NCAD First Year Core Studies

history and logic of the Portfolio Submission Brief

LEAD
Learning and Education in Art and Design

paper prepared by
John Waid

epl lecturer First Year Core Studies

waidj@ncad.ie

all work examples from Core Studies final consolidation module 2011
National College of Art and Design
100 Thomas Street
Dublin 8
www.ncad.ie
ncad2012

13th Feb 2012

NCAD First Year Core Studies

history and logic of the Portfolio Submission Brief

historical process

NCAD introduced the first Portfolio Brief in 2008 for students seeking entry to Core
Studies in Sept 2009. Prior to the brief, Core Studies followed an application process
that was typical of most (but not all) third level art institutions ie candidates
submit a portfolio of samples of work, which best typifies their potential as a student of
art and design.
To assist with the original process, Core studies produced a portfolio guidelines leaflet
outlining a number of helpful factors in preparing work for submission.
Portfolios were then examined over an intensive two week period by groups of staff,
with marks being attached to various criteria. (see attached most recent example)
Periodically this criteria and detailed descriptors were revised in light of experience.

A summation of the marks created a final total, with 40% being the cut off point, under
which a Below Threshold (BT) mark was awarded. Concise comments on the work in
each folio were attached, with the emphasis being on that which was positive, encouraging and showed some potential, whilst at the same time giving brief reasons as to
why the work was deficient.

The interview with each applicant we once had to supplement the folio examination was
discontinued in circa 1992 for a variety of reasons, but mainly because statistics verified
that it was only serving to endorse the portfolio examination result. The very small number of exceptions did not justify the time consuming interview process.

NCAD First Year Core Studies

history and logic of the Portfolio Submission Brief

origins of the brief

The folio brief had its origins in Core Studies extensive QA/QI process of 2005/06.
Every aspect of the course was examined in detail and an extensive report produced,
endorsed by an independent peer review group.

One of the issues addressed was the entry process for applicants to first year, with a
suggestion arising that NCAD could consider the merits of actually testing the abilities of
candidates. This was reasoned as being a fairer, more transparent, and more realistic
method of determining who would be expected to perform well at degree level.
NCADs director at the time, Colm O'Briain, picked up on this idea, and requested outline proposals as to how this might work. This was created, and remains in substantial
form the underlying logic and structure of the current brief.

One of the ambitions of the brief was that it would be implemented on a nation wide
basis, following discussion and agreement with other colleges. The rationale behind this
being that it would eliminate the situation, which still occurs, where different criteria and
different marks are attached to the same set of work by different colleges.

A series of meetings and discussions took place towards achieving this objective, but
ultimately agreement proved impossible, and NCAD decided to run the brief in pilot form
in 2008, for entry to First Year Core in 2009

NCAD First Year Core Studies

history and logic of the Portfolio Submission Brief

why do we need a
portfolio brief?

The need for the portfolio brief arose as a consequence of accumulated observations
shared by Core staff over a long period of time examining folios, and teaching those
subsequently admitted to first year.
One of our main concerns was about fairness and therefore equality.

We believe that no prospective student should have to attend by necessity a special

course, in order to be exposed to the type of work and thinking processes the outcomes
of which indicate a propensity to perform at third level.
Prior to the brief, many second level students felt compelled to complete these courses.
Part of the reasoning for this has been the disconnect between the leaving cert level art
curriculum and the needs of a changing world. This is very apparent with respect to the
uses and opportunities created by digital media.
One of the objectives of the brief was to create equality and fairness in the form of a
level playing field, where the exact same topics, tasks and volume of work would be
addressed by all applicants, whether they be: school leavers; independent mature
adults; over-seas students or folio preparation students. In this way no applicant can
claim to have gained entry through completion of some special tasks unavailable to
everyone else.

Of course many students will still elect to undertake a portfolio preparation course, for a
variety of reasons, and some of the work is of a very high standard, but the folio brief
ensures a much higher degree of equality.

NCAD First Year Core Studies

history and logic of the Portfolio Submission Brief

why do we need a
portfolio brief?

Opportunities for excellence

Prior to the introduction of the brief it was obvious that a large number of applicants
were simply not being exposed to the full variety of work appropriate to contemporary
third level art and design education.
This particularly applied to the areas of research, general structuring of work and
problem solving.

