Foundation Degree in Art & Design

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

Pack 1: Pack 2: Pack 3: Pack 4:

Module Handbook VRF Reader Issues Reader 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

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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 Learning Outcomes On successfully completing the unit students will be able to: Identify and apply appropriate communication and presentation skills in visual, written and spoken forms relevant to the transmission of ideas and information and the capacity for interpersonal communication. Demonstrate an awareness of major factors influencing demand for a 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 modernisms hybrid diversity Explore and discuss selected themes, issues and concepts Employ research and study skills, and utilise secondary sources, to deliver short written documents Demonstrate an awareness 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.

Unit Code Number: Home Programme: Home Department: Subject Area: Unit Leader: Credit Value:

11341103 Foundation Degree in Art & Design Department of Design Art & Design Mike De-Vere 20 @ level 4

Total Amount Of Student Learning: 200 hours Unit Status: Pre-Requisites: None Co-Requisites: Unit 1 Design Process, Unit 2 Intro to (Pathway) Mandatory

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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.

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

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

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 modernisms diversity and hybridisation Communicate specific themes and issues effectively Apply basic research and study skills

Learning & Teaching Activities Lectures Workshops

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 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

JOURNALS

Indicative Student Learning Resources

See the Module Support Pack for a comprehensive listing

CVA Contemporary Visual Arts Colors Creative Review DPICT inc. Creative Camera Exhibit: a Eye Graphics International The Wire

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

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FILMS

Brief
Credits: Start Date: 20 5 October 2011
th th

COPPOLA, F.& PUZO, P., The Godfather Part III, Paramount Pictures, 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.

Deadline Date: 25 January 2012. 12:30

Written by: Verified by: Weighting:

Mike De-Vere Lesley Valentine 100% Coursework

Brief 1

Visual Reference File

Background and Rationale An important part of Modernism is the convergence and interplay of seemingly different and separate cultural activities. Often these are initiated by artists and modern art movements. It gives us the artist-designer, multimedia experiments and hybrid products which can no longer be easily classified in terms of the traditional categories of Art, Design, Craft and Sculpture 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 to your course practice. It is intended to enlarge and evidence your developing visual and cultural awareness. It is a dialogue, as it were, between the MMU lectures on Modernism and your subject interests.

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Assignment Research and compile as a single document a Visual Reference File that summarizes the six selected styles and then illustrates and explains their design implications in terms of the design pathway that you are following.

For this assignment you must deliver: You are to submit a hard copy document, formally presented according to the guidelines enclosed in this pack. Please ensure that you adhere to the following: 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 the grid) Each image to be attributed, interpreted and analysed (written caption) 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 of your VRF (see the next brief over the page).

Further Guidance The Module Support Pack provides both general and specific guidance for both of the briefs in this Module Handbook. Each brief has a Reader pack to support your study.

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Brief 2

Contextual Issues Writing

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 high culture and the other those of low or popular culture. Say what characteristics and contexts mark each out as high or low. Discuss whether and why the boundaries between high and low culture products are becoming blurred today.

Background and Rationale A career in the cultural industries requires that you are aware of and sensitive to a range of issues. You need to be able to look beyond an image or a designed object and be able to assess its value, meanings, effectiveness and structure. This requires skill in visual analysis, an understanding of stereotypes and semiotics, and an appreciation of high and low culture in the Postmodern world. You are expected to reflect upon these issues.

For this assignment you are to deliver Assignment Submit a written response to one of the three topics set out here using, where possible, examples that are associated with your particular pathway: You are to submit a hard copy document, formally presented according to the guidelines enclosed in this pack. Please ensure that you adhere to the following: 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 method that is explained in the Contextual Issues Reader this writing should be placed at the back of your VRF

1. Semiotics Choose two printed advertisements that you think are successful. Decode them using semiotic analysis by identifying the sign, signifier and the signified, the denotation, connotation, official and unofficial language, the myth and the symbols that the audience have to engage with. Conclude with your view on their success.

Further Guidance The Module Support Pack provides both general and specific guidance for both of the briefs in this Module Handbook. Each brief has a Reader pack tp support your study.

2. Stereotypes Show, with examples, how stereotypical representations can reflect attitudes to race, nationality, gender, age or disability. Follow this with a discussion about the messages promoted by two advertisements, one that utilizes a stereotype to sell a product and one which confronts our expectations to promote a social good.

