experiment

Problem-solving exercises

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:K and U is developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Contemporary Creative Practice sector.Cognitive and Intellectual Skills:

3.5 3.11 4.2 4.3

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: critique rival theories and frameworks analyse and synthesise Intelligently apply appropriate principles in

assessing policy or practice demonstrate problem solving and research skills take appropriate risks and be able to evaluate

the outcomes of experimentationdevelop an appreciation between medium and message

Primary: Skills workshops Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc)

Secondary/Supplementary:For example: Policy and practice analysis in

crits and tutorials

1,3,4 1,3,4,6

Essays/projects/dissertations

Coursework/groupwork on practical application questions

Portfolio Final pieces

Level 4CORC1041CORC1044CORC1042CORC1043

Level 5CORC2012CORC2014CORC2013CORC2015

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Cognitive and intellectual skills are continually developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional practice and writing essays.Key Transferable Skills:

3.8 4.4.1 4.4.4


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: interact effectively within a team / learning

group, manage learning using resources for the

discipline communicate effectively in a manner

appropriate to the discipline (in standard English oral, written, using ICT)

take responsibility for own learning with minimum direction

manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies

Primary: Library and other

research exercises Group work awareness

and practice Computer-based

learning and assessment

Secondary/Supplementary: Class and seminar

interactions and feedback

2,3,5 2,3,5 Coursework of all types

Assessed discussions Group work

assessments

Level 4CORC1013CORC1054

Level 5CORC2015CORC2012CORC2013

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Key transferable skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Contemporary Creative Practice sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats.Employment Related Skills:

5.4.2 4.4.3 4.4.4 3.8

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Recognise strengths and areas for improvement Present ideas confidently to a variety of

audiences Work to deadlines Locate opportunities for practice Work effectively in groups Demonstrate the application of knowledge to

Primary: Projects Designated tasks Lectures and tutorials Learning from work

Secondary/Supplementary:None

1,2,5,6 1,2,3,5 Project work Competence in a

range of communication techniques

CORC1013CORC1042CORC1043CORC1045


varying contexts

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Employability related skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies, works and taught sessions. Learning material is up to date and reflects the professionalism of the Contemporary Creative Practice sector. . Many assignments/projects require students to complete observations, pieces and apply theory to practice. These activities make a clear link between academic theoretical learning and that of practice.Practical Skills:

5.4.2 4.4.3 4.4.4 3.8

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Demonstrate a high level of discipline specific

skills Present ideas appropriate to the context and

audience Work effectively in groups

Primary: Projects Designated tasks Lectures and tutorials Learning from work

Secondary/Supplementary:None

2,4,5,6 2,3,5 Project work Competence in a

range of communication techniques

CORC1042CORC1043CORC1045

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Practical skills are developed through a range of different learning opportunities and assessment tasks. Many assignments require students to complete projects, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Contemporary Creative Practice practice.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: FdA Contemporary Creative Practice at HE 4 and 5

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Professional development planning is at the core of the curriculum, as students work towards developing their individual professional identity. Students undertake Personal and Employability Skills Development (PESD). This module is complimented by seminars specific to the creative industries. In stage 2 the students undertake two modules that focus them on their professional identity. building upon this knowledge in relation to practice and participation in the end of year exhibition

Throughout programme Level 4 and 5

external factors which influence work in this field.capacity for logical thinkingdeveloping ability to make and defend judgements.

Function effectively as a member of a team and contribute to an organisation

improved effectiveness in the workplace

develop an interest in lifelong learning & personal development.

Demonstrate competencies associated with key functions in this area.

Key knowledge and understanding is assessed via a combination of :Essays/projects/dissertationsExaminations/testsCoursework/group work on practical application questionsReflective assignments

All core modules


An explanation of this map:Work Based Learning is embedded throughout level 4 and 5 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Contemporary Creative Practice.


