module specification

This module offers students the opportunity to learn through engagement with practical projects in the stu-dio, to work with others in a collaborative way and to engage with issues that contextualise their practice. At the end of this module the student will have completed a substantial piece of work. In doing so, they will have travelled a journey through a production process, worked with other people and engaged with issues and external stakeholders.

At the beginning of the module students will be introduced to the working practices of group and teamwork.

At this level, the student is offered a choice of ‘live’ projects. These projects might be competitions, live briefs from external organisations or self-generated projects around themes.

This module is taught alongside and in integral relationship with MD5002 Media Skills and Practice 2.

Pass & Completion of Prior Level

The module aims are to:
• Extend students’ skills in working independently.
• Develop their skills in working with others in groups.
• Provide students with the experience of a live project and the skills of working with a client.
• Integrate their understanding of their developing practice with wider issues and contexts.

The syllabus is organised to meet the needs of different groups of students and to offer choice.  This may vary in composition from year to year.
The groups correspond to the course titles that comprise Media Practice and Music Technology.

Indicative groups and syllabus:

Animation:
After Effects and compositing
Character animation
3D modelling

Film and Broadcast:
Lighting & Cinematography
Advanced editing techniques
Animation techniques

Music Technology:
Post-production video & audio design
Audio programming and DSP
Advanced music composition & MIDI arrangement
Musical Instrument making: construction of a complete instrument; preparation of component parts; construction techniques and templates; assembly stage 1

The learning and teaching strategy for this module and other atelier modules is to place the emphasis on learning through practice. Students are taught how to be responsible for their own learning and will be expected to be in the studio throughout the week. Lecturers will be available for consultation and for a schedule of progressive tutorials and feedback.
Teaching methods will also include lectures, seminars, demonstrations, workshops and group tutorials.
The atelier modules encourage and combine learning from the teacher, learning from others in the class and thirdly, learning through experience.
Students can also learn from each other by engaging with the same conceptual problems in different subject areas, in the same or neighbouring studios and at the same time. At level 5, this opportunity is extended by offering a number of projects with different themes. These projects take students out of the studio to engage with subject that matter and issues that will stimulate and encourage new approaches. These projects will also be an opportunity for students to work with others in the same course, and with students from other courses and other levels.
With the Atelier method we have an intensive introduction and briefing period of 2 or 3 weeks at the start of the project. This would set up the critical space and the scope of the project and would introduce working practices.
The two atelier modules at each level are part of an integrated approach to learning and can be seen as a pair. In this module the main assessment item is the assignment or set of assignments. In the other atelier module, taken at the same time, the main assessment item is the workbook. Thus, the two modules support and inform each other: product and process.

On completion of this module, students should be able to demonstrate:

1. Extended skills in working independently. For example, by selecting briefs and taking responsibility for a programme of work.
2. Developed skills and understanding of practice in Animation, Film & Broadcast or Music Technology. For example, by synthesising learning to make original work or by addressing new questions.
3. The ability to work effectively in groups. For example, by taking roles or managing conflicting views.
4. The skills of working on a live project and/or with a client.

The strategy is to increase the power and effectiveness of assessment by simplifying and reducing the num-ber of assessment items. Then, each assessment item is broken into stages so that regular formative and developmental feedback can be given.
Another advantage of a portfolio approach to assessment is that tracking is clear and simple and so we can ensure that all learning outcomes are assessed.
Regular formative assessment will be used to provide diagnostic feedback and to support students to learn, change and improve.
The assessment in different modules will be coordinated and integrated, so that learning outcomes for each module are assessed separately and, also, learning from one module is transferred to other modules.
The assessment load complies with the Faculty’s assessment tariff.
Assessment will be based on 100% coursework.
Work will be assessed against the learning outcomes in relation to the following criteria:

•  Appropriate use of research methods
•  Quality of analysis and interpretation
•  Subject knowledge and relevance
•  Quality of communication and presentation
•  Appropriate use of problem solving, testing and experimentation
•  Management of own learning and personal professional development.

Each student group will have access to online resources, including WebLearn and Google groups. These are seen as forums for sharing information, discussion and learning.
In addition, module booklets will direct students to reading material that supports and broadens learning for particular groups and particular projects.