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FdA Creative Practices - UCY

MODULE HANDBOOK

SPECIALIST PATHWAY 3: WORK-BASED LEARNING (MEDIA PRACTICE)
UA1AD6-40-2

LeveI: 2

UWE Credit Rating: 40

ModuIe Type: COURSEWORK (WORK-BASED)

ModuIe Leader: KARL RAWSTRONE

ModuIe Staff: KARL RAWSTRONE

Owning UWE FacuIty: FACE

Assessment DeadIine: 9
th
January 2012 (9pm)


WORK-BASED LEARNING

IMPORTANT NOTE:
As the content of this moduIe is based around your work-pIacement it is important
for you to keep your SP3 bIog/pages confidentiaI. The easiest way to do this is to
seIect "Hide page in navigation menu" in the bIog/page settings (in the 'pages' tab)
and make the page name 20 random characters Iong, incIuding Ietters, numbers, but
no 'reaI' words, speciaI-characters or spaces. SuppIy the Iink to this page to your
tutor.


Introduction:

The theme of the module is work based learning, through which students will acquire
relevant skills appropriate to the needs of industry. There will be an emphasis on the
location of subject specialist skills in the context of the workplace, and the development of
those skills in response to the needs of the employer.

Subject specific skills will be linked to a series of subject-specific practices:
O The investigation of legislation and personal liability of artists and designers
working in a professional environment.
O The investigation of ethical issues affecting artists and designers working in a
professional environment.
O Plan, monitor and evaluate a series of projects effectively.
O Understand and deploy professional competence consistently.
O The presentation of a portfolio of work to a professional standard.
O The promotion and marketing of self and work to a professional standard.
O Produce direct evidence of an intended career path in a specialist area of art
and design.

Media Practice pathway students will acquire further specific skills in:

O Developing their own creative production practice through a small group documentary
production project that they will prepare and negotiate with appropriate members of the
teaching staff.
O Researching and preparing for appropriate means of dissemination (competitions,
screenings, cross-media platforms etc.)
O Organising, managing and carrying out a placement in an appropriate section of the
creative industries.

Teaching and Iearning methods:

During this module students are expected to undertake work placements and develop
contacts with employers. Relevant external competitors/projects will also be encouraged
to expose students to the world of work within the creative industries.

Students will be supported through a series of progress reviews and critiques of their work
or work based feedback.

Relevant technical skills can be delivered and supported through integrated or individual
workshops that will enable students to explore the vocational subject further, and
experiment with their ideas.

AcceptabIe forms of work-based Iearning:

The following activities (or combinations thereof) are acceptable forms of work placement.
THE KEY CHARACTERISTIC OF WORK-BASED LEARNING IS THAT YOU ARE
ACTIVELY ENGAGED WITH ONE OR MORE EXTERNAL PROFESSIONAL
AGENCIES.

YOU MUST SUCCESSFULLY NEGOTIATE WITH YOUR TUTOR THE NATURE AND
DURATION OF YOUR WORK-BASED LEARNING COMPONENT.

O Traditional placement with employer
O Work shadowing with specialist
O Preparing for an exhibition
O Producing (media) for a festival and festival entry
O Producing (media) for a competition and competition entry
O Live brief from employer
O Setting up a festival (media)






Summative assessment of the PIacement

Diagnostic assessment of student learning whilst on placement will be provided through
progress reviews. This will indicate potential issues which might hamper learning on work
placement. Formative assessment of student learning whilst on placement will be provided
by critiques of work and work based feedback. This will provide students with feedback on
their progress and will inform development. For summative assessment purposes,
students will write a short report of 750 words on their experiences, in which they
discuss their learning and achievements over the placement. The report will form a
significant part of the supporting documentation for the module.

Where practicable, relevant employers will be involved in the assessment process.

The work requirement for this module is an online portfolio with supporting studies, and a
presentation, which the student produces in response to the brief. Assessment of this
module will be based upon the following.

