module specification

The Project module provides a broad, varied, stimulating experience of a range of creative practices that allows for self-assessment of individual interests and aptitudes towards developing a specialism. It enables the development of a productive, disciplined and critical approach to visual and practical enquiry; and to individual independent thinking, making and communicating. It develops the individual’s portfolio of work in a distinctive and ambitious way as evidence of a personal creative practice in the context of a specific subject area. Assignments and study trips will open up London as a source of limitless research potential and creativity.

A project develops ideas through conceptual and material processes towards outcomes that can be evaluated in relation to the initial idea; and other related contexts that may arise during the timeframe of the project. The Project module is an introduction to the project as a key feature of creative practice. The projects in the Project module vary considerably in aim, structure and duration to reflect their application in a wide range of creative practices. The definition, implementation, development and outcome of the projects is transferred from tutor to student as the course develops. The projects are inherently student-centred with course demands satisfied by nurturing the student’s independent inquiry, discovery & production.

Practical elements of project-work are built-up by a close relation with the Techniques module. Critical reflection and self-evaluation encourage the development of self-organisation and effective time-management.

AA3002 Techniques (co requisite)
Available for Study Abroad? NO

The syllabus covers development of creative pratice in various subject-areas providing an overview of methods and approaches in relation to a range of creative practices. It is responsive to issues of sustainability, environmental and ethical ideals. The Project Module is closely aligned to the Techniques module that delivers practical methods and material for the projects.

Developing a portfolio of project work (LO1, LO2, LO3, LO4)

Creativity
Generating and developing ideas and achieving outcomes (LO1, LO2)
Description, evaluation and critical reflection. (LO3)
Practical application of research. (LO2, LO4)
Choice, discernment and judgement in relation to project development. (LO3)
London, as a source of research potential and creative possibility. (LO4)

Studentship
Organisation and awareness of timetables and university procedures. (LO1)
Time management and working to deadlines. (LO1, LO4)

Progression
Establishing points of reference and thematic intentions. (LO3, LO2)
Awareness and experience of progression opportunities. (LO4)

In stage 1 there are short, diverse and intensive skills acquisition through a range of different contexts exploring a range of subject-area practices.
In stage 2 there are short introductory projects that encourage exploration, experimentation and making relations with subject-areas to broaden experience and/or further specialism.
In stage 3 there is a more independently defined, managed and self-evaluated project; of larger and longer ambition, directed towards a subject area, interest or specialism.

Scheduled teaching ensures that independent study is effective and addresses the learning outcomes and assessment tasks. Students are expected to; and have the opportunity to continue with their studies outside of scheduled classes. There will be a range of learning strategies deployed and individual learning styles will be accommodated.

The module’s learning outcomes, its contents and delivery, are regularly scrutinised and will be annually reviewed to ensure an ongoing inclusive approach to pedagogic practice. The module and course utilise the University’s blended learning platform to support and reinforce learning, to foster peer-to-peer communication and to facilitate tutorial support for students. Reflective learning is promoted through assessment items and interim formative feedback asks students to reflect on their progress, seek help where they identify the opportunity for improvement in learning strategies and outcomes, and proactively make recommendations to themselves for further development.

Throughout the module, students build a body of work, including reflections on progress and achievement. The School’s programme of employability events and embedded work-related learning within the curriculum supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress through the year, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their personal ambitions.

At the end of the module, students will be able to:

1. present enquiry-based projects for review at certain points though the year and as a portfolio of projects at the end;
2. use media, materials, processes, technologies and/or equipment to initiate and progress ideas and to develop and evaluate outcomes;
3. articulate through presentation their own ideas, opinions and concerns in relation to broader critical and cultural frameworks;
4. identify research and develop project work to explore and explain an increasing awareness of and commitment to a subject area specialism.

From 23/34 students will receive a PASS/FAIL assessment ONLY.

Assessment for the Project module involves the submission of one component as part of an assessment exhibition; Portfolio/exhibition (100%, week 28). Assessment reflects work undertaken across the module in response to teaching, learning and activities detailed within the module booklet. Learning outcomes are assessed within the Portfolio. Students must receive a pass overall.

The focus of the module is the development of original project-work that is coherently organised and has conceptual clarity. The portfolio includes: preparatory worksheets, iterations, tests, sketches, diagrams and detailed process documentation; leading to sets and series of resolved outcomes in different contexts usually in; but not limited to; subject-specific areas.

Formative feedback (written and/or oral) is continually provided during ‘set’ activities and group discussions; and for presentations and tutorials. These provide opportunities to reflect on progress and discuss strategies for developing skills/ discipline knowledge. The formative feedback is advice and guidance; specifying developmental action to improve quality and/or quantity of coursework.

Summative assessment reflects engagement with the module throughout; ongoing individual studentship is formatively reviewed and structured support for self-directed study given. The portfolio for assessment consists of a synthesis of all project work completed and a reflective commentary.

http://AA3001/2 Reading List