module specification

FA5003 Studio Practice 6 encourages and facilitates intermediate development of practical and conceptual knowledge and understanding of contemporary visual arts practice. The module promotes a collaborative and problem-solving approach towards increasing autonomy in studio working, focusing on developing skills and understanding of the character and context of studio practice. Provision of discipline-specific clinics support skills development at this level.
The module considers the integral relationship of practice and theory in contemporary art discourse, requiring the student to begin the process of situating their evolving approach within relevant critical and aesthetic frameworks, towards developing a distinctive position and perspective. FA5003 Studio Practice 6 is taught in integral relationship with the work produced in other core modules, encouraging new frames of reference to emerge and synergies to be explored.

FA5003 Studio Practice 6 is punctuated by constructive critique and reflection, thus encouraging the questioning of traditional, dominant and emerging practices and methodologies, in this way providing a developing portfolio of practical and conceptual knowledge and understanding as basis for progression to (Honours) level 6 studies.

Pass & Completion of preceding level (AMD Courses Only)

The module aims are to:

• Prepare students as independent makers/thinkers capable of selecting an appropriate topic and producing a sustained piece of independent work in the form of a negotiated practical project with attendant commentary. 
• Further develop appropriate ‘strategies towards practice’, enabling students to become knowledgeable about the processes of production, contextualization and display required by the institutional practices of their chosen field.
• Extend competency in a variety of modes of oral and written presentation;
• Enhance subject knowledge of and confidence in discussion and critique of the field of fine arts as basis for progression to honours level project development.

Indicative Schedule & Contents:

Wks 1-3 Outline of Module: Themes, Aims, Key Concepts
Wk 4 Guided Independent Studies
Wks 5-13 Subject Knowledge –  Block 1 ‘Strategies Towards Practice’ - lectures, seminars, tutorials
Wks 14 Reflection, Revision, formative assessment (in-class presentation)
Wk 16 Structured Feedback & Guidance
Wks 17-24 Subject Knowledge Block 2 ‘ When Attitudes Become Form’ – lectures, seminars, tutorials
Wk 25 Research Presentations
Wks 26-28  Block 3 ‘Evaluation and Contextualization’ – lectures, seminars, tutorials
Wk 29 Reflection, Revision
Wk 30 Submission of negotiated project and critical commentary.

Teaching and learning is organized around a series of demonstrations, lectures, seminars and work-shops, supported by online learning, in supporting effective conception, development, production and presentation of a negotiated practical project.

• Demonstrate increasing knowledge of the subject area.
• Apply practical, critical-creative and intellectual skills in the conception, development, produc-tion and presentation of a negotiated practical project.
• Produce cogent and coherent oral/visual and written presentations, relevant to idiom and purpose.
• Compare and critique varying approaches to practice.
• understand how their work fits into and arises from previous work in the area.

Formative assessment as learning (feedback) is provided at intervals in relation to work in progress and through constructive critiques. Tutorials afford opportunities to discuss learning objectives and to improve in relation to guidance given. A minimum of three tutorials will be provided during the module. Documentary records of these will inform the student of their progress through the course and go forward to inform the assessment panel at summative assessment.

A contributory formative assessment, ie, carrying marks and intended primarily to help students learn by providing interim feedback will be conducted in the form of an audio-visual presentation.

Summative assessment feedback occurs at the end of the course when grades are awarded to reflect levels of attainment. Written feedback addresses the strengths and weaknesses of individual presentations in relation to published grading criteria.
 

Mitchell, W.J.T. (1994) Picture Theory. Chicago: University of Chicago Press.
Foster, H. 1987 Discussions in Contemporary Culture. Dia Foundation.
Warnock, M. 1987 Memory, Cambridge University Press.
McCorquodale, D. Siderfin,N. Stellabrass.,  (Editors) Occupational Hazard, Critical Writing on Recent British Art. Black Dog Publishing.
– to be supplied