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  • Faculty of Arts and Humanities Manchester School of Art

    Taught Postgraduate Network in Art, Design and Media

    Programme Specification

    This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programmes relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

  • PARM1.3

    Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the Universitys quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

    1 Date of initial Approval or last review: 4 & 5 March 2013

    2 Effective date of Approved/Reviewed Programme Specification:

    1 September 2013 31 August 2019

    3 This Version effective from: September 2016

    4 Version number: 2013/Version 4

    Students who commenced their study on awards within this programme specification prior to September 2013 should refer to the previous version of the programme specification published on the CASQE website. http://www.mmu.ac.uk/academic/casqe/specs/index.php

    Modifications to Programme Specification

    Modifications to the programme specification since approval/last review, and the cohort of students affected by the change, are listed at the back of the document.

    Cross Referencing of Programme Specifications

    The following elements of provision included in this document is/ are also included in the following programme specifications

    Award Programme Specification

    N/A

    Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

    http://www.mmu.ac.uk/academic/casqe/specs/index.php

  • MANCHESTER METROPOLITAN UNIVERSITY PS1 PROGRAMME SPECIFICATION

    0 Brief Overview

    Brief Descriptive Summary Manchester School of Art Ethos: Our student experience is Responsive, Contemporary, Idiosyncratic, Original, Unconventional, Professional

    Practice based experiential learning is at the heart of the Art School ethos and this network of taught postgraduate course awards seeks to provide a vibrant, intellectually stimulating postgraduate community within which students can progress their learning through doing and making. The Manchester School of Art Taught Postgraduate Network in Art, Design and Media provides a co-ordinated range of Masters Level courses in art, design, theories, and media subjects. The programme network incorporates cognate subject groups, which are situated within departments providing disciplinary, academic support and development. A cross-departmental postgraduate platform offers trans-disciplinary optional units that foreground research thematics and professional contextualisation. The Schools technical and workshop facilities, which are available for all students to utilise, support this networked and trans-disciplinary approach. The programme network offers two final awards, Master of Arts (MA) and Master of Fine Art (MFA). The Master of Fine Art (MFA) will offer an extended period of time after the achievement of 180 credits on the Masters of Arts (MA). It consists of a further 120 credits of study by which to demonstrate an independent professional competence within the chosen creative field. The ethos of the award acknowledges that the required level of professional maturity develops from study over an extended period of time therefore offers a professionally engaged environment which situates the students practice within an external organization or institution. It builds on the learning taking place in the professional platforms unit. While the MA enables significant identification and resolution of practical endeavor, the MFA provides a further opportunity to fully realise a body of work and future career path that is viable within its professional context. Articulation of Graduate Prospects Students can expect to be equipped with a range of specialist and transferable skills that will enable them to pursue careers and self employment in their chosen field in the creative industries or continue to higher level academic pursuit at doctoral level study. Students are highly motivated, independent and creative thinkers having developed their studies within a culture geared to predominantly portfolio careers. They will have the ability to exploit their understanding and skills, transferring the results of recent research into the creative industries and marketplace, as entrepreneurial innovators, freelance practitioners and innovative team players. Past graduates predominantly achieve graduate level positions or practices as sole traders, design studio artists, exhibiting artists, museum curators, archivists, researchers, academics, community practitioners, specialist technicians and filmmakers at national and international levels.

    General Information

    1 Overarching Programme Specification Title

    Manchester School of Art Taught Postgraduate Network in Art, Design and Media.

    2 Final award(s)/title(s) Department of Design MFA Illustration

  • (including any PSRB final awards conferred mark these as PSRB Award)

    MFA Animation MFA Graphic Design and Art Direction MFA Interior Design MFA Textile Practice MFA Embroidery MFA Textiles for Fashion MFA Fashion: Womenswear MFA Fashion: Menswear MFA Fashion: Knitwear MFA Fashion: Fashion Graphics MFA Design: Lab MFA Design: Ceramics MFA Design: Furniture MFA Design: Jewellery MFA Design: Glass MA Illustration MA Animation MA Graphic Design and Art Direction MA Interior Design MA Textile Practice MA Embroidery MA Textiles for Fashion MA Fashion: Womenswear MA Fashion: Menswear MA Fashion: Knitwear MA Fashion: Fashion Graphics MA Design: Lab MA Design: Ceramics MA Design: Furniture MA Design: Jewellery MA Design: Glass Department of Art MFA Fine Art MFA Drawing MFA Collaborative Practice MFA Contemporary Curating MFA Contemporary Visual Culture MFA Design Culture MA Fine Art MA Drawing MA Collaborative Practice MA Contemporary Curating MA Contemporary Visual Culture MA Design Culture Department of Media MFA Filmmaking MFA Photography MFA Media Culture MA Filmmaking

  • MA Photography MA Media Culture

    3 Combined Honours Subject(s)offered through the programme specification together with associated final award(s) (where relevant)

    Subject(s): Final Awards:

    4 Interim exit award(s)/title(s) (including Combined Honours interim exit awards)

    Department of Art Postgraduate Certificate in Art Postgraduate Certificate in Contemporary Visual and Curatorial studies

    Department of Design

    Postgraduate Certificate in Design Department of Media

    Postgraduate Certificate in Media Department of Art

    Postgraduate Diploma in Art Postgraduate Diploma in Contemporary Visual and Curatorial Studies

    Department of Design

    Postgraduate Diploma in Design Department of Media

    Postgraduate Diploma in Media

    5 Mode(s) (only include duration where there is a PSRB requirement for limited duration )

    Full time Part time

    6 FHEQ position of final award(s)

    Masters (Level 7)*

    7 Awarding institution (include PSRBs which confer a joint or additional qualification on successful completion of programme)

    Manchester Metropolitan University Manchester School of Art

    8 Teaching institution(s) (include collaborative partners where appropriate if more than one award in programme specification, indicate which are taught by partner)

    Manchester Metropolitan University Manchester School of Art

    9

    Relationship with Foundation Year (if more than one award in programme specification, indicate which have links with Foundation Year)

    Administrative Details

    10 Home Department/ School/ Institute

    Manchester School of Art

    11 Home Faculty

    Faculty of Arts and Humanities Manchester School of Art

    12 UCAS code(s)

    N/A

  • Collaborative Arrangements (where relevant)

    13 Approved Collaborative partner(s) (provide name of partner(s) and type of partnership)

    Partner Name Type of Collaborative Partnership

    N/A

    14 Other Approved Academic Partnership(s) (other than collaborative)

    Partner Name Type of Academic Partnership

    N/A

    Approval Status

    15 Date and Period of approval of most recent MMU review/ approval

    (i) Latest review/approval March 2013 6 years September 2013 August 2019

    (ii) Modifications to Programme Specification Major modification April 2015: Change to exit award titles, removal of optional unit and clarification of role descriptors.

    16 Next Scheduled Review Date:

    2018/2019

    17 PS/1 effective date: (ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective)

    September 2013

    External References/Relationships

    18 QAA Benchmark Statement(s)

    Relevant UG subject benchmark statements have been referred to inform design of programme together with QAA Masters Degree Characteristics (2010), with mapping appendix attached to map against FHEQ Level 7 qualification descriptor. Appendix I

    19 PSRB(s) associated with final award of any route within the programme specification (ie those which offer professional status/membership/license to practise as result of successful completion of the final award as included in the University PSRB database)

    N/A

    20 Date, Outcome and Period of approval of last PSRB approval(s)

    N/A

  • Programme Information

    21 University and Programme Educational Aims

    (i) University Educational Aims To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. To provide a supportive and inclusive learning environment which will enable success for all learners To encourage the development of students intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the Universitys vision and strategic objectives. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions. (ii) Programme Educational Aims MA The provision of negotiated educational experiences, which recognise the importance of personal academic development within the remit of subject specialist provision. An environment that promotes experimentation, collaboration and critical discourse. The provision of a research rich environment, which recognises and develops, key debates and thematics within society and the arts. Access to externally facing and professionally relevant projects, residencies, events and commissions. Cultivation in students of an enquiring attitude, the capacity to make informed critical judgments, the ability to communicate effectively and respect for academic diversity. The development of teaching and learning strategies which encourage students to be self motivated and to make effective use of the opportunities available through the subject area, the university and the city. To provide and maintain a cutting edge and highly relevant range of resources and expertise to facilitate practice-based learning and innovation. Contribution to the development of the subject area and curricula through research, professional practice, events, exhibitions and publications. Contribution to the fulfillment of a regional, national & International demand for high caliber graduates with an ability to exploit their understanding and skills, transferring the results of recent research into careers in the broad creative industries sector.