There was an over emphasis on showing still life type observational skills.

A limited number of portfolios indicated a capacity for problem solving activities

towards what is most easily described as being inventive, regardless of not having
strong drawing or representational skills.

Few portfolios displayed a structured, cohesive approach to work.

An ad-hoc approach to work was seen to be a poor indicator of the capacity to

sustain enquiry and connect ideas together.

Meaningful use of the important relationship between language and visual was
seldom evident in folios. This has been partly addressed in the mind mapping
section, though that is not the primary function of that aspect of the brief.

Prior to the brief, there was always confusion and doubt over the requirements of a
good portfolio. This was despite the folio guidelines leaflet, visits to schools,
information sessions for teachers and students etc, .

The brief removes all doubt as to the amount of work; scope of work and structure of
enquiry required for entry to first year Core Studies.

The entire brief can be satisfied by 16 sheets of work and a note-book.

NCAD First Year Core Studies

history and logic of the Portfolio Submission Brief

why do we need a
portfolio brief?

Individuality within a structured approach

Of great concern was that individuality would be retained and encouraged by the brief,
in exactly the same way as it is on our course.
At the same time it was clear that this individuality must be seen to fit into a logical
structure that is enabling and not restrictive.
The brief is constructed in such a way as to achieve these objectives.
Structure of the brief

The brief has been constructed in such a way as to facilitate total individuality, whilst at
the same time making a set of easily understood component requirements, that form a
logical sequence.
The same structure prevails from year to year, allowing for the component headings to
be changed in section A, and new tasks created for section C Invention and Problem
Solving.

In Section A Observation, applicants have the opportunity to focus on those items they
decide to include as connectors in their mind maps. These items are subsequently
examined in a number of ways, ranging from direct observational study in a variety of
circumstances, to the combining of elements to create new hybrids (Section B Creative
Process)

Applicants are encouraged to use a variety of media to record their solutions, in addition
to traditional methods, including photography, sound and the moving image. The use of
work sheets invites diversity, and the demonstration of a thought process leading to
multiple solutions, and removes the notion that there is only one answer.

Section C (Invention and Problem Solving) presents a series of choices, including that
pertaining to a direct approach. Other tasks allow for problem solving of a practical
nature with measurable solutions, along with examples of problems for which there may
be no right outcome. eg "what is the opposite of a fish?

NCAD First Year Core Studies

history and logic of the Portfolio Submission Brief

effects of the brief

In 2009 an extensive review of the folio brief was carried out by Dr Isobelle Mullaney.
This year, a further comprehensive survey is being undertaken, and as the 2013
graduates will be the first cohort emerging from NCAD who gained entry via the
Portfolio Brief, more conclusions are possible as to the effects of this process.
The introduction of a three degree in 2013 may result in further changes to the entry
process to NCAD.

Every year since the brief was introduced, discussions have taken place on how it can
be improved and refined. Many of these have been implemented in terms of the type of
language used, and the volume of material required.
NCAD have held a large number of information/feedback nights on the subject matter
of the brief. These were extremely well attended and popular sessions, with attendees
having the additional opportunity to see work in progress on the course, and learn
directly of the relevance of the brief to that which follows in first year.
One of the greatest effects of the brief has been a noticeable increase in the standard
and variety of work being submitted. Overall folio marks are higher, and the number of
those in the BT category has dramatically declined, from 266 in 2008 to 92 in 2009.

Other paraphrased statistics worth mentioning from the 2009 survey are: 64% reported
that the brief helped them focus on their work.
Only 20% found the brief difficult to understand, and 58% stated that the brief enhanced
their creativity.

One of the most notable benefits has been a reduction in the number of casual
applicants, who show no real commitment. It is very clear that those unable to come to
terms with the folio brief would experience great difficulty coping with the rigours of a
modern degree course. Simultaneously the brief has attracted a number of students of
a different profile, who might not have otherwise applied.

NCAD Core Studies recognises that the use of the folio brief promotes debate and in
some cases dissent. This is inevitable, but we believe the measurable positive benefits
outweigh any of the arguments made to the contrary.
In 2013 the Folio Brief won an award for innovative educational initiatives from the
highly respected and influential site Core77