Appendix – Assessment Criteria - Essays70-100% 60-69% 50-59% 40-49% 30-39%

Use a wide range of material, the relevance of which is immediately apparent;

Include a fairly wide range of material, which is relevant to the specified topic area;

Include a range of material which is predominantly relevant to the specified topic area;

Include a range of material which has some relevance to the specified topic area;

Have little or no material relevant to the specified topic area;

Demonstrate an excellent understanding of the topic area;

Demonstrate a good understanding of that area;

Demonstrate a reasonable understanding of that area;

Demonstrate some understanding of that area;

Demonstrate a limited understanding of the area;

Present a clear and consistent argument, producing policy-based and/or theoretical recommendations where appropriate;

Present a coherent argument, with evidence of policy-based and/or theoretical recommendations where appropriate;

Present an identifiable argument, with some evidence of policy-based and/or theoretical recommendations where appropriate;

Present an identifiable argument, but may provide no evidence of policy-based and/or theoretical recommendations where that is appropriate;

Present no discernible argument;

Have an excellent structure, with a directive introduction and a clear conclusion, which have provided a vehicle for the central argument presented;

Have a very good structure, which might have an introduction or a conclusion that is not entirely definitive, but notwithstanding will provide a reliable vehicle for the central argument presented;

Have a good structure which might have a non-directive introduction or fairly weak conclusion, providing something of a framework for the central argument presented;

Have a recognisable structure, though the introduction and the conclusion may be weak, but which nevertheless provides a framework, albeit shaky, for the central argument presented;

Have a weak, almost non-existent structure

Have no significant stylistic shortcomings, in relations to spelling, grammar etc.

Have a few stylistic problems in relation to spelling, grammar etc.

No major stylistic problems in relation to spelling, grammar etc.

Has stylistic problems, in terms of spelling, grammar etc, but not to the extent that they serve to obscure the argument presented

Have major stylistic problems which impact upon the argument and focus of the essay

Conform to the bibliographic and referencing standards specified.

Conform to the bibliographic and referencing standards specified.

Mainly conform to the bibliographic and referencing standards specified.

Meets to some extent the bibliographic and referencing standards specified.

Fail to conform to the bibliographic and referencing standards specified


Appendix - Assessment Criteria – Presentations

70-100% 60-69% 50-59% 40-49% 30-39%

Demonstrate excellent and extensive knowledge of the specific area;

Demonstrate an extensive knowledge of the specific area

Demonstrate sufficient knowledge of the specified area

Demonstrate limited knowledge of the specified area

Demonstrate little or no knowledge of the specified area

Provide evidence of a highly developed presentation plan

Provide evidence of a well-developed presentation plan

Provide evidence of a presentation plan

Provide limited evidence of a presentation plan

Provide no evidence of a presentation plan

Be coherent and have excellent structure and, where relevant show strong evidence of co-operation

Be coherent and have a good structure and, where relevant, show evidence of co-operation

Be mostly coherent and have a reasonable structure and, where relevant, show some evidence of co-operation

Demonstrate limited levels of coherency and structure and, where relevant, show limited evidence of co-operation

Be largely incoherent and have a weak or non-existent structure and, where relevant, have no evidence of co-operation

Altogether effective in avoiding simply reading from notes and in encouraging wider group participation

Be effective, though presenters may read from notes and show evidence of encouraging wider group participation

Be adequately effective, though the presenters may directly read from notes and make little effort to encourage wider group participation

The presenters directly read from notes and make little to no effort to encourage wider group participation

Be ineffective, read entirely from notes and show no evidence of efforts to encourage wider group participation

Make excellent use of presentation aids

Make good use of presentation aids

Make use of presentation aids

Make limited of presentation aids

Make no use of presentation aids of any kind


Appendix – Assessment Criteria- Studio Practice

(85-100%)Outstandin

g(70-100%)Excellent

highly innovative development of ideas and use of processes and materials through to realisationclear evidence of extensive and relevant research elegantly applied to the development of ideasa highly effective and considered relationship between medium and creative intention

originality, risk taking and a creative response to problem solving. Risk taking that is incorporated into the learning experienceembedding of theory in practice through a sophisticated contextual appreciation of own work within the broader subject fieldevidence of a highly reflective approach to the evaluation their own work

a high level of motivation, organisation and effective time managementfull and active participation in the learning experiencethe ability to fully articulate their views through appropriate arguments from informed opinioninnovative communication of ideas through imaginatively presented fully documented work

