module specification

The PH5001 LOOKING AND MAKING 2 module consists of seminars, talks, visits and workshops designed to provide a critical and thematic basis from which students are able to explore and expand their personal creative, critical and contextual basis for future practice.

This module will require students to develop and test ideas that reflect upon trends in current practice as well as historical models. Case studies and seminar sessions with practitioners are intended to encourage engagement with and understanding of photographic practices. Students will explore these both through open ended research as well as practical making.

The module is shared by, serves and sustains the Honours awards in the BA Fashion Photography and BA Photography courses, delivered in a seamless and integral relationship with the work of other core modules in the level.

Allied to Critical and Contextual Studies modules, the intention is for PH5001 LOOKING AND MAKING 2 to inform future approaches to the Level 6 Final Major Body of Work.

The module aims to enable students to develop key skills and knowledge in critical thinking as well as in the concepts and principles of photography. The module also aims to provide students with information about Looking and Making for later recall in the application of critical thinking for the building of the practical, conceptual and contextual
boundaries within which they then create and make their own work.

This element of the curriculum also aims to develop the key skill of understanding the use of reflection in order to connect learning experience, successes and challenges to the improvement of future performance

At the beginning of the module, its aims and key concepts will be outlined to all students.

Students will be supported in addressing the Learning Outcomes through a combination of talks, lectures, workshops, seminars, group crits and tutorials in order to explore a personal creative, critical and contextual basis for future creative practice.

In this module students are introduced to a range of practical and contextual photographic approaches. These are set within wider critical concerns and discourse including the promotion of fair and ethical practices addressing subjects such as social inclusion, representation and a decolonisation of the photographic medium. 

Sessions will be dedicated to students positioning and critically evaluating their own practice within wider critical, practical and professional contexts, and allow students to independently explore a personal creative, critical and contextual basis for future works. (LO1, LO2, LO3 and LO4)

Sessions will be dedicated to students developing the reflective skills necessary to improve their future learning and performance. (LO5)

Scheduled teaching provides the guidance and foundation to ensure that independent study is effective in addressing the module’s learning outcomes and assessment tasks.

In-class activity makes use of varied student-centred approaches such as active, flipped and blended learning, so that a range of learning strategies is deployed, and individual learning styles are accommodated. Information is provided through a range of means and sources to minimise and remove barriers to successful progress through the module. The course team seeks to embed the University’s Education for Social Justice Framework in fostering learning that is enjoyable, accessible, relevant and that takes account of the social and cultural context and capital of its students.

Activities foster peer-to-peer community building and support for learning. Interim formative feedback points help students to reflect on their progress and receive help to identify the opportunity for improvement in learning strategies and outcomes in developing the work for this module. Throughout the module, students build a body of research and practice based research work that extends their understanding of creative, contextual and professional opportunities within their areas of interest.

1. demonstrate the ability to research in order to develop and explore a personal creative, critical and contextual basis for future practice;

2. demonstrate the ability to experiment in order to explore a creative, critical and contextual basis for future practice;

3. demonstrate the ability to use wider research in order to develop and expand the range of a personal creative, critical and contextual basis for future practice;

4. demonstrate the ability to use experimentation in order to develop and expand the scope a creative, critical and contextual framework for future practice;

5. demonstrate an understanding of using reflection to connect learning experience to the improvement of future performance.

The assessment strategy includes formative assessments that will take place at mid-semester in the form of tutorial or review with feedback designed to encourage and help students to develop and improve their work. These will inform the student of their progress through the module.
Summative assessment takes place in week 13 (Week 1 of January Assessment period)
and week 28.

At the Semester 1 summative submission point students will submit the following elements covering LO1 and LO2:
• Semester 1 Journal of wider research and experimentation
At the Semester 2 summative submission point students will submit the following elements covering  L03 and LO4:
• Semester 2 Journal of wider research, experimentation.
At the Semester 2 summative submission point students will submit the following element covering  L05:
• A Reflective Journal

Feedback will address the strengths and areas for development of individual summative submissions in relation to the learning outcomes and assessment criteria.

Work will be assessed against the learning outcomes in relation to the following criteria:
• Appropriate use of problem solving, testing and experimentation
• Appropriate use of research methods and enquiry
• Quality of analysis and interpretation
• Knowledge of relevant photographic and creative techniques and practices
• Quality of communication and presentation
• Management of own learning and personal professional development

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