    MFA In addition to those for MA above The development of students professional abilities, to the extent that they are able to independently instigate, scope and broker projects with creative partners and cultural institutions. The cultivation in students of the imperatives of ethical, economical and social drivers and debates within theirs and others practice. The fostering of a tenacious and resourceful approach to engaging and working with external stakeholders. To develop the students ability to sustain the production of projects to a professionally relevant standard. The Development of the student to a level which will enable them, to become critically significant to the field Department of Design Specific learning related to units: Units within design reflect current methodologies, practice, issues and encourage specialist enquiry. The networked nature of the programmes, facilitates an environment for cross-disciplinary discourse. An engagement with digital and making technologies is central to discovering and harnessing new thinking in design.

  • Department of Art Specific learning related to units: Art Practice Cluster: Units in the Art practice cluster examine the conventions and practices employed in the production of artworks, students work will be informed by a critical and theoretical underpinning which will manifest itself in a variety of ways according to the students practice. Art Theory Cluster: In the Art Theory cluster units, students will interrogate and apply critical and curatorial conventions and methodologies related to contemporary art and design practice. Department of Media Specific learning related to units: Units in the media cluster deal with understanding the conventions of meaning creation in sound, image and texts and employing the knowledge gained through practice or theory based experimentation and development.

    22 Final Learning Outcomes

    MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to: 1. Apply skills of critical analysis to real world situations within a defined range of contexts 2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and

    self-management. 3. Express ideas effectively and communicate information appropriately and accurately using a range

    of media including ICT. 4. Develop working relationships using teamwork and leadership skills, recognising and respecting

    different perspectives. 5. Manage their professional development reflecting on progress and taking appropriate action. 6. Find, evaluate, synthesise and use information from a variety of sources. 7. Articulate an awareness of the social and community contexts within their disciplinary field. Programme Specific Outcomes (i) Final Award Learning Outcomes Include all final learning outcomes for all named routes/exit awards MASTERS(MA) Practice

    Demonstrate a comprehensive and critical understanding of individual practice in context to the forefront of a relevant chosen discipline, field of study or area of professional practice.

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    The negotiation and realization of a coherent body of work demonstrating independence and imagination in its execution.

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of practice.

    Communicate clearly a conceptual and critical self-reflective understanding of practice to a range of audiences through the selection of appropriate media.

  • Knowledge

    Research, define and record ideas, and areas of knowledge and understanding of selected topics, issues, concepts that would include problems and areas of uncertainty around chosen themes.

    Establish and critically evaluate methods for the development of knowledge.

    Apply critical and theoretically informed understandings to specific forms of practice.

    To manage own learning within a study group and wider community of staff and peers.

    Communicate ideas, knowledge and concepts using a variety of modes. Professionalism

    apply successful strategies to establish a professional network and contacts with external agencies, SMEs, cultural and/or creative organisations and learn how those operate, communicate and how teams are managed.

    conduct a live project within a professional external framework of production, commission, funding structures and project management in creative industries

    gain substantial knowledge of the legal, ethical and regulatory frameworks that affect cultural production, manipulation, distribution, circulation, and consumption.

    carry out various concepts and project management of external research and practice , or creative productions involving sustained independent enquiry;

    interact effectively and strategically with third parties, for example through collaboration, collective endeavour and negotiation

    MASTERS FINE ART (MFA) In addition to those above for MASTERS Unit 4

    Research into and Select relevant and critical key creative partners, organizations or institutions relevant to the professionalization of individual practice

    Evidence a methodical and critical engagement with the ethical, economical, cultural, social and other constraints operating in the particular professional context

    Initiate and self manage the process of effective negotiation and contracting with a suitable venue/platform for the dissemination of practice.

    Evolve individual practice with originality and critical self awareness, informed by the demands of the above negotiations as they emerge.

    Negotiate additional relevant learning outcomes Unit 5

    Realise and present a significant body of work finished to publishable standards expected by the discipline

    Effectively communicate the relevance of current and historical, critical, theoretical and contextual understandings that inform the practice.

    Apply in-depth critical understanding of current practice to appraise the significance and impact of the work to discipline.

    Coalesce the necessary elements to disseminate a body of work in a professional setting.

    Initiate, manage and take responsibility for sustainable development of own ongoing professional practice

    Define own learning outcomes (ii) Combined Honours Learning Outcomes Include final learning outcomes for Combined Honours subjects which are offered as a named route, a major subject or a minor subject. N/A (iii) Pass Degree Learning Outcomes N/A

  • 23 Interim Award Learning Outcomes

    Postgraduate Certificate Practice

    Communicate an understanding of key debates in relation to your field of practice.

    Identify and apply appropriate research strategies, contexts and methods.

    Articulate an investigative and analytical approach to your body of work.

    Critically engage with a varied range of theoretical and/or practical sources

    Formulate a framework by which to develop practice individually or collaboratively.

    Knowledge

    Research, define and record ideas, and areas of knowledge and understanding of selected topics, issues, concepts that would include problems and areas of uncertainty around chosen themes.

    Establish and critically evaluate methods for the development of knowledge.

    Apply critical and theoretically informed understandings to specific forms of practice.

    Manage own learning within a study group and wider community of staff and peers.

    Communicate ideas, knowledge and concepts using a variety of modes. Postgraduate Diploma Practice

    Communicate a conceptual understanding of relevant theories, ideas within the field of practice related to your personal interests within your chosen subject.

    Develop your critical understanding of methodologies in relation to your practice.

    Initiate and embed risk taking and problem solving in the advancement of practice.

    Manage the development of individual/collaborative practice.

    Apply a critical framework to engage and develop individual/collaborative. practice. knowledge

    Research, define and record ideas, and areas of knowledge and understanding of selected topics, issues, concepts that would include problems and areas of uncertainty around chosen themes.

    Establish and critically evaluate methods for the development of knowledge.

    Apply critical and theoretically informed understandings to specific forms of practice.

    Manage own learning within a study group and wider community of staff and peers.

    Communicate ideas, knowledge and concepts using a variety of modes. Professionalism

    apply successful strategies to establish a professional network and contacts with external agencies, SMEs, cultural and/or creative organisations and learn how those operate, communicate and how teams are managed.

    conduct a live project within a professional external framework of production, commission, funding structures and project management in creative industries

    gain substantial knowledge of the legal, ethical and regulatory frameworks that affect cultural production, manipulation, distribution, circulation, and consumption.

    carry out various concepts and project management of external research and practice , or creative productions involving sustained independent enquiry;

    interact effectively and strategically with third parties, for example through collaboration, collective endeavour and negotiation

    24 Teaching/Learning and Assessment Strategy

  • (i) Curriculum Design The programmes learning and teaching strategy is based on the principle that high quality learning is best achieved when students are:

    engaged in authentic, challenging, enquiry-based learning tasks

    working individually, collaboratively and where appropriate, with peers in a community of shared practice

    are able to reflect on and theorise their learning and when staff:

    are engaged in professional practice/research

    have a conception of teaching that is focused on facilitating transformative learning maintaining a learning environment that:

    provides a secure space in which students can experiment and take risks

    provides a collegiate trans-disciplinary environment supported by a multi functional working space and access to a wide variety of generic and specialist technical resources

    When the curriculum is designed to:

    Be used flexibly with optional choices

    Supports specialist depth of study

    Is informed by research strengths

    Encourages professional contextual experience through which to learn

    Develops incremental, iterative and practice based learning/research Learning and Teaching methods include:

    The students progress their learning through experiential and individually motivated forms of practice and/or set briefs and prescribed readings and research studies.