(60-69%)Very Good

a confident development of ideas and use of processes and materials through to realisationevidence of a breadth of enquiry and developing understanding of practices applied to the development of ideasa very good understanding of the relationship between medium and creative intention

experimentation and recognition of the value of risk taking to learning. Active engagement in problem solvinga clear understanding of the context for their practiceevidence of reflection with regard to their own work

a very good level of organisation and planningproductive engagement in the learning experiencethoughtful articulation of their views and supported opinionseffective communication of ideas through thoughtfully presented and documented work

(50-59%)

Good

carefully constructed work which articulates the student’s ideas and shows the use of a range of processesthe location of examples of current practice that inform the development of ideasa good consideration of the relationship between medium and creative intention

tentative risk taking and good analysis of problems and potential solutionssome of the contexts for their practiceunderstanding of the processes contributing to the evaluation of their own work

a good level of organisation and planningcommitment to the learning experiencean ability to explain their views and opinionsgood communication of ideas competently presented and documented

(40-49%)Adequate

satisfactorily constructed work but with a limited range of processes that do not fully articulate the student’s ideasthe selective use of examples that reflects the students own interests with limited further enquiry

a reluctance to take risks and obvious response to problem solvingselective recognition of the contexts for their practicelimited reflection and descriptive rather than critical evaluation of their

Selective organisation and planningpatchy engagement with the learning experiencelimited expression of their opinionsliteral communication of ideas with little


a limited consideration of the relationship between medium and creative intention

own work consideration for presentation or documentation of development

(0-39%)Unsatisfactory

a poor level of construction with little or no development of ideas and use of processesa lack of clarity in relation to the student’s ideaslittle or no evidence of enquiry to inform ideasa poorly considered relationship between medium and creative intention

little or no recognition of the value of risk taking and failure to respond to problems effectivelylittle or no recognition of the relevance of context to their worklittle or no engagement with the process of reflection and critical self-evaluation

disorganisation or minimal planninglittle or no engagement with the learning experience; generally ill-informed opinion expressed with difficulty; lack of engagement with communicative processes with work poorly presented and documented .


Appendix – HE Assessment Level DescriptorsDescriptor for a Higher Education Qualification at Level 4

The descriptor provided for this level is for any Certificate of Higher Education which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 4 qualifications (adapted from the Framework for Higher Education Qualifications).

Level 4 is achieved by students who have demonstrated: Knowledge of the underlying concepts and principles associated with their

area(s) of study, and an ability to evaluate and interpret these within the context of that area of study.

an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

Students who achieve at Level 4 will be able to: Evaluate the appropriateness of different approaches to solving problems

related to their area(s) of study and/or work. Communicate the results of their study/work accurately and reliably, and with

structured and coherent arguments Undertake further training and develop new skills within a structured and

managed environment.

Students who achieve at Level 4 will have: The qualities and transferable skills necessary for employment requiring the

exercise of some personal responsibility. Students who achieve at Level 4 will have a sound knowledge of the basic

concepts of a subject, and will have learned how to take different approaches to solving problems.

They will be able to communicate accurately and will have the qualities needed for employment requiring the exercise of some personal responsibility.

Students who achieve at Level 4 should have the ability to progress to Level 5 study.

Generic Assessment Criteria at Level 4The criteria set out here in relation to essays and oral presentations are in accordance with the requirements of Level 4 study at Cornwall College. Students successfully completing their course of study at Level 4 should have knowledge of the underlying concepts and principles in relation to their areas of study, and an ability to evaluate and interpret these within context.

Students should also display the ability to present, evaluate, and interpret data in order to develop coherent argument and make sound judgements in accordance with theories and concepts of their subject of study.

Descriptor for a Higher Education Qualification at Level 5The descriptor provided for this level is for any Certificate of Higher Education which should meet the descriptor in full. This qualification descriptor can also be used as a


reference point for other level 5 qualifications (adapted from the Framework for Higher Education Qualifications).

Level 5 is achieved by students who have demonstrated: Knowledge and critical understanding of the well-established principles of their

area(s) of study, and of the way in which those principles have developed. An ability to apply underlying concepts and principles outside the context in

which they were first studied, including, where appropriate, the application of those principles in an employment context.

Knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Students who achieve at Level 5 will be able to: Use a range of established techniques to initiate and undertake critical analysis

of information, and to propose solutions to problems arising from that analysis. Effectively communicate information, arguments and analysis in a variety of

forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively

Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.

