FdA Creative Practices - UCY MODULE HANDBOOK CREATIVE PRACTICES 3 UA1ADC-10-2 Level: 2 UWE Credit Rating: 10 Module Type:

: Coursework Module Leader: Karl Rawstrone Module Staff: Karl Rawstrone Owning UWE Faculty: FACE Assessment Deadline: Monday 7th January 2013 (9pm) Contact time: 2 hrs/wk Independent study: 4-5 hrs/wk

CREATIVE PRACTICES 3: MAJOR PROJECT RESEARCH, PLANNING AND PROPOSAL Introduction:

This module develops your Statement of Intent for the self directed Specialist Pathway 4, to be presented to the rest of the Tutor Group; a record of this is kept in the Learning Journal. As well as defining the creative work to be undertaken the plan also includes an exit strategy identifying professional ambition beyond higher education. The Plan should include: description of the creative work to be undertaken in SP4 the reasons and influences that have led to this decision the issues/design problems to be resolved the research necessary the short and long term exit strategy and business plan beyond higher education. Your statement of intent and a recording of your presentation will be presented on a page of your website. Your journal will be kept in the form of a blog, making full use of multimedia. Teaching and learning methods: Seminars and tutorials will form the basis of the timetabled element of this module. You will be expected to present your development to the group on a weekly basis and engage with critical reflection on your progress and reasoning behind your research and decisions. Individual research, preparation for presentations and the other requirements of the Learning Journal are not timetabled. The Tutor Group meetings reflect on the work in this and other modules so that as well as academic concerns this module incorporates a level of pastoral care. In particular in this module Tutor Group meetings will cover personal ambitions, discussions on development of creative work, personal experiences of placements and development of the proposal.

Your collected evidence should take the form of:

Webpage: CP3 - Main

statement of intent recording of your presentation introductory statement (300 words) evaluative statement (500 words) evaluative record of industrial /professional issues, opportunities and ethics directly related to your professional ambition; relevant research with notes a personal development and career plan , including exit strategy statement of intent, including a project plan/proposal, and a schedule for selfdirected study written record of presentation

Blog: CP3 Blog

Assessment: You are assessed according to your fulfilment of the learning outcomes in respect of the following criteria: Criteria i) extent to which the student has shown professional commitment and participation Relates to Learning Outcomes i) iii) iv) v) vi) Source of Evidence Learning Journal: evaluative record of industrial /professional issues, opportunities and ethics directly related to their professional ambition; career plan, project proposal. Learning Journal: statement of intent, written record of presentation Learning Journal: personal development and career plan; statement of intent, project proposal Learning Journal: evaluative record of industrial /professional issues, opportunities and ethics directly related to their professional ambition

ii)

extent to which the student has organised and communicated ideas

i) ii) iii) iv) v) vi)

iii) extent of recorded personal development

ii) iv)

iii)

level of engagement with and research into the Creative Industries

ii)

Description of each element A. Body of work (Learning journal)

Element weighting 100%

At each assessment point you will be expected to hand in these along with any finished pieced required for inspection by the assessing staff.
Remember to ensure that your work is original and does not breach the University regulations regarding plagiarism.

Learning Outcomes:
On completion of the module students will have: KNOWLEDGE AND UNDERSTANDING i) ii) developed a proposal; kept a record and make evaluations of industrial /professional issues, opportunities and ethics directly related to their professional ambition;

Intellectual Skills iii) created a prioritised schedule for self directed study towards Specialist pathway 4;

SUBJECT/PRACTICAL SKILLS iv) created a personal development and career plan;

TRANSFERABLE SKILLS v) vi) presented the proposal to the group; documented and communicated their thinking and idea;

Scheme of work
Week Available Indicative Content Contact time (hrs) 2 2 2 Introduction and Tutor Group meeting Tutor Group meeting Tutor Group meeting

1 2 3

4 5 6 7 8 9 10 11 12 13

2 2

Tutor Group meeting Tutor Group meeting Research week Tutor Group meeting Tutor Group meeting Tutor Group meeting Tutor Group meeting Tutor Group meeting Tutor Group meeting Presentation to group of self directed Specialist Pathway 4 proposal Winter Vacation Assessment Delivery Monday 7th January 2013 9pm Assessment