O A portfolio (BIog: SP3 - BIog) containing research and developmental work,
reflections on your actions, issues within your work placement and production
journal entries.
O A body of creative work in chosen media (Webpage: SP3 - Work)
O Report of experiences in an appropriate creative industry of at least 750 words, with
recording of presentation and Q&A session. (Webpage: SP3 - Report)
O A short presentation of your experiences and learning in person or recorded. 10
mins approx.
O Links to sources of information and research relevant to your work. (Webpage: SP3
- Refs)


The Work-ReIated Learning Workbook
This document provides a key point of contact between you and your work-placement
provider. t allows you to set key targets on a weekly basis and provides space for your
provider / manager / mentor to offer feedback on your performance.

This document is available from the course website if you require further copies.

One or more of these documents must be submitted in either paper or electronic form.


Students will be assessed according to their fulfilment of the learning outcomes in respect
of the following criteria:

Criteria ReIates to Iearning
outcomes
Source of evidence
i) awareness of contemporary
contexts and debate around
practice, and a sound appreciation
of the roles and responsibilities of
the practitioner within
organisations.

i), ii), iii) Portfolio
Supporting
documentation
Presentation
ii) Use of different modes of analysis
and evaluation to enhance
understanding of practice in the
workplace

iii), iv), v) Portfolio
Supporting
documentation
Presentation
iii) presentation and marketing of self
and work

v), viii) Portfolio and
supporting
documentation
Presentation
iv) awareness of health and safety
and environmental issues relevant
to materials and practices

vi) Supporting
documentation
v) Research and use of relevant
texts to support an argument.

vii) Portfolio and
supporting
documentation
Presentation
vi) Self motivation and time
management
ix) Portfolio and
supporting
documentation

ATTEMPT 1

First Assessment Opportunity
Component A
Description of each eIement EIement weighting

1 Portfolio and supporting documentation 100%

At each assessment point you wiII be expected to hand in these aIong with any
finished pieced required for inspection by the assessing staff.

Remember to ensure that your work is originaI and does not breach the University
reguIations regarding pIagiarism.


Learning Outcomes:

On completion of the module students will have demonstrated:

Knowledge/understanding

i) Principles of chosen discipline and the way in which those principles have developed;
ii) Familiarity with range of contemporary contexts and current debates around specialist
practice;
iii) Roles and responsibilities of creative practitioner within organizations;

Intellectual Skills

iv) 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;
v) Understanding of differences between modes of analysis and evaluation of works;

Subject/practical skills

vi) The use of a range of established techniques to initiate and undertake critical analysis
of information and to propose solutions to problems arising from that analysis, in the
production of practical work;
vii) Present professional portfolio and present and market self and work;
viii) Health, safety and environmental issues relevant to materials and processes used;


Transferable skills

ix) Research strategies;
x) Effective communication of information, agreements and analysis in a variety of forms
to specialist audiences;
xi) Self-motivation, time-management and project-planning.



Scheme of work

Week AvaiIabIe
Contact
time
(hrs)
Content

1 8 ntroduction to module and expectations
2 8 Planning for placement student presentations and discussion of
intentions.
3 8 Tutorials
4 8 Tutorials
5 Research week
6 8 Tutorials
7 8 Tutorials
8 8 Tutorials
9 8 Tutorials
10 8 Tutorials
11 8 Tutorials
12 8 Presentations.
Christmas vacation
13 8 Preparation for assessment
14 Assessment - Delivery
15 Assessment


Assessment feedback:

You wiII receive written feedback within FOUR WEEKS of the submission deadIine.
If you have agreed with your tutor, this feedback wiII be emaiIed to the address you
have suppIied. AIternativeIy, if you have suppIied an emaiI address but wouId
prefer your feedback NOT to be emaiIed, you wiII be notified that your feedback is
avaiIabIe in printed form from the Administrators' Office at UCY. If you have not
suppIied your tutor with an emaiI address, pIease check the course website for
information on picking up your feedback from the UCY Administrators' Office.