    Learning opportunities and personal development are provided and supported through:

    Tutor-led/group-led group discussions and critiques

    One to one, PDP and group tutorials

    Staff and visiting lecturer/speaker presentations

    Presentations by individuals or project teams to peer group, tutors, and in professional settings Workshops that enable:

    practice-based research methodologies

    technical skill building

    masterclasses by external and internal professionals

    ase study research

    professional communication and presentation methods

    teamworking

    project management Assessment Formative assessment Formative assessment processes involve tutor and peer review of student presentations and the revision of work on the basis of feedback. These will take place during the course of a unit prior to a final submission. Formative assessment does not contribute to any grade or mark awarded for the unit. It is intended to evaluate progress and to advise on the strengths and weaknesses in the work to improve upon students ability to evidence the learning outcomes for summative assessment of the unit. Summative assessment Summative assessment occurs on completion of each unit. The mark awarded is based on the level of attainment shown in meeting the learning outcomes for the unit, which are set against the University

  • Standard Descriptors(USD). These descriptors are matrixed against mark ranges to inform the assessment process and provide the student with an understanding of their level of attainment . Please refer to the Appendix IV Matrix of Grade Attainment Indicators of Assessment Tasks against Unit Learning Outcomes. Students will normally submit work for assessment that has been generated throughout the programme of study, which may include but not limed to; self generated studio output; project outcomes; group work outcomes; written essays; thesis and dissertation; documentary of individual or group presentations, all depending on the relevant appropriate forms of evidence of practice. Self-evaluation as a form of critical refection upon personal learning and development will be a key assessment submission. Other modes of submission are negotiable with the academic tutor. A set of standard grade descriptors is used as a reference point when grades are being determined. Option Units Option units listed in the curriculum structures (section 25) are all approved for delivery, but may not all run in any one academic session. (ii) Programme Specific Assessment Criteria

    See Appendix IV Matrix Of Grade Attainment Indicators of Assessment Tasks against Unit Learning Outcomes

    25 Programme Structure

    (i) Engagement with the Universitys Uniwide Language Provision

    Uniwide is not available for Postgraduate programmes.

  • (ii) Structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements See Appendix VIII for Pathway Diagrams for each distinctive Subject Award

    OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

    DEPARTMENT OF DESIGN UNIT MAP MA UNITS 180 CREDITS FULL TIME MFA 300 CREDITS FULL TIME O p e n S o u r c e L e c t u r e s

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    Professional Platforms 30 credits

    Negotiated Option 30 credits Contested Territories 30 credits

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    Health and Wellbeing 30 credits The Museum and the City the City as Museum 30 credits

    Object and Context 30 credits Digital Futures 30 credits Images and Archives 30 credits Making our Futures 30 credits Writing Research and funding proposals 30 credits

    S O N D J F M A M J J A S O

    Ind

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    Practice 1: Design Intention 30 Credits

    Practice 2: Design Proposition 30 credits

    Practice 3: Illustration Major Project 60 credits

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    Practice 3: Animation Major Project 60 credits

    Practice 3: - Graphic Design and Art Direction Major Project - 60 credits

    Practice 3: Interior Design Major Project - 60 credits

    Practice 3: Textile Practice Major Project - 60 credits

    Practice 3: Embroidery Major Project - 60 credits

    Practice 3: Textiles for Fashion Major Project - 60 credits

    Practice 3: Womenswear Major Project - 60 credits

    Practice 3: Menswear Major Project - 60 credits

    Practice 3: Knitwear Major Project - 60 credits

    Practice 3: Fashion Graphics Major Project - 60 credits

    Practice 3: Design Lab Major Project - 60 credits

    Practice 3: Design: Ceramics Major Project - 60 credits

    Practice 3: Design: Furniture Major Project - 60 credits

  • Practice 3: Design: Jewellery Major Project - 60 credits

    Practice 3: Design: Glass Major Project - 60 credits

    Practice 3: Embroidery Major Project - 60 credits

    S O N D J F M A M J J A S O

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    Practice 4: contextualising

    Practice 5: realisation and publication

    Core Units

    Code Status (if applicable)ie - Pre/Co-requisites - Excluded units

    Unit Title No of credits

    1B7Z9701 Pre-requisite for Practice 2: Design Development

    Practice 1: Design Intention 30

    1B7Z9702 Pre-requisite for Practice 3: Realisation

    Practice 2: Design Proposition 30

    1B7Z1903 Pre-requisite for progression to MFA 4

    Practice 3: Illustration Major Project 60

    1B7Z1803 Pre-requisite for progression to MFA 4

    Practice 3: Animation Major Project 60

    1B7Z2103 Pre-requisite for progression to MFA 4

    Practice 3: - Graphic Design and Art Direction Major Project

    60

    1B7Z2003 Pre-requisite for progression to MFA 4

    Practice 3: Interior Design Major Project 60

    1B7Z2203 Pre-requisite for progression to MFA 4

    Practice 3: Textile Practice Major Project 60

    1B7Z2303 Pre-requisite for progression to MFA 4

    Practice 3: Embroidery Major Project 60

    1B7Z3303 Pre-requisite for progression to MFA 4

    Practice 3: Textiles for Fashion Major Project 60

    1B7Z2403 Pre-requisite for progression to MFA 4

    Practice 3: Womenswear Major Project 60

    1B7Z2503 Pre-requisite for progression to MFA 4

    Practice 3: Menswear Major Project 60

    1B7Z2603 Pre-requisite for progression to MFA 4

    Practice 3: Knitwear Major Project 60

    1B7Z2703 Pre-requisite for progression to MFA 4

    Practice 3: Fashion Graphics Major Project 60

    1B7Z2803 Pre-requisite for progression to MFA 4

    Practice 3: Design Lab Major Project 60

    1B7Z2903 Pre-requisite for progression to MFA 4

    Practice 3: Design: Ceramics Major Project 60

    1B7Z3203 Pre-requisite for progression to MFA 4

    Practice 3: Design: Furniture Major Project 60

    1B7Z3003 Pre-requisite for progression to MFA 4

    Practice 3: Design: Jewellery Major Project 60

    1B7Z3103 Pre-requisite for progression to MFA 4

    Practice 3: Design: Glass Major Project 60

  • DEPARTMENT OF ART UNIT MAP MA UNITS 180 CREDITS FULL TIME MFA 300 CREDITS FULL TIME O p e n S o u r c e L e c t u r e s

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    Professional Platforms 30 credits

    Negotiated Option 30 credits Contested Territories 30 credits

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    Health and Wellbeing 30 credits The Museum and the City the City as Museum 30 credits

    Object and Context 30 credits Digital Futures 30 credits Images and Archives 30 credits Making our Future 30 credits Writing Research and funding proposals 30 credits

    S O N D J F M A M J J A S O

    Ind

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    O p e n S o u r c e L e c t u r e s

    Ind

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    Professional Platforms 30 credits

    Negotiated Study 30 credits

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    Contested Territories 30 credits Health and Wellbeing 30 credits The Museum and the City the City as

    Museum 30 credits

    Object and Context 30 credits Digital Futures 30 credits Women and Surrealism 30 credits Images and Archives 30 credits

    S O N D J F M A M J J A S O

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    Practice 1: Art: Contemporary Curating, Contemporary

    Contemporary Visual Culture, Design Cultures 30 Credits

    Practice 2: Art: Contemporary Curating, Contemporary Visual Culture, Design Cultures 30 credits

    Practice 3: Art: Contemporary Curating Major Project 60 credits

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    Practice 3: Art: Contemporary Visual Culture Major Project 60 credits

    Practice 3: Art: Design Culture Major Project - 60 credits

    S O N D J F M A M J J A S O

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    Practice 4: contextualising

    Practice 5: realisation and publication

    Practice 1: Art: Working synopsis 30 Credits

    Practice 2: Art 30 credits

    Practice 3: Art: Fine Art 60 credits

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    nt Practice 3: Art: Drawing

    60 credits

    Practice 3: Art: Collaborative Practice - 60 credits

    S O N D J F M A M J J A S O

    MF

    A

    Practice 4: contextualising

    Practice 5: realisation and publication

    Core Units

    Code Status (if applicable)ie - Pre/Co-requisites - Excluded units

    Unit Title No of credits

    1G7Z0701 Pre-requisite for Practice 2:

    Practice 1: Art: Working synopsis 30

    1G7Z0702 Pre-requisite for Practice 3:

    Practice 2: Art 30

    1G7Z0703 Pre-requisite for progression to MFA 4

    Practice 3: Art: Fine Art 60

    1G7Z1503 Pre-requisite for progression to MFA 4

    Practice 3: Art: Drawing 60

    1G7Z1303 Pre-requisite for progression to MFA 4

    Practice 3: Art: Collaborative Practice 60

  • DEPARTMENT OF ART Contemporary Curating, Contemporary Visual Culture, Design Culture UNIT MAP MA UNITS 180 CREDITS FULL TIME MFA 300 CREDITS FULL TIME

    O p e n S o u r c e L e c t u r e s

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    Professional Platforms 30 credits

    Negotiated Option 30 credits Contested Territories 30 credits

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    Health and Wellbeing 30 credits The Museum and the City the City as Museum 30 credits

    Object and Context 30 credits Digital Futures 30 credits Images and Archives 30 credits Making our Futures 30 credits Writing Research and funding proposals 30 credits