2 2 2 2 2 2 2

14 15

Assessment feedback: You will receive written feedback within FOUR WEEKS of the submission deadline. If you have agreed with your tutor, this feedback will be emailed to the address you have supplied. Alternatively, if you have supplied an email address but would prefer your feedback NOT to be emailed, you will be notified that your feedback is available in printed form from the Administrators Office at UCY. If you have not supplied your tutor with an email address, please check the course website for information on picking up your feedback from the UCY Administrators Office. The percentage mark/grade on your feedback is not final until the University Award Board has been conducted. Your final marks / grades will be available to you through myUWE.

Reading Strategy It is vital that your reading investigates the industrial, professional, business and ethical issues surrounding your chosen industry and is used as a framework to guide and inform your progress. You must conduct your own research, including the reading of professional journals on a weekly basis. You must keep a record of your reading, summarising your key findings.

Visits
You should make visits to cultural venues and employers when possible, reflecting on your own professional intentions and keeping a record of your findings, whether confirming your preconceptions or providing you with a new insight.

Undergraduate achievement threshold statement

Creative Practices 3 UA1ADC-10-1

Assessment Criteria: Students will be assessed according to their fulfilment of the learning outcomes in respect of the following criteria: i) extent to which the student has shown professional commitment and has actively participated in and recorded group work ii) extent to which the student has organised and communicated ideas iii) extent of recorded personal development iv) level of engagement with and research into the Creative Industries

Threshold standard (UG Level) The Learning Journal is complete including the Proposal. The Proposal has been presented, is realisable and involves a project plan related to the chosen Specialist Pathway. There is clarity to the written record of presentation and the statement of intent shows that research/investigation has taken place That development has been properly recorded in the personal development and career plan; statement of intent, and project plan. There is evidence of reflection and appropriate choices being made in regard to meetings, briefings and correspondence with individuals and/or organisations in the Creative Industries, in the evaluative record of issues and opportunities.

Levels of Achievement 80% and above the student has produced a substantial body of work demonstrating an exceptional level of critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made an outstanding contribution to the knowledge and understanding of their peers through their active participation in seminars. The work exceptionally exceeds the threshold profile in respect of all criteria. 70% - 79% the student has produced a substantial body of work demonstrating a very high level of innovation, critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made a considerable contribution to the knowledge and understanding of their peers through their active participation in seminars. The work exceeds the threshold profile in respect of all criteria. 60% - 69% the student has produced a body of work demonstrating innovation, critical and creative independence in the research, analysis, recording and presentation of contextual material. The student has made a considerable contribution to the knowledge and understanding of their peers through their active participation in seminars. The work meets the threshold profile in respect of all criteria. 50% - 59% the student has produced a body of work demonstrating critical independence and creativity in the research, analysis, recording and presentation of contextual material. The student has made a significant contribution to the knowledge and understanding of their peers through their participation in seminars. The work meets the threshold profile in respect of all criteria; 40% - 49% the student has produced a body of work demonstrating engagement with the programme of study. The student is competent in the researching, recording and organization of contextual material. The student has participated in seminar groups and contributed to the knowledge and understanding of the peer group. The work substantially meets the threshold profile in respect of all criteria. 30% - 39% the body of work is incomplete and demonstrates a lack of engagement with aspects of the programme of study. As a result the student lacks confidence in the researching, recording and organization of contextual material. Contribution to seminar groups has been erratic. The work substantially fails to meet the threshold profile in respect of all criteria. 20% - 29% the body of work is substantially incomplete and demonstrates very poor engagement with the programme of study. The student has not acquired the core skills introduced in the module and has made an inadequate contribution to seminar groups. The work fails to meet the threshold profile in respect of all criteria. 0% - 19% very little evidence of engagement with the module. No evidence of progression. The work fails to meet the threshold profile in respect of all criteria. * for the purpose of assessment the level of achievement is measured against the overarching profile given through the six threshold statements.