module specification

Critical and Contextual Studies 2 continues to orient and critically engage students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice. It builds on studies undertaken in Level 4 and prepares students as independent thinkers, capable of selecting an appropriate topic and producing a sustained piece of independent study in the form of a dissertation in Level 6.

The module continues to situate the student within the process of constructing knowledge about their discipline, its history, context, and its professional and ethical dimension. It rehearses the analytical and discursive skills students need to become knowledgeable about the authorities, objects and methods in their field; to understand the roles, locations and responsibilities of important players whilst examining the broader ethical questions relevant to their discipline; and to become conversant with current debates across the subject area. This process may be approached from the point of view of the producer or consumer, the critic or the professional, the academic or the practitioner.

Students are encouraged to think creatively and to take responsibility for the development of their own learning. The module recognises that the student is also an active contributor in the process: what students bring to the construction of knowledge counts – and how effectively they construct this knowledge depends on how well they understand the field of their discipline.

Pre-requisite of equivalent of 120 L4 credits

Representation and Identity LO 1-6

This teaching block will question the responsibilities and ethics concerning the representation of identities and communities in illustration, graphic design and publishing practice. Students will use methods of primary research to identify and critically probe both positive and problematic modes of representation in practice and contemporary contexts.

Visual Communication in London LO 1-6

Students (with guidance) will select a range of practices or sites for employment or practice in London, visit, and consider their future professional career aspirations of working for or within this environment. Through photography or collected/ assembled images and a case study they will demonstrate their awareness of the nature and structure of the practice, who it serves and its ethical, social, historical practice, and the professional and personal requirements for working successfully in such a context.

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, have been scrutinised and will be regularly reviewed to ensure an 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 points that ask students to reflect on their progress, seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future 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 from year to year, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.

On successful completion of the module students will be able:

1. to research and formulate a comparative knowledge of selected aspects of their discipline, its specialisms and broader contexts; and to describe how their work relates to and arises from previous work in their discipline;
2. deploy critical and analytical skills in oral and written discussions; and to develop, structure and communicate an argument or similarly rigorous and evidenced line of enquiry;
3. produce cogent oral/visual and written presentations, using appropriate scholarly methods, conventions and protocols;
4. demonstrate an understanding of the ethical and professional responsibilities appropriate to their practice;
5. demonstrate an understanding of the relationship between selected theories and practices of design.

Students receive formative tutorials before each submission, and feedback following submission. This helps students to build and improve skills as the syllabus progresses.

Assessments comprise:

1. written assignment/s relating to the theme/s of the module (2,000 – 2,500 words);
2. case study (1,000 – 1,500 words).

Overall module assessment criteria:

1. breadth and depth of knowledge of an aspect of the subject area;
2. clarity and coherence in presenting an argument or similarly rigorous line of enquiry;
3. deployment of critical and analytical skills in oral and written discussions;
4. cogency of oral/visual and written presentations, and appropriate use of scholarly methods, conventions and protocols;
5. understanding of critical context, ethical dimensions, and the broader construction and limits of knowledge.

The Critical and Contextual Studies reading list is responsive to emergent ideas, and designed to introduce students to current debates in their discipline and a broad range of different resources. The critical analysis of recent publications and materials is supported by a set of core readings. The following list is indicative.

Titles
• Barthes, R. (1977) in Image Music Text; ‘The Rhetoric of the Image’ pg 32 – 50, Harper Collins.
• Crow, D. (2007) Visible Signs, London: Ava.
• Hall, S. (1997) in Representation: cultural representation and signifying practices; ‘The Spectacle of the Other’ pg 225 – 290, London: Sage.
• Mulvey, L. (2009) iin Visual and Other Pleasures; ‘Visual Pleasure and Narrative Cinema’, Basingstoke: Palgrave Macmillan.
• Sontag, S. (1970) Posters: advertisements, art, political artefact, commodity, Pall Mall Press.
• Tancons, C (2011) ‘Occupy Wall Street’, Available on e-flux: http://www.e-flux.com/journal/30/68148/occupy-wall-street-carnival-against-capital-carnivalesque-as-protest-sensibility/

Journals, Websites and Databases
• Websites: e-flux, The Serving Library
• Electronic databases: Art full text, JSTOR
• Journals: The Journal Of Illustration, Visual Communication