    S O N D J F M A M J J A S O

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    Practice 1: Art: Contemporary Curating,

    Contemporary Visual Culture, Design Cultures 30 Credits

    Practice 2: Art: Contemporary Curating,

    Contemporary Visual Culture, Design Cultures 30 credits

    Practice 3: Art: Contemporary Curating Major Project 60 credits

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    Practice 3: Art: Contemporary Visual Culture Major Project 60 credits

    Practice 3: Art: Design Culture Major Project - 60 credits

    S O N D J F M A M J J A S O M

    FA

    Practice 4: contextualising

    Practice 5: realisation and publication

    Core Units

    Code Status (if applicable)ie - Pre/Co-requisites - Excluded units

    Unit Title No of credits

    1G7Z0801 Pre-requisite for Practice 2:

    Practice 1: Art:

    Contemporary Curating, Contemporary Visual Culture, Design Cultures

    30

    1G7Z0802 Pre-requisite for Practice 3:

    Practice 2: Art: Contemporary Curating,

    Contemporary Visual Culture, Design Cultures

    30

    1G7Z0803 Pre-requisite for progression to MFA 4

    Practice 3: Art: Contemporary Curating Major Project

    60

    1G7Z0803 Pre-requisite for progression to MFA 4

    Practice 3: Art: Contemporary Visual Culture Major Project

    60

  • 1G7Z1403 Pre-requisite for progression to MFA 4

    Practice 3: Art: Design Culture Major Project 60

    DEPARTMENT OF MEDIA UNIT MAP MA UNITS 180 CREDITS FULL TIME MFA 300 CREDITS FULL TIME

    O p e n S o u r c e L e c t u r e s

    Ind

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    n

    Professional Platforms 30 credits

    Negotiated Option 30 credits Contested Territories 30 credits

    Cro

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    ve

    r even

    t

    Health and Wellbeing 30 credits The Museum and the City the City as Museum 30 credits

    Object and Context 30 credits Digital Futures 30 credits Images and Archives 30 credits Making our Futures 30 credits Writing Research and funding proposals 30 credits

    S O N D J F M A M J J A S O

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    Practice 1: Media: Project Synopsis 30 Credits

    Practice 2: Media: Project Development 30 credits

    Practice 3: Media Culture Major Project 60 credits

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    Practice 3: Filmmaking Major Project 60 credits

    Practice 3: Photography Major Project - 60 credits

    S O N D J F M A M J J A S O

    MF

    A

    Practice 4: contextualising

    Practice 5: realisation and publication

    Core Units

    Code Status (if applicable)ie - Pre/Co-requisites - Excluded units

    Unit Title No of credits

    1H7Z1401 Pre-requisite for Practice 2: Media: Project Development

    Practice 1: Media: Project Synopsis 30

    1H7Z1402 Pre-requisite for Practice 3

    Practice 2: Media: Project Development 30

    1H7Z1203 Pre-requisite for progression to MFA 4

    Practice 3: Filmmaking Major Project 60

    1H7Z1503 Pre-requisite for progression to MFA 4

    Practice 3: Photography Major Project 60

  • 1H7Z1304 Pre-requisite for progression to MFA 4

    Practice 3: Media Culture Major Project 60

    MFA

    Core Units

    Code Status (if applicable)ie - Pre/Co-requisites - Excluded units

    Unit Title No of credits

    1G7Z9704 Pre-requisite for Practice 5: realisation and publication

    Practice 4: contextualising 60

    1G7Z9705 Practice 5: realisation and publication 60

    Option Units Choose from options listed

    1B7Z9707 Co-requisite to Option: Digital Futures 30

    1G7Z9701 Option: Contested Territories 30

    1B7Z9709 Option: Object and Context 30

    1B7Z9708 Option: Health and Wellbeing 30

    1B7Z9712 Option: Negotiated Study 30

    1G7Z9702 Option: The Museum and the City The City as a Museum

    30

    1B7Z9713 Images and Archives 30

    1E7Z9702 Making our Futures: Ecological Arts and Sustainable Design

    30

    1E7Z9701 Writing Research and Funding Proposals 30

    1B7Z9703 Professional Platforms (strand options) 30

    Curriculum Calendar Unit calendars for MA Full time, Part time, MFA Full time and Part time FULL TIME

    S O N D J F M A M J J A S

    FT Unit Practice 1 - 30 credits

    Unit Practice 2 30 credits

    Unit Practice 3 60 credits

    Optional - 30 credits

    Professional Platforms - 30 credits

    Extended PP window

    PART TIME

    S O N D J F M A M J J A S

    PT Yr 1

    Unit Practice 1 - 30 credits

    Unit Practice 2 30 credits

    Optional - 30 credits

  • S O N D J F M A M J J A S

    PT Yr 2

    Unit Practice 3 60 credits

    Professional Platforms (part two) - 30 credits

    Extended PP window

    INCLUDING MFA

    S O N D J F M A M J J A S

    FT Yr1

    Unit Practice 1 - 30 credits

    Unit Practice 2 30 credits

    Unit Practice 3 60 credits

    Optional - 30 credits

    Professional Platforms - 30 credits

    Extended PP window

    S O N D J F M A M J J A S

    FT Yr 2

    MFA practice 4 - 60 credits

    MFA Practice 5 60 credits

    PART TIME MFA

    S O N D J F M A M J J A S

    PT Yr 1

    Unit Practice 1 - 30 credits

    Unit Practice 2 30 credits

    Optional - 30 credits

    S O N D J F M A M J J A S

    PT Yr 2

    Unit Practice 3 60 credits

    Professional Platforms - 30 credits Extended PP window

    S O N D J F M A M J J A S

    PT MFA practice 4 - 60 credits

    S O N D J F M A M J J A S

    PT MFA Practice 5 60 credits

    26 Personal Development Planning

    The programme adheres to a university wide policy and implementation of personal development planning embedded in the learning opportunities and made appropriate to Art, Design, Media and Architecture practices. It references the QAA terms of reference and guidelines provided by MMU CELT.

  • Students may engage in personal development planning in a variety of ways appropriate to their subject pathway of study. Personal development planning is instigated at the outset by the questions that students are asked to address during self-evaluation at assessment. Reflection upon professional development is embedded into the students engagement with the subject, and its contextualisation. It is supported through tutorial discussion and written feedback upon progress. Through the Professional Platforms unit students will specifically engage with a PDP process by researching, negotiating with and experiencing some form of external partnership, project or work experience which will reflect directly into the development of future career pathways. Students are also asked to reflect upon their experience as part of the assessment and are supported by specialist tutorial.

    27 Placement and/or Work-based Learning Activities

    The MA award pathway does not have a mandatory requirement for placement learning or work based experience, nor are any units dedicated solely to work experience, or where the experience of working with or in a company directly contributes to assessment grades. However, the Professional Platforms unit offers key opportunities to initiate, participate and/or collaborate with professionalised contexts appropriate to students individual practice. These might include but are not limited to, live projects from city/regional partners, work experience, placement, and internships. While this experience is desirable it is not mandatory and the programme network will seek to provide in-house equivalents through projects and outward facing contexts. If students undertake to have some contact or involvement with external organisations, academic tutors and students will be required to refer to and adhere to the Institutional Code of Practice. Risk assessments are conducted as appropriate. The programme is informed by the QAA and institutional code of Practice for work-based learning as well as the universitys Institutional Code of Practice for Placement Learning in ensuring an appropriate learning environment to achieve the programme learning outcomes when working with external situations. The MFA award pathway requires an element of professional engagement outside of the institution in order to realise the level of professional engagement necessary to achieve the learning outcomes for the award. These may be through a commission; collaborative partner; external; project or as part of an extended creative team. These contexts and situations are identified and pursued by the student with the support of the teaching team. Individual negotiation and compliance with risk assessment is embedded in the professionalised level of learning outcome for this award and as such the responsibility is very much given over to you with teaching team supervision. While the external venue/situation is highly desirable the programme will endeavour to provide a suitable in-house experience through equivalent contexts where possible for instance via the Holden Gallery, University Press etc.

    28 Programme Specific Admission Requirements If these are standard University admission requirements indicate this by including Standard University Admission Requirements. If different from standard, provide details for each award in addition to programme level requirements.

    Admission to the programme is based on the reasonable expectation that the student will be able to fulfil the objectives of the programme and achieve the standard required for the award. The programme admissions regulations set out below shall be subject to such policies on entry requirements as the Academic Board may from time to time determine. All applicants shall be considered having regard for the Universitys equal opportunities policy and such anti-discrimination legislation as may be in force. Candidates must have a sufficient command of the language(s) in which the programme is taught to be able to meet the requirements of the programme in every respect.