Students who achieve at Level 5 will have: The qualities and transferable skills necessary for employment requiring the

exercise of personal responsibility and decision-making. The Foundation Degree is an example of a qualification that meets, in full, the

expectations of the qualification descriptor. Students who achieve at this level will have developed a sound understanding

of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems.

Generic Assessment Criteria at Level 5The criteria set out here in relation to essays and oral presentations are in accordance with the requirements of Level 5 study at Cornwall College. Students successfully completing their course of study at Level 5 should have the ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. Students should also display the ability to effectively communicate information, arguments, and analysis, in a variety of forms, understanding the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Descriptor for a Higher Education Qualification at Level 6Bachelor's degrees with Honours are awarded to students who have demonstrated:


• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

• ability to deploy accurately established techniques of analysis and enquiry within a discipline

• conceptual understanding that enables the student: o to devise and sustain arguments, and/or to solve problems, using

ideas and techniques, some of which are at the forefront of a discipline

o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

• an appreciation of the uncertainty, ambiguity and limits of knowledge

• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline)

Typically, holders of the level 6 qualification will be able to: apply the methods and techniques that they have learned to review,

consolidate, extent and apply their knowledge and understanding and to initiate and carry out projects

critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions – to a problem

communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences

Students who achieve at Level 6 will have:The qualities and transferable skills necessary for employment requiring:

• the exercise of initiative and personal responsibility• decision-making in complex and unpredictable contexts• the learning ability needed to undertake appropriate further training of a

professional or equivalent nature.


Appendix – Module Records


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree level and

readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity, personal

responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2016 – 2017 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY of MODULE CONTENT

• Personal Development Planning - Personal audit, professional development, career management skills.• Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving,

decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.• Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation

of information.• Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural

diversity, corporate social responsibility, financial literacy.• Project Management - Project planning, monitoring, evaluation, reporting.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Seminar 12 Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision 8 As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study 160Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1Written EssayReport

50%50%

Total = 100%Updated by:Brender Willmott

Date:21/05/15

Approved by:HE Operations

Date:13/07/16

Recommended Texts and Sources:Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.Journal: Carer Development International



MODULE CODE: CORC1041 MODULE TITLE: Visual Language and Research

CREDITS: 20 FHEQ Level: 4 JACS CODE:

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module engages with language in its broadest sense as a way of making meaning. Students are encouraged to experiment and reflect on the process of communication through recognised media in the context of contemporary creative practice. The module emphasises the responsibility of the practitioner as a creative agent in terms of medium and message.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination) % A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne


MODULE AIMS:To encourage an appreciation the centrality of visual observation and recording to initiate ideasTo enable students to make informed decisions relating to modes of visual communicationTo develop students understanding of the relationship between medium and messageTo provide students with a variety of methods for undertaking visual researchTo foster confidence in experimentation

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate awareness of ethical issues in current areas of study and is able to discuss these in relation to

personal beliefs and values.2. Apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the

complexity of the issues3. Take responsibility for own learning with appropriate support

DATE OF APPROVAL: 01 April 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




ACADEMIC YEAR: 2016 - 2017 NATIONAL COST CENTRE: 143

MODULE LEADER: Jamie Hanson OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTRecognition of the value of experimentation and risk takingReflection on practiceDeveloping ideas and recognising additional knowledge/skills required to developUndertaking research tasks to support practiceAwareness of the ethical aspects of practice in terms of medium and messageRecognition of the role of the practitioner as an agent for changeRecognition of the relationship between medium and message

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationSeminar 9Tutorial 25Demonstration 12Practical Classes and Workshops 33


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Written exam

E_ Total = 100%T_ Total = 100%

Coursework C1_

Portfolio 100%Total = 100%

Practical P_ Total = 100%

Updated by:Jamie Hanson

Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:Wilde, J. (1991) Visual literacy. New York: Watson-Guptill.Kinross, R. (1992) Modern typography: an essay in critical history. London: Hyphen Press.Baines, P. & Haslam, A. (2002) Type and typography. London: Lawrence King.Barthes, Roland, (1982), Camera Lucida: Reflections on photography, London: Cape.Burton, J. (2005) Vitamin D: new perspectives in drawing. London: Phaidon Press.Singer, P. (1993) Practical Ethics. Cambridge: Cambridge UP.Cohen, A. and Wellman, C. (eds.) (2005) Contemporary Debates in Applied Ethics. London: Blackwell.Bal, M. (2009) Naratology: Introduction to the theory of narrative. 3rd edn. Toronto: Toronto UP.Herman, D. and Jahn, M. Eds (2005) Routledge Encyclopaedia of Narrative Theory London: Routledge.