The percentage mark/grade on your feedback is not finaI untiI the University Award
Board has been conducted. Your finaI marks / grades wiII be avaiIabIe to you
through myUWE.
Reading Strategy

Recommended texts are listed below, and further reading based on your individual
interests will be suggested during tutorials and listed on the course website. You will also
be advised on visits, as well as websites, for research on practitioners within your
discipline.

You are expected to be habitual readers from those sections of the media press that are
appropriate to your developing creative identities.


Indicative Reading List

Hughes, B. Jones, (2006)


Jones, C. Jolliffe,G.
(2006)

M-Art (1996)
Dust or Magic, Creative
work in the digital age

The Guerilla Film Makers
Handbook

Space and the City
Bosko Books


Continuum nternational
Publishing Group Ltd

London: Rouledge
Stokes, S. (2003) Art and Copyright London: Hart Publishing
(2
nd
rev edition)
Quinn, E. Counihan, J.
(2006)

The Pitch

LONDON Faber and
Faber



Websites:

O www.brighton.ac.uk/adm-hea - links to other websites and information about
employability and enterprise; includes link to London Metropolitan resources and
PDF version of publication 'employability, professionalism, enterprise: the student
experience in art and design'
O www.keynote-project.co.uk resources such as the variations on CV content and
presentation
O http://www.artscouncil.org.uk/ arts council of england
O http://www.newexhibitions.com/ national listings
O http://www.britcoun.org.uk/ british council with details on funding
O www.linst.ac.uk/library/webguides/art.htm - particularly useful web links
from London Institute site
O http://www.swscreen.co.uk - Regional sector development agency
O http://www.bfi.org.uk/ - British film nstitute
O http://www.skillset.org/ - National training organisation for broadcast, film, video and
multimedia.
O http://www.bectu.org.uk/home - Union for media and entertainment industries


LeveIs of Achievement

80% and
above -
the student has produced a substantial body of work demonstrating an
exceptional level of critical and creative independence in the research, analysis,
recording and presentation of contextual material. The student has made an
outstanding contribution to the knowledge and understanding of their peers
through their active participation in seminars. The work exceptionally exceeds the
threshold profile in respect of all criteria.
70% - 79%
-
the student has produced a substantial body of work demonstrating a very high
level of innovation, critical and creative independence in the research, analysis,
recording and presentation of contextual material. The student has made a
considerable contribution to the knowledge and understanding of their peers
through their active participation in seminars. The work exceeds the threshold
profile in respect of all criteria.
60% - 69%
-
the student has produced a body of work demonstrating innovation, critical and
creative independence in the research, analysis, recording and presentation of
contextual material. The student has made a considerable contribution to the
knowledge and understanding of their peers through their active participation in
seminars. The work meets the threshold profile in respect of all criteria.
50% - 59%
-
the student has produced a body of work demonstrating critical independence
and creativity in the research, analysis, recording and presentation of contextual
material. The student has made a significant contribution to the knowledge and
understanding of their peers through their participation in seminars. The work
meets the threshold profile in respect of all criteria;
40% - 49%
-
the student has produced a body of work demonstrating engagement with the
programme of study. The student is competent in the researching, recording and
organization of contextual material. The student has participated in seminar
groups and contributed to the knowledge and understanding of the peer group.
The work substantially meets the threshold profile in respect of all criteria.
30% - 39% the body of work is incomplete and demonstrates a lack of engagement with
aspects of the programme of study. As a result the student lacks confidence in
the researching, recording and organization of contextual material. Contribution
to seminar groups has been erratic. The work substantially fails to meet the
threshold profile in respect of all criteria.
20% - 29%
-
the body of work is substantially incomplete and demonstrates very poor
engagement with the programme of study. The student has not acquired the core
skills introduced in the module and has made an inadequate contribution to
seminar groups. The work fails to meet the threshold profile in respect of all
criteria.
0% - 19%
-
very little evidence of engagement with the module. No evidence of progression.
The work fails to meet the threshold profile in respect of all criteria.
* 1or the purpose o1 assessment the level o1 achievement is measured against the overarching
pro1ile given through the six threshold statements.

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