module specification

This module offers students the opportunity to learn through engagement with practical projects in the studio. 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 that typically includes pre-production, experimentation, development and resolution.

The module introduces students to the working practices of project work.

At this level, the student selects a project from a menu of choices.

This module is studied alongside and in integral relationship with MD4002 Media Skills and Practice 1.

The module aims are:
1. To provide students with the basic experience and skills sufficient to enable them to work independently towards completion of a level 5 project.
2. To increase their understanding of practice through learning from and with other students.
3. To permit students to learn to manage and plan their time effectively.
4. To integrate creative, technical and critical learning and skills in their field of practice.

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, but initially the groups correspond to the course titles that comprise Media Practice and Music Technology.

Indicative groups and syllabus:

Animation:
Stop-frame animation
2D animation
Drawing

Film and Broadcast:
Camera operation
Framing, composition & narrative continuity
Sound acquisition

Music Technology:
Sound and the Moving Image
Audio Electronics
Music Composition & MIDI Arrangement
Musical Instrument making: hand tool maintenance and set-up; material preparation and construction techniques

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 lecturer-led learning, learning from others in the class and thirdly, learning through experience and independent study.
Students can also learn from each other by engaging with shared conceptual problems in different subject areas, in the same or neighbouring studios and at the same time.
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:
• The ability to work independently towards defined objectives.
• Skills and understanding of subject specific practice (Animation,  Film & Broadcast, Music Technology).
• The ability to work with, and learn from other students. For example, by asking for and using constructive criticism.
• The ability to manage and plan their time productively. For example, by making and reviewing a schedule.
• The skills of integrating creative, technical and critical learning.

The strategy is to increase the power and effectiveness of assessment by simplifying and reducing the number 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.
Assessment across modules in same level 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.