MODULE CODE: CORC1042 MODULE TITLE: Materials and Process 1



SHORT MODULE DESCRIPTOR: (max 425 characters)An introductory and exploratory module. Students will be introduced to a broad range of materials and processes, and explore their potential for contemporary applications through experimentation.


E1 (Examination) % C1 (Coursework) 100 % P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination) % A1 (Generic Assessment)

%

T1 (Test) %



MODULE AIMS:To provide learners with the knowledge to investigate and explore a range of materials and processesTo provide learners with the practical creative skills necessary to produce a range of experimental ideas, and encourage the process of enquiry and evaluation that feeds into ongoing experimentation and idea generation.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate a practical knowledge of the use of a range of a variety of materials and processes2. Recognise and source materials, tools and equipment and explore their possible applications3. Describe, discuss and evaluate techniques and processes and undertake simple research tasks






MODULE LEADER: Wendy Wilbraham OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTIntroduction to a range of materials, processes and equipmentRelevant health and safety induction and trainingDeveloping experimental approach to materials and processesCommunicating findings

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationSeminar 9Tutorial 25Demonstration 12Practical Classes and Workshop 39


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Written exam

E_ %Total = 100%

T_ %Total = 100%

Coursework C1_

Portfolio 100%Total = 100%

Practical P_ %Total = 100%


Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:

Recommended texts are dependent on options chosen and as advised by lecturers



MODULE CODE: CORC1043 MODULE TITLE: Materials and Process 2



SHORT MODULE DESCRIPTOR: (max 425 characters)A module that continues the process of exploration and experimentation. Students will be introduced to a further range of materials and processes, and explore their potential for contemporary applications through experimentation.





%

T1 (Test) %



MODULE AIMS:To provide learners with the knowledge to investigate and explore a range of materials and processesTo provide learners with the practical creative skills necessary to produce a range of experimental ideas, and encourage the process of enquiry and evaluation that feeds into ongoing experimentation and idea generation.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Provide ample evidence of a wide ranging and sophisticated knowledge of materials and processes used in a

clearly experimental and exploratory manner2. Confidently choose from a diverse variety of materials, tools and equipment, and apply them to create work of a

unique and advanced nature3. Further document, record and assess this intensive application of complex techniques and processes and

evidence ongoing creative research






MODULE LEADER: Suzy Sharpe OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTIntroduction to a range of materials, processes and equipmentRelevant health and safety induction and trainingDeveloping experimental approach to materials and processesCommunicating findings

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationSeminar 9Tutorial 25Demonstration 12Practical Classes and Workshops 20


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Written exam

E_ %Total = 100%

T_ %Total = 100%

Coursework C1_

Body of work ispired by set theme

100%Total = 100%


Updated by:Suzy Sharpe

Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:The recommended texts are dependent on the options chosen and as advised by lecturers.



MODULE CODE: CORC1044 MODULE TITLE: Ideas at Work

CREDITS: 20 FHEQ Level: 4 JACS CODE: V350


SHORT MODULE DESCRIPTOR: (max 425 characters)In this module students will begin to develop an understanding of the reciprocal relationship between creative output and the wider socio/cultural matrix, both in terms of arts and design as a response to, and commentary on changing circumstances within the specificity of time and place.