  • The programme admissions regulations and entry requirements comply with the Universitys policy, regulations and institutional code of practice on recruitment and admissions, and the Policy for the Accreditation of Prior Learning

    Appendix VII outlines the Recruitment & Admissions Strategy.

    29 Approved Variations/Exemptions from University Regulations

    None

    30 Programme Management Arrangements Indicate any additional responsibilities over and above those outlined in the Programme Management Section of the Academic Regulations and Procedures Handbook in particular how any approved collaborative partner arrangements will feed into the home MMU programme management arrangements.

    The Manchester School of Art Taught Postgraduate Network in Art, Design and Media is a programme network that is managed both across the departments in the School of Art and from within each department to which subject awards belong. The Postgraduate Network adheres to University requirements for the management of programme delivery in terms of the operation of programme committees and Examination boards. Programme Committee The Programme Committee will consist of the following members:

    Programme Network Leader (Chair)

    Head of Department (or equivalent) (ex officio)

    Dean of Faculty (ex officio)

    Postgraduate Programme Leaders

    Postgraduate Unit Leaders

    Members of full-time and part-time staff teaching on the Programme

    3 Student representative(s) elected from each level of the full-time route

    3 Student representative(s) elected from each level of the part-time route

    Additional membership categories may be approved through programme approval/review/modification arrangements as appropriate to the nature of the programme (for example representatives from the library, Academic Secretarys Office, careers, link tutors or other staff required or recommended as a consequence of collaborative, PSRB or placement learning arrangements).

    Assessment Board The Assessment Board shall comprise:

    Dean of Faculty (ex-officio) who shall be Chair

    Postgraduate Network Co-ordinator

    Heads of Departments (or equivalent) of Manchester School of Art

    Postgraduate unit leaders

    Internal Examiners (defined as those staff, both full and part-time associated with assessment which are the responsibility of the Board

    Such other co-opted members as the Board may consider it appropriate to co-opt for a specific purpose.

    http://www2.mmu.ac.uk/study/postgraduate/apply/entry-requirements/http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_procedure.pdf

  • The subject External Examiners appointed for the network

    The Award External Examiner appointed for the network of awards The Chairman of the Assessment Board shall be the Dean of Faculty. The Dean may nominate one of the Faculty Senior Management Group to chair the meeting in his absence. Treatment of Extenuating/Mitigating Circumstances Student extenuating/mitigating circumstances shall be addressed by the Faculty Exceptional Factors Panels according to University regulations. The Exceptional Factors Panels shall consider, individually, each submission made by a student. On the basis of the evidence presented with the submission, the Exceptional Factors Panels shall decide whether a claim made for extenuating circumstances be accepted and, if so, what recommendations it shall make to the Assessment Board. Only in exceptional cases should details be revealed to the full Board and only with the students written permission.

    31 Staff Responsibilities indicate additional responsibilities over and above those outlined in the Programme Management Section of the Academic Regulations and Procedures Handbook in particular include details of responsibilities relating to any approved collaborative partner associated with the MMU home programme.

    The following role outlines are intended as indicative of the range of responsibilities & requirements of staff to deliver the postgraduate network and as such may be adapted for purpose on a departmental basis. Staff may also have a number of combined roles. Postgraduate Network Leader

    Chair the Postgraduate Programme Network Committee

    Provide academic leadership and overview of network health

    Continue to strategically develop the postgraduate network dynamic

    Capitalise on shared opportunities/economies across the postgraduate community including Architecture and Research Degrees

    The schools postgraduate representative within the University.

    Advise upon internal and external factors affecting Taught Postgraduate Programme (Codes of Practice, level descriptors, university mechanisms etc)

    Liaise with and coordinate regular development meetings with the Postgraduate Programme Leaders

    Liaise with and coordinate regular development meetings with the Directors of Study of Manchester School of Art

    Coordinate bids and seek outside support for funding or scholarships for postgraduate students

    Co-ordinate a postgraduate advisory board

    Participate as a member of the Operational Management Group

    Report to and participate in the Faculty Executive Group

    Coordinate and take responsibility for recruitment and promotion of Postgraduate Programmes, including Overseas

    Oversee optional and professional platforms units

    Management and/or co-ordination of space, resources and budgets Postgraduate Department Co-ordinators

    Co-ordinating the functions of the departmental Taught Postgraduate Programme units

    Provide academic leadership

    Develop the learning opportunities and programme at a postgraduate level.

    Liaise with and coordinate regular development meetings with the Postgraduate Unit leaders/pathway tutors

    Be responsible for ensuring the exercise of Quality Mechanisms related to Taught Postgraduate Programme and coordinating preparation of material for internal and external review and validation

  • Contribute to effective marketing strategies

    Be responsible for effective admissions processes

    Conduct Research and contribute to the Research strategies of the Manchester School of Art

    Coordinate and take responsibility for recruitment to Postgraduate Programmes, including Overseas

    Undertake tutorial and teaching responsibilities

    To organise and be responsible for the quality and suitability of the activities of Pathway/unit leaders and cognate practice support groups

    Any other reasonable, relevant and pertinent duty as determined through negotiation with the Directors of Study and Postgraduate Network Leader

    Postgraduate Pathway/Unit Leader

    To provide academic leadership

    To provide unit leadership, coordination and delivery, unit monitoring and evaluation

    To provide programme co-ordination support to the Postgraduate network coordinator and Departmental Programme Co-ordinator through regular development meetings

    Participate in and report to Postgraduate Programme Committee

    To monitor and ensure appropriate Learning Outcomes

    To ensure that Learning Opportunities relate appropriately to Unit Learning Outcomes.

    To ensure that Assessment Methods and Assessment Criteria are appropriate to test for defined Learning Outcomes

    To ensure that the Learning Outcomes are assessed according to the Assessment Criteria at an appropriate level

    To take responsibility for the Quality of the Unit

    To participate in the development and review of the above

    To identify staff development needs in relation to the programme

    To improve recruitment

    To monitor and improve the student experience

    To maintain a working relationship and liaise with the development of Research Degrees

    To Research

    To develop access to existent and emerging sources of knowledge

    To develop and communicate subject-specific expertise

    To maintain a liaison with Undergraduate Programme Leaders

    To decide upon appropriate Specialist Tutors for students and liaise with Undergraduate Programme Leaders

    To inform Specialist/Personal Tutors of their responsibilities Postgraduate Tutor

    To support and advise the student upon their study from a specialist perspective

    To support and advise the student upon their academic progress

    To be a point of contact for the student on pastoral issues

    To take into account the programme of study aims of the student

    To monitor the Personal Development Plan of the student in relation to the other aspects of Practice.

    To provide a tutorial report of any meeting with the student

    To attend Progress Reviews upon request from the Students tutor

    To contribute to the assessment of a student upon request from the Unit Leader

  • 32 Student Support Strategy

    Academic Counselling

    From the outset of the programme, Students are allocated a personal tutor, who looks after their academic welfare. Tutorials take place where the students progress on the programme is discussed. Each tutorial is recorded and logged on the students file with a copy to be contained in the students personal file.

    Pastoral Care Personal tutors are also the main source for students pastoral care. Normally, they are the first approached if students need advice or help with personal problems, or any other matters that may be adversely affecting their ability to undertake the programme. If for any reason students prefer to talk to another member of staff they are encouraged to feel free to approach them or the Programme Leader.

    Tutorials Tutorials are frequently carried out, either on a one to one, staff to student basis, or in a peer group situation. Tutorials provide a valuable opportunity for students to have an in-depth discussion on their work. The student or the relevant tutor(s) conducting the tutorial make a record of tutorials. These records are kept in the student file for reference and to assist in the recording of student progress. The student will keep a copy for their own Learning Record. Students may have access to their own records on request.

    Faculty Student Support If a member of the staff team cannot help, or the student wishes to talk to someone outside the programme the Faculty Student Support Officer is a first point of contact if students have any questions about studying at MMU or living in Manchester. The Faculty Student Support Officer can advise students on a range of issues related to university life and can also signpost students to other relevant sources of information and advice around the campus and the City, as appropriate. The following is a list of ways that the Student Support Officer can help students:

    finding your way around campus and Manchester

    managing your time

    presentation skills

    reflective journals

    research

    essay writing

    exam tips

    dealing with stress

    getting the best from your course

    anything else you would like to talk about.

    The Student Support Officer is available to meet with students by appointment on a one-to-one basis, in confidence, and also runs study skills workshops throughout the year.