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Generic Grade Descriptors. Level 4

70 100 The student has demonstrated an excellent ability to explore and establish individual learning strategies and has fully recognised 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 have been fully appreciated, 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 information gathering and communication strategies, making full use of the appropriate technologies to do so. There is a high level of awareness of the need to express and present arguments, ideas and concepts with clarity. 60 69 The student has demonstrated a very good ability to explore and establish individual learning strategies and has recognised 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 have been well appreciated, and a high awareness of the importance of time -management, organisation and planning abilities is evident. The student has been very able in identifying and applying information gathering and communication strategies, making good use of the appropriate technologies to do so. There is a good level of awareness of the need to express and present arguments, ideas and concepts with clarity. 50 59 The student has demonstrated evidence of an ability to explore and establish individual learning strategies and has recognised 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 have been appreciated, and an awareness of the importance of time-management, organisation and planning abilities is evident. The student has been able to identify and apply information gathering and communication strategies, making some use of the appropriate technologies to do so. There is awareness of the need to express and present arguments, ideas and concepts with clarity.. 40 49 The student has demonstrated evidence of an adequate ability to explore learning strategies, with some recognition of the role of open-minded enquiry, critical judgement and self-reflection in the learning process. The possibilities for selfdevelopment offered through working with peers are only partly appreciated. There is a limited awareness of the importance of time- management, organisation and planning abilities. The student has shown an adequate ability to identify and apply information gathering and communication strategies, making some use of the appropriate

technologies to do so. There is some evidence of an awareness of the need to express and present arguments, ideas and concepts with clarity. 30 39 The student has demonstrated evidence of an awareness of learning strategies, but there is little recognition of the role of open-minded enquiry, critical judgement and self-reflection in the learning process. The possibilities for selfdevelopment offered through working with peers are partly appreciated. There is limited awareness of the importance of time-management, organisation and planning abilities. The student has been partially able to identify and apply information gathering and communication strategies, making some use of the appropriate technologies to do so. There is evidence of a limited awareness of the need to express and present arguments, ideas and concepts with clarity. 0 29 The student has failed to demonstrate evidence of an ability to explore and establish individual learning strategies and has not recognised the role of openminded enquiry, critical judgement and self-reflection in the learning process. The possibilities for self-development offered through working with peers have not been appreciated, and no awareness of the importance of time-management, organisation and planning abilities is evident. The student has been unable to identify and apply information gathering and communication strategies, or to use of the appropriate technologies to do so. There is 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)

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Staff, Rooms & Campus Address

Course Management (Curriculum & Divisional Lead Managers)
Rob Marshall Lesley Valentine
robert.marshall@themanchestercollege.ac.uk lesley.valentine@themanchestercollege.ac.uk

Contextual Studies. Room 220 Mike De-Vere

Michael.de-vere@themanchestercollege.ac.uk

Technical Staff. Room 206 / Wet Room 226 Dave Sweeney Bledar Bujupi
dave.sweeney@themanchestercollege.ac.uk bledar.bujupi@themanchestercollege.ac.uk

Course Leaders & Tutors

Graphic Design 225. Room 225 Alex Komlosy Venessa Scott Paolo Feroleto alex.komlosy@themanchestercollege.ac.uk venessa.scott@themanchestercollege.ac.uk paolo.feroleto@themanchestercollege.ac.uk

Useful Phone Numbers Staffroom Main Recept. LRC HE Admissions Advice & Guid Campus Address The Manchester College Fielden Campus Barlow Moor Road West Didsbury Manchester M20 2PQ 0161 611 7449 (room 220) 0161 611 7401 0161 611 7448 0161 611 7405 0161 611 7403

New Media Design & Animation. Room 222 Alex Jackson Stiobhart Matul. alexandra.jackson@themanchestercollege.ac.uk stiobhart.matulevicz@themanchestercollege.ac.uk

Photography & Digital Room 213 Dan Morgan Maxine Bamber

daniel.morgan@themanchestercollege.ac.uk Maxine.bamber@themanchestercollege.ac.uk

TV & Film Production. Room 211 Jim Grainger Gareth Hall

jim.grainger@themanchestercollege.ac.uk

gareth.hall@themanchestercollege.ac.uk 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

Jewellery & Applied Arts . Northenden Campus Eve Redmond

eve.redmond@themanchestercollege.ac.uk

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Programme-specific regulations

Professional & Contextual Studies Overview

Student attendance and absence: Year 1 Semester 1 Unit 3 Contextual & Professional Studies 1 Sept 2011 Jan 2012 20 Credits Year 1 Semester 2 Unit 6 Contextual & Professional Studies 2 Feb June 2012 20 Credits 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

Year 2 Semester 3 Unit 8 Contextual & Professional Studies 3 Sept 2011 Jan 2012 20 Credits

Year 2 Semester 4 Unit 10 Contextual & Professional Studies 4 Feb June 2012 20 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.

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.

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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 or without attendance, and in all cases marks for reassessed units shall be capped at 40%.

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 and there 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

Consistent long term non-attendance without permission from the Head of Department may result in expulsion.

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

Approved variation or exemption from MMU Regulations: Not applicable to this programme

if it is not incorporated in a course unit.

Key Skills: 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. 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.

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

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

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

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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 Colleges appeals policies are laid down by MMU and are available online at the following URL: http://www.mmu.ac.uk/sas/studentservices/appeals

Plagiarism Policy
Plagiarism is when you use some one elses 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 elses work or ideas. Do not forget to put quotation marks around another persons 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. Dont do it. It is not worth the trouble it will bring. You can be labelled 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 isnt 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/

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.

More information can be found in the Student Handbook & @ mmu.ac.uk In addition, all student marks are submitted to an Exam Board at MMU, who have the final say in validating each students progression.

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