%

T1 (Test) %



MODULE AIMS:To appreciate creative output in the cultural context of its productionTo understand creative activity as part of a set of cultural practicesTo appreciate the ways in which creative output produces meaningTo evaluate the validity of evidence and the perspective of producers

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate a factual and/or conceptual knowledge base with emphasis on the nature of the field of study and

appropriate terminology;2. Analyse with guidance using given classifications/principles3. Collect and categorise ideas and information in a predictable and standard format4. Evaluate the reliability of data using defined techniques and/or tutor guidance5. Manage information, collect appropriate data from a range of sources and undertake simple research tasks with

external guidance






MODULE LEADER: Rachel Hindley OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTIntroduction to the connectedness between creative output and cultureReading critically and appreciation of the ideologies embedded in work and textsHarvard referencingOral and written communication of findings

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 11Seminar 11Tutorial 11External Visits. 11Guided Independent Study 156


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Written exam


CourseworkC1C2_

Written EssayVisual Essay

70%20%

Total = 100%Practical P_ Total = 100%

Updated by:Jamie Hansons

Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:Harrison, C and Wood, P. (2003) Art in Theory –1900–2000 : an anthology of changing ideas. Oxford: Blackwell Publishing.Storey, J. (2006) Cultural Theory and Popular Culture : an introduction. Harlow: Pearson/Prentice-Hall.Storey, J. (2006) Cultural Theory and Popular Culture : a reader. Harlow: Pearson Education.Forty, A. (1986) Objects of Desire; Design and society since 1750. London: Thames and Hudson.Julier, G. (2000) The Culture of Design. London: Sage Publications.Jones, A. (ed.) (2006) A Companion to Contemporary Art since 1945 London: Blackwell.Mcguigan, J. (2006) Modernity and Postmodern Culture Maidenhead: OUP.Thompson, K., Bocock, R. and Hall, S (1992) The Social and Cultural Forms of Modernity Maidenhead: OUP.Extensive use should be made of the Academic Journals available through the Plymouth Portal



MODULE CODE: CORC1045 MODULE TITLE: Extramural Project

CREDITS: 20 FHEQ Level: 4 JACS CODE: W220


SHORT MODULE DESCRIPTOR: (max 425 characters)This module offers students the opportunity to develop their professional skills by working collaboratively on an art or design project in the public domain. The emphasis is on building effective communication and collaboration skills, within the group and with stakeholders, learning to work to a brief and project manage.





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T1 (Test) %



MODULE AIMS:To provide students with the opportunity to work as part of a teamTo develop inter-personal skills, and the ability to work collaborativelyTo develop personal initiative and professional skillsTo raise awareness of the breadth of opportunities available for practitionersTo establish dialogues between students and outside agencies

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Work effectively with others as a member of a group and meet obligations to others2. Communicate effectively in a format appropriate to the discipline(s) and report practical procedures in a clear

and concise manner3. Apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the

complexity of the issues in the discipline

DATE OF APPROVAL: 01 April 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER:





MODULE LEADER: Alessandra Ausenda OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTResearching and identifying potential opportunities for practiceWriting bids and proposalsDeveloping time management and budgeting skillsEvaluation of completed project and report writingInterpersonal and networking skillsIdeas development and planningCollaboration with external agencies

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationSeminar 9Tutorial 25Practical Classes and Workshops 39External Visits 6


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CourseworkC1C2_

Case StudyPortfolio

50%50%


Updated by: Jamie Hanson Date: 24/01/16 Approved by: HE Operations Date: 27/01/16

Recommended Texts and Sources:Archer, M., De Oliveira, N., Petry, M. and Oxley, N. (1996) Installation Art. London: Thames Hudson.Fulton, H. (2002) Hamish Fulton. Illuminations, The Eye series. DVD.Kaye, N. (2000) Site Specific Art: Performance Place and Documentation. London: Routledge.Kwon, M. (2002) One Place After Another: Site Specific Art and Locational Identity. Cambridge, Massachusetts: MIT Press.Suderburg, E. (2000) Space Site Intervention: Situating Installation Art. Minneapolis: University of Minnesota Press.www.ysp.co.ukwww.environmentalart.netwww.edenproject.comwww.communityarts.net


http://www.communityarts.net/

http://www.edenproject.com/

http://www.environmentalart.net/

http://www.ysp.co.uk/

www.creativeskills.org.uk


MODULE CODE: CORC2011 MODULE TITLE: Evaluation



SHORT MODULE DESCRIPTOR: (max 425 characters)In this module students will undertake an examination of their practice in the context of the creative industries. By engaging in a reflective process students will determine possible future developments required to achieve the status of specialist practitioner in their own desired area of practice.