    Disabled Students Students who have a disability or a Specific Learning Difficulty, such as dyslexia, and might need support with their studies are encouraged to seek advice from Student Support Services, at the earliest opportunity. Student Support Services provides a comprehensive advisory, assessment and support service to students with disabilities.

    Students who find they need some extra help when faced with the demands of Higher Education will be helped by a Learning Development Adviser who will use medical evidence and an initial assessment to identify needs and suggest strategies which may prove helpful. The adviser will produce a Personal Learning Plan (PLP) with the student, which identifies to teaching staff his/her

  • support needs and advises them of any reasonable adjustments they may need to make. The PLP is then sent to the Programme Leader or Administrative Officer (with the students permission).

    Once the students needs have been assessed it may be possible to apply for Disabled Students Allowance (DSA) from the students Local Education Authority. DSA funds can provide study related human support such as a dyslexia tutor, library assistant or (British Sign Language) BSL interpreter. They can also cover the costs of any specialist equipment or technology support the student may need. Learner Development Service can advise students on this and the process for receiving support via the DSA.

    Dyslexia Guidelines

    Dyslexia principally affects reading and writing, but it can affect general organisational ability, time keeping, following instructions, co-ordination, sense of direction, reading maps and can impact on the ability to pronounce long words. If students think they might be dyslexic Student Support Services can offer initial screening assessments and if appropriate a referral to an Educational Psychologist.

    Dyslexia, dyspraxia and other Specific Learning Difficulties are all considered to be disabilities in the context of Higher Education. Students with these difficulties may be eligible to apply for Disabled Students Allowances (DSA). Further information can be found from The Disability Service.

    Proctoring

    This describes the activity of students informally teaching, demonstrating and exchanging information with each other. Although this is done informally, students may wish to set up their own activities such as workshops and/or study groups.

    Personal Development Planning

    There are at least one, and usually two, PDP tutorials for each student per academic year.

    33 Student Evaluation

    Student Feedback on their educational experience of the programme is gathered both nationally through the Postgraduate Taught Experience Survey(PTES) and at programme level through Student/Staff consultative Committee which meets every term hence three times a year and through unit evaluation. Student feedback and evaluation is overseen by the ProVice-Dean with responsibility for student experience and informs the programme/network continuous improvement plan(CIP). CIP is monitored and updated three times a year through the Postgraduate Network programmes committee.

    The Student/Staff Consultative Committee is composed of a majority of students in relation to staff. It is student-led and gathers issues from the wider student body for the student representatives to then forward for consideration as Student Matters by the Postgraduate Programme Committee. It, therefore, meets prior to the Postgraduate Programme Committee.

    Student feedback is sought at every stage of the programme by means of unit evaluation feedback. Feedback from this information informs adjustments to delivery, content and management of units and the programme as a whole.

    A representative group of students meet informally with External Examiners and provide feedback on the programme in every aspect. This directly informs immediate feedback to the programme team and their annual written reports. Issues raised are then brought forward through the annual monitoring and Quality Improvement Plans for direct action.

    http://www.mmu.ac.uk/sas/studentservices/learner-development

  • 34 Engagement with Employers

    The programme offers students the opportunity to experience, apply and firmly embed appropriate forms of professionalisation to the subject of studies through close links with the local/national cultural industries sector, potential employers and stakeholders. This ambition builds upon past proven good practice established through the now amalgamated postgraduate programmes as well as extending the success of the school wide Unit X in its second year within the undergraduate programmes. The programme intends to convene an employer advisory panel from across the regional cultural industries sector that will compliment the programme scope and also act as advisors across the programme on employability in the curriculum. In addition the development of existing external partners and their sponsorship through the projects they bring to the School of Art will be acknowledged by setting up a 'College of Sponsors'. The aim will be to develop and expand these valuable links into the professions encouraging partners to present projects, themes and issues to the Design Lab, Media Lab, Professional Platforms Unit and the programme in general. Whilst not solely a placement scheme, a key feature of the course is the Professional Platforms unit that will build upon the success of the Media Lab Professional Links unit and Design Lab networks. There is a legacy of contacts made, and agreement for support by, an expanding network of regional cultural galleries, other media organisations and others in the fields of Photography, Media Arts and Film. The intention will be to expand this network to bring in contacts across the breadth of the sector and build upon exiting links, we have with: The Arts Council England, Crafts Council, the Design Initiative, the Cultural Industries Development Agency, Manchester City Council, Anthony Burgess Foundation, the Tate, Liverpool, Cornerhouse, Manchester; the City Art Galleries Manchester; Castlefield Gallery Manchester, The Chinese Arts Centre, Manchester, FACT in Liverpool,, Redeye Gallery, Folly in Lancaster, The Henry Moore Institute in Leeds. The nature of the projects that students will engage in with the organisations is determined according to individual practice, the organisation, and the collaborative nature of a group. So whilst this might be conventional work experience, it may also be an exhibition project for an individual or a group. For some students, the nature of the professional platform will be determined with other external organisations according to the nature of the practice, e.g. filmmakers who may wish to establish links with production companies, equipment suppliers or funders, Textile designers who may wish a period of work experience within a design studio, Whatever the nature, the universitys institutional code of practice for placement learning (2003, later revised) has been consulted, along with the QAAs 2007 document on work based and placement learning. The university is responsible for providing a safe environment, and we will ensure that reasonable steps have been taken to demonstrate this by visiting the placement location, or other means if this is not practicable.

  • 35 Points of Reference

    Internal

    University Policy documents:

    University Mission and Strategic Aims

    Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website

    Relevant University Assessment Regulations for Programmes of Study - Postgraduate

    University Curriculum Framework - Taught Postgraduate

    MMU Strategy for Learning, Teaching and Assessment

    Institutional Code of Practice for the Assessment of Students

    University Standards Descriptors

    Universitys Equality and Diversity policy

    University guidance on collaborative provision

    University Academic Ethics Framework

    Student Engagement Policy

    Programme Handbooks

    Management of Programme Delivery

    Policy for Accreditation of Prior Learning

    ICP for Placement and Work-based Learning

    ICP for Collaborative Provision

    Recruitment and Admissions Policy

    Programme Specific Information:

    Previous Programme Approval/Review/Modification Report (4&5 March 2013)

    Staff Research

    Departmental Professional/Industrial Advisory Committees

    Staff/Student Liaison Committees

    External

    QAA Subject Benchmark statement

    QAA Framework for HE Qualifications

    QAA Quality Code

    External Examiner reports

    This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programmes relationship to QAA Subject Benchmark Statements may be found in the student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

    http://www.mmu.ac.uk/about/corporate-strategy/http://www.mmu.ac.uk/academic/casqe/event/http://www.mmu.ac.uk/academic/casqe/event/http://www.mmu.ac.uk/academic/casqe/regulations/assessment.phphttp://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.phphttp://www.celt.mmu.ac.uk/ltastrategy/index.phphttp://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdfhttp://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdffile://///staff2staff.ad.mmu.ac.uk/Shared/SAS/CASQE/QA%20Working%20Documents/REVISED%20FORMS%20AND%20DOCUMENTS/DRAFTS/%09http:/www.mmu.ac.uk/humanresources/equalities/sesconsultation/appendix-i-mmu-equality-&-diversity-policy.pdfhttp://www.mmu.ac.uk/academic/casqe/collaborative/index.phphttp://www2.mmu.ac.uk/rke/ethics-forms/http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdfhttp://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdfhttp://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdfhttp://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdfhttp://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdfhttp://www.mmu.ac.uk/academic/casqe/collaborative/docs/collab_icp.pdfhttp://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

  • APPENDIX I MATRIX OF PROGRAMME LEARNING OUTCOMES AGAINST MASTERS LEVEL BENCHMARKS

    Master's degrees are awarded to students who have demonstrated:

    Asystem

    atic un

    derstan

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    critical awaren

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    r info

    rmed

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    e

    forefro

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    f their acad

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    isciplin

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    f

    stud

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    f pro

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    A co

    mp

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    niq

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    app

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    their o

    wn

    research o

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    ced

    scho

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    Origin

    ality in th

    e app

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    of kn

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    togeth

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    a practical u

    nd

    erstan

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    establish

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    s of research

    and

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    at en

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    to evalu

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    the d

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    to evalu

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    deal w

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    e abse

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    of co

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    specialist an

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    Dem

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    tackling an

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    Co

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    An

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    e qu

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    emp

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    the exercise o

    f initiative an

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    respo

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    decisio

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    com

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    np

    redictab

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    situatio

    ns

    The in

    dep

    en

    de

    nt learn

    ing ab

    ility requ

    ired fo

    r

    con

    tinu

    ing p

    rofessio

    nal d

    evelop

    men

    t.

    Practice

    Demonstrate a comprehensive and critical understanding of their practice in context to the forefront of their relevant chosen discipline, field of study or area of professional practice

    X X X

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice

    X X X X

    The negotiation and realisation of a coherent body of work demonstrating independence and imagination in its execution

    X X X X X

  • Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    X X

    Communicate clearly a conceptual and critical self-reflective understanding of their practice to a range of audiences through the selection of appropriate media

    X X

    Knowledge

    Research, define and record ideas, and areas of knowledge and understanding of selected topics, issues, concepts that would include problems and areas of uncertainty around chosen themes

    X X

    Establish and critically evaluate methods for the development of knowledge

    X X

    Apply critical and theoretically informed understandings to specific forms of practice X

    To manage own learning within a study group and wider community of staff and peers X X X

    Communicate ideas, knowledge and concepts using a variety of modes X X

    Professionalism

    apply successful strategies to establish a professional network and contacts with external agencies, SMEs, cultural and/or creative organisations and learn how those operate, communicate and how teams are managed.

    X

    conduct a live project within a professional external framework of production, commission, funding structures and project management in creative industries

    X X

  • gain substantial knowledge of the legal, ethical and regulatory frameworks that affect cultural production, manipulation, distribution, circulation, and consumption.

    X

    carry out various concepts and project management of external research and practice, or creative productions involving sustained independent enquiry

    X X

    interact effectively and strategically with third parties, for example through collaboration, collective endeavour and negotiation

    X X

    MFA

    Master's degrees are awarded to students who have demonstrated:

    A system

    atic un

    derstan

    din

    g of kn

    ow

    ledge, an

    d a

    critical awaren

    ess of cu

    rrent p

    rob

    lems an

    d/o

    r new

    insigh

    ts, mu

    ch o

    f wh

    ich is at, o

    r info

    rmed

    by, th

    e

    forefro

    nt o

    f their acad

    emic d

    isciplin

    e, field o

    f stu

    dy o

    r area of p

    rofessio

    nal p

    ractice

    A co

    mp

    rehe

    nsive u

    nd

    erstand

    ing o

    f techn

    iqu

    es

    app

    licable to

    their o

    wn

    research o

    r advan

    ced

    scho

    larship

    Origin

    ality in th

    e app

    lication

    of kn

    ow

    ledge,

    togeth

    er with

    a practical u

    nd

    erstan

    din

    g of h

    ow

    establish

    ed tech

    niq

    ue

    s of research

    and

    en

    qu

    iry

    are use

    d to

    create and

    interp

    ret kno

    wled

    ge in th

    e

    discip

    line.

    Co

    ncep

    tual u

    nd

    erstand

    ing th

    at en

    able

    s the

    stud

    ent:

    to evalu

    ate critically curren

    t research

    and

    advan

    ced sch

    olarsh

    ip in

    the d

    isciplin

    e to

    evaluate m

    etho

    do

    logies an

    d d

    evelop

    critiqu

    es

    of th

    em an

    d, w

    here ap

    pro

    priate, to

    pro

    po

    se new

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    ypo

    the

    ses.

    Typically, h

    old

    ers of th

    e qu

    alification

    will b

    e able

    to:

    deal w

    ith co

    mp

    lex issue

    s bo

    th system

    atically and

    creatively, make so

    un

    d ju

    dgem

    en

    ts in th

    e abse

    nce

    of co

    mp

    lete data, an

    d co

    mm

    un

    icate their

    con

    clusio

    ns clearly to

    specialist an

    d n

    on

    -specialist

    aud

    ien

    ces

    Dem

    on

    strate self-directio

    n an

    d o

    riginality in

    tackling an

    d so

    lving p

    rob

    lems, an

    d act

    auto

    no

    mo

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    plan

    nin

    g and

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    ntin

    g tasks

    at a pro

    fession

    al or e

    qu

    ivalent le

    vel

    Co

    ntin

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    advan

    ce the

    ir kno

    wled

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    un

    derstan

    din

    g, and

    to d

    evelop

    new

    skills to a h

    igh

    level.

    An

    d h

    old

    ers will h

    ave:

    the q

    ualities an

    d tran

    sferable skills n

    ecessary fo

    r

    emp

    loym

    ent req

    uirin

    g:

    the exercise o

    f initiative an

    d p

    erson

    al

    respo

    nsib

    ility

    decisio

    n-m

    aking in

    com

    plex an

    d u

    np

    redictab

    le

    situatio

    ns

    The in

    dep

    en

    de

    nt learn

    ing ab

    ility requ

    ired fo

    r

    con

    tinu

    ing p

    rofessio

    nal d

    evelop

    men

    t.

    Professionalism

    Research into and Select relevant and critical key creative partners, organizations or institutions relevant to the professionalization of individual practice

    x x x x x x

  • Evidence a methodical and critical engagement with the ethical, economical, cultural, social and other constraints operating in the particular professional context

    x x x

    Initiate and self manage the process of effective negotiation and contracting with a suitable venue/platform for the dissemination of practice.

    x x x x x

    Evolve individual practice with originality and critical self awareness, informed by the demands of the above negotiations as they emerge.

    x x x x x

    Negotiate additional relevant learning outcomes x x x x x

    Realisation of practice

    Realise and present a significant body of work finished to publishable standards expected by the discipline

    x x x

    Effectively communicate the relevance of current and historical, critical, theoretical and contextual understandings that inform the practice.

    x x x

    Apply in-depth critical understanding of current practice to appraise the significance and impact of the work to discipline.

    x x x x x

    Coalesce the necessary elements to disseminate a body of work in a professional setting.

    x x x x x x

    Initiate, manage and take responsibility for sustainable development of own ongoing professional practice

    x x x x

    Define your own learning outcomes

    x x x x

  • APPENDIX II and III combined MATRIX OF LEARNING OUTCOMES MAPPED WITH ASSESSMENT STRATEGIES and against Employability and Sustainability outcomes

    Unit title Unit learning outcomes Unit assessment strategies Employability and Sustainability outcomes

    Generic to all units below:

    Practice 1: Design Intention Practice 1: Media Synopsis Practice 1: Art: Synopsis

    Practice 1: Art: Contemporary Curating, Contemporary Visual Culture , Design Cultures

    Presentation of a body of work 100%

    Identify and apply appropriate research strategies, contexts and methods.

    2,5,6,8

    Articulate an investigative and analytical approach to your body of work

    1,3,8

    Critically engage with a varied range of theoretical and/or practical sources

    1,6

    Formulate a framework by which to develop practice individually or collaboratively.

    8

    Specific to

    : Practice 1: Design Intention Communicate an understanding of key contexts and debates in relation to your design practice.

    .

    1,2,6,

    Situate your design intentions in relation to the broader discipline.

    8

    Specific to: Practice 1: Media Synopsis Communicate understanding through application of the audio, visual and verbal conventions through which sounds, images, texts and digital products generate meaning

    1,2,6,

    Investigate and articulate ideas and employ visual and conceptual experimentation to produce imaginative creative and text works

    6

    Specific to: Practice 1: Art: Synopsis

    Communicate an understanding of key debates in relation to the field of Contemporary Art practice

    1,2,6,

    Begin to visualise critical thinking to generate a body of practical work.

    6

    Specific to: Practice 1: Art: Contemporary Curating, Contemporary Visual Culture , Design Cultures

    Communicate an understanding of key debates in relation to the study of Curating and Visual and Design Cultures

    1,2,6,

    Develop a working interdisciplinary research practice suitable for the study of curating and design and Contemporary Visual Culture s

    6

  • Generic to all units below:

    Practice 2: Design Proposition Practice 2: Media Project Development Practice 2: Art: Proposition

    Practice 2: Art: Contemporary Curating, Contemporary Visual Culture , Design Cultures

    Communicate a conceptual understanding of relevant theories, ideas within the field of practice related to your personal interests within your chosen subject.

    Presentation of a body of work 100%

    1,2,3,5,6,8

    Develop your critical understanding of methodologies in relation to your practice.

    1,2,5,6,8

    Initiate and embed risk taking and problem solving in the advancement of practice

    1,2,3,6,8

    Manage the development of individual/collaborative practice

    2,4,

    Application of a critical framework to engage and develop individual/collaborative practice.