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MODULE AIMS:To undertake an in-depth evaluation of knowledge and practical skills in order to confirm their professional identityTo understand the importance of ongoing evaluation of practiceTo establish students as reflective practitionersTo appreciate the broader context and their potential to effect change

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand the wider cultural implications of practice and is able to debate issues in relation to ethical

perspectives2. Evaluate own strengths and weaknesses3. Identify key areas of problems and choose appropriate tools for their resolution4. Act with increasing autonomy5. Communicate effectively in a manner appropriate to the discipline




http://www.creativeskills.org.uk/




SUMMARY of MODULE CONTENTExamination of the Manifesto as a mediumWriting workshops – exploring and testing the possibilities of ‘writing’Preparation for progressionSelf-evaluation

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationTutorial 5Demonstration 6Practical Classes and Workshops 12Supervised Time in Studio/Work 22


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Written exam

E_ %Total = 100%

T_ %Total = 100%

Coursework C1_

Personal statement in the form of a manifesto 100%Total = 100%



Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:Harrison, C and Wood, P. (2003) Art in Theory –1900–2000 : an anthology of changing ideas. Oxford: Blackwell Publishing.Caws, M. (ed.) (2010) Manifesto; a century of isms. Lincoln :University of Nebraska PressDanchev, A. (ed.) ( 2011) 100 Artists Manifestos: from the Futurists to the Stuckists London: Penguin.Mau, B. (2004) Massive Change: A manifesto for the future global design culture London: Phaidon.Bolton, G. (2010) Reflective practice: Writing and professional development London: Sage.



MODULE CODE: CORC2012 MODULE TITLE: Practice in Context



SHORT MODULE DESCRIPTOR: (max 425 characters)This module builds on CORC1044 by moving from the general to the specific. It will enable students to appreciate their own practice within the wider socio/cultural context through the evaluation of influences that informs their work.





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MODULE AIMS:To recognise and assess the influences that inform practiceTo be able to articulate these influences in appropriate waysTo recognise the relationship between history and practice

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate a detailed knowledge of the major theories of the discipline and an awareness of a variety of ideas,

contexts and frameworks2. Locate, analyse and synthesise a range of information with minimum guidance towards a given purpose3. Manage information, select appropriate data and develop appropriate research strategies4. Manage learning using resources appropriate to the discipline

DATE OF APPROVAL: 01 Apr 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





MODULE LEADER: Rachel Hindley OTHER MODULE STAFF: Hayley Gearon

SUMMARY of MODULE CONTENTHarvard referencingOral and written communication of findingsStudents direct their own research and undertake a ‘mock dissertation’ to acclimatise them to the process and rigor of the dissertation in stage 3.Students work on demonstrating the connections between theory and practice through writing and/or making



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CourseworkC1C2_

4000 word essayVisual Object

50%50%



Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:Jones, A. (ed.) (2006) A Companion to Contemporary Art since 1945 London: Blackwell.Books LLC (2010) Postmodern Art: New Wave Music, Contemporary Art, Fluxus, Post-Surrealism, Digital Art, Performance Art, Magic Realism.Digital Media Books LLC.Wheale, N. (ed.) (1995) The Postmodern Arts: An introductory reader. London: Routledge.Ran, F. (2009) A History of Installation Art and the Development of New Art Forms: Technology and the Hermeneutics of Time and Space in Modern and Postmodern Art from Cubism to Installation. London: Peter Lang.Collins, M. (1990) Postmodern Design: Rizzoli.Harvey, D. (1991) The Condition of Postmodernity: An enquiry into the origins of cultural change. London: Wiley-Blackwell.Students should make extensive use of the Academic Journals available through the Plymouth Portal.



MODULE CODE: CORC2013 MODULE TITLE: Consolidation



SHORT MODULE DESCRIPTOR: (max 425 characters)In this module students have the opportunity to further hone and advance their practical skills to a high level in an area or areas appropriate to the advancement of their practice.





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MODULE AIMS:To consolidate and advance the appropriate practical studio skills baseTo identify necessary skills and develop proficiency in one or more areasTo identify any gaps in practical knowledgeTo gain a greater depth of knowledge in the skills necessary for practice

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate an awareness of wider ethical and social contexts of practice2. Identify key elements of problems and choose appropriate methods for their resolution3. Evaluate own strengths and weaknesses4. Identify key areas of problems and choose appropriate tools/methods for their resolution in a considered

manner5. Act with increasing autonomy

DATE OF APPROVAL: 01 Apr 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year






SUMMARY of MODULE CONTENTSkills based workshops



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Written exam

E_ %Total = 100%

T_ %Total = 100%

Coursework C1 Coursework 100%Total = 100%

To cover all ALOs



Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:The recommended texts are dependent on options chosen and as advised by lecturers.



MODULE CODE: CORC2014 MODULE TITLE: Professional Identity


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)This final module provides students with the opportunity to celebrate and showcase their work in a manner appropriate to their chosen area of practice. Students will need to consider audience, space, presentation etc. and how to prepare and present completed work to a professional standard.





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MODULE AIMS:To be able to discuss/present work in appropriate formatsTo celebrate achievementTo support development of intellectual maturity, personal innovation, independent enquiry and critical thinkingTo provide a structure through which students can explore the issues arising from their relationship to an audience in an exhibition context

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Act with increasing autonomy within well-defined guidelines2. Identify key areas of problems and choose appropriate tools/methods for their resolution in a considered

manner3. Develop relationships of a professional nature4. Reformat a range of ideas and information towards a given purpose5. Demonstrate awareness of the wider social and environmental implications and able to debate issues in relation

to more general ethical perspectives






MODULE LEADER: Wendy Wilbraham OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTCreation of timetable for self-initiated study and practicePreparation and professional presentation of work for exhibitionAudienceSemiotics of displayWorking to strict deadlines set by others

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationTutorial 8Demonstration 9Practical Classes and Workshops 18Supervised Time in Studio/Workshop 33


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Written exam

E_ %Total = 100%

T_ %Total = 100%

Coursework C1_

Exhibition 100%Total = 100%



Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:O’Doherty, B. (1999) Inside the White Cube: The Ideology of the Gallery Space. Berkeley LA: University of California Press.Rudd, N. & May, S. (2005) Size Matters: Exploring Scale in the Arts Council Collection. London: Hayward Gallery Publishing.Rugg, J. (2007) Issues in Curating Contemporary Art and Performance Chicago: Chicago UP.Graham,B. and Cook, S. (2010) Rethinking Curating: Art after new media USA: Leonardo Books.Pollock, G. (ed.) (2007) Museums after Modernism: Strategies of engagement London: Blackwell.



MODULE CODE: CORC2015 MODULE TITLE: Negotiated Project

CREDITS: 30 FHEQ Level:5 JACS CODE: W200

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)Continuing development of self-negotiated practice. The project is proposed by the student, which after discussion and mutual agreement, is formally approved by the tutor(s). Students will be encouraged to take risks and use an experimental approach to making and thinking.





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MODULE AIMS:To enable students to develop proposals and explore and resolve work.To be informed by a developing contextual awareness of, and an appreciation of philosophical and conceptual frameworks defining their art and design practice.To instil confidence in taking risks and use an experimental approach to making and thinking.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate a detailed knowledge of a variety of ideas, contexts and frameworks2. Reformat a range of ideas and information towards a given purpose3. Take responsibility for own learning with minimum direction4. Communicate effectively in a manner appropriate to the discipline5. Identify key areas of problems and choose appropriate methods for their resolution





ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 143

MODULE LEADER: Jamie Hanson OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTNegotiation between student and tutor to formulate ideas and develop strategies for fulfilling their intentions.Planning time management and organising access to resourcesPersonally directed research tasks and outcomes are subject to a continuous process of refinement, redefinition and critical evaluation.Students are introduced to relevant contemporary and historical art and design practices/practitioners related to agreed individual outcomes

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationTutorial 8Demonstration 9Practical Classes and Workshops 18Supervised Time in Studio/Workshop 33


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Written exam

E_ %Total = 100%

T_ %Total = 100%

Coursework C1 Body of work and resolved piece

100%Total = 100%



Date:24/01/16


Date:27/01/16

Recommended Texts and Sources:Recommended texts are as advised by the Module Leader.