    2,5,6,8,9

    Specific to:

    Practice 2: Design Proposition

    Communicate a conceptual understanding of relevant theories, ideas within the field of design practice related to your personal interests within your chosen subject.

    1,2,6,

    Position personal practice within the contemporary design arena.

    8

    Practice 2: Media Project Development Communicate understanding of narrative processes and modes of representation at work in media productions, and how images, texts and sounds generate meaning.

    1,2,6,

    Use imaginative visual languages to investigate explore and progress ideas and employ visual and conceptual experimentation to produce imaginative creative practice/theoretical based research

    6

    Practice 2: Art: Proposition Communicate a conceptual understanding of relevant theories and ideas within the field of Contemporary Art practice related to your personal interests within your chosen subject.

    1,2,6,

    Build upon visual and critical thinking to further develop a body of practical work

    6

    Practice 2: Art: Contemporary Curating, Contemporary Visual Culture , Design Cultures

    Communicate a conceptual understanding of relevant theories, ideas within the field of curating and design

    and Contemporary Visual Culture which is related to your personal interests and chosen subject

    1,2,6,

  • Ability to apply an interdisciplinary working practice to

    the fields of curating and design and Contemporary Visual Culture

    6

    Generic to all units below:

    Practice 3: Animation Major Project Practice 3: Illustration Major Project Practice 3: Graphic Design and Art Direction Major Project Practice 3: Interior Design Major Project Practice 3: Textile Practice Major Project Practice 3: Embroidery Major Project Practice 3: Textiles for Fashion Major Project Practice 3: Fashion: Womenswear Major Project Practice 3: Fashion: Menswear Major Project Practice 3: Fashion: Knitwear Major Project Practice 3: Fashion Graphics Major Project Practice 3: Design: Lab Major Project Practice 3: Design: Ceramics Major Project Practice 3: Design: Jewellery Major Project Practice 3: Design: Glass Major Project Practice 3: Design: Furniture Major Project

    Demonstrate a comprehensive and critical understanding of a personal practice in context with the forefront of its relevant design context, field of study or area of professional practice

    Presentation of a body of work 100%

    1,2,3,5,6,8

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    6,8

    The negotiation and realization of a coherent body of work demonstrating independence and imagination in its execution.

    3,4,5

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    3,5,7,9

    Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    3,7,9

    Position personal practice within the contemporary design arena that realises or challenges existing creative design practices and traditions.

    1,3,5,

    Generic to all units below:

    Practice 3: Filmmaking Major Project Practice 3: Photography Major Project Practice 3: Media Culture Major Project

    Demonstrate a systematic understanding of the professional, technical and formal choices that realise or challenge existing creative media practices and traditions.

    6,5,8,9

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    6,8

    The negotiation and realization of a coherent body of work demonstrating independence and imagination in its execution.

    3,4,5

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    3,5,7,9

  • Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    3,7,9

    Use imaginative visual/performative languages to investigate and articulate ideas and employ visual and conceptual experimentation to produce imaginative creative and text works

    3,5,6,7,8,9

    Generic to all units below:

    Practice 3: Art: Fine Art Practice 3: Art: Drawing Practice 3: Art: Collaborative Practice

    Demonstrate a comprehensive and critical understanding of practice in context at the forefront of relevant chosen discipline, within the field of contemporary Art

    2,3,5,8,9

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    6,8

    The negotiation and realization of a coherent body of work demonstrating independence and imagination in its execution.

    3,4,5

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    3,5,7,9

    Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    3,7,9

    Articulate a critical position in relation to the wider field of art practice.

    3,9

    Generic to all units below:

    Practice 3: Art: Contemporary Curating Major Project

    Practice 3: Art: Contemporary Visual Culture Major Project Practice 3: Art Design Cultures Major Project

    Demonstrate the ability to deliver an integrated curatorial strategy or theoretical project within a contemporary institutional or cultural field

    1,2,3,5,9

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    6,8

    The negotiation and realization of a coherent body of work demonstrating independence and imagination in its execution.

    3,4,5

  • Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    3,5,7,9

    Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    3,7,9

    Articulate a critical position in relation to curatorial or theoretical practices with an international scope.

    1,3,5,9

    Generic to all units below:

    Option: Digital Futures Option: Contested Territories Option: Health and Wellbeing Option: Object and Context Option: Images and Archives Option: The Museum and the City - The City as Museum Option: Negotiated Study

    Research, define and record ideas, and areas of knowledge and understanding of selected topics, issues, concepts that would include problems and areas of uncertainty around chosen themes

    Project 100% 1,2,3,4,5,6,7,8,

    Establish and critically evaluate methods for the development of knowledge

    5

    Apply critical and theoretically informed understandings to specific forms of practice

    8

    To manage own learning within a study group and wider community of staff and peers.

    3,4,7

    Communicate ideas, knowledge and concepts using a variety of modes

    3,4,

    Professional Platforms

    an understanding of how networks, teams, professional contacts, external agencies, SMEs, cultural and/or creative organisations operate, communicate and are managed;

    a body of work 100% 1,2,3,6,7

    explore opportunities of gaining practical insight into a professional external framework of production or project management.

    2,3,4,5,6,7,9

    a knowledge of the legal, ethical and regulatory frameworks that affect cultural production, manipulation, distribution, circulation, and consumption

    2,6,8,

    carry out various forms of research for projects, or creative productions involving sustained independent enquiry;

    5

  • interact effectively with others, for example through collaboration, collective endeavour and negotiation

    2,3,4,5,9

    Writing Research and Funding Proposals

    Complete an application for funding to an external body such as AHRC or ACE

    Workshop presentations 50% Funding Application to NWCDTP, AHRC or ACE 50%

    1

    Write an effective proposal or case for support 2

    Understand the importance of strategic thinking 6

    Present ideas in spoken and written form 3

    Have a knowledge of AHRC and ACE as funders 5

    MFA Practice 5: realisation and publication

    Realise and present a significant body of work finished to publishable standards expected by the discipline

    Presentation of a body of work 100%

    2,6,7

    Effectively communicate the relevance of current and historical, critical, theoretical and contextual understandings that inform the practice.

    2,5,7,

    Apply in-depth critical understanding of current practice to appraise the significance and impact of the work to discipline.

    8

    Coalesce the necessary elements to disseminate a body of work in a professional setting.

    1,8

    Initiate, manage and take responsibility for sustainable development of own ongoing professional practice

    5

    Define your own learning outcomes 1,8,9

  • APPENDIX IV - MATRIX OF GRADE ATTAINMENT INDICATORS OF ASSESSMENT TASKS AGAINST UNIT LEARNING OUTCOMES

    1 2 3 4 5 6 7

    Un

    iver

    sity

    st

    and

    ard

    Des

    crip

    tors

    Apply skills of critical analysis to real world

    situations within a defined range of contexts

    Demonstrate a high degree of professionalism* eg

    initiative, creativity, motivation, professional

    practice and self-management.

    Express ideas effectively and communicate

    information appropriately and accurately using a

    range of media including ICT

    Develop working relationships using

    teamwork and leadership skills, recognising and

    respecting different perspectives

    Manage their professional development reflecting on

    progress and taking appropriate action

    Find, evaluate, synthesise and use information from a

    variety of sources

    Articulate an awareness of the social and community

    contexts within their disciplinary field

    P

    rogr

    amm

    e ge

    ner

    ic le

    arn

    ing

    ou

    tco

    mes

    Demonstrate a comprehensive and critical understanding of your practice in context to the forefront of your relevant chosen discipline, field of study or area of professional practice

    The negotiation and realization of a coherent body of work demonstrating independence and imagination in its execution. ********************** Carry out various forms of research and practice for projects, or creative productions involving sustained independent enquiry.

    Communicate ideas, knowledge and concepts using a variety of modes. ********************** Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice. ********************** Interact effectively with others, for example through collaboration, collective endeavor and negotiation.

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice. ********************** To manage own learning within a study group and wider community of staff and peers. ********************** Demonstrate a practical insight into professional external frameworks of production, commission, funding structures and project management in creative industries.

    Research, define and record ideas, and areas of knowledge and understanding of selected topics, issues, concepts that would include problems and areas of uncertainty around chosen themes. ********************** Establish and critically evaluate methods for the development of knowledge. Apply critical and theoretically informed understandings to specific forms of practice.

    Communicate knowledge of the legal, ethical and regulatory frameworks that affect cultural production, manipulation, distribution, circulation, and consumption. ******************** Demonstrate an understanding of how networks, teams, professional contacts, external agencies, SMEs, cultural and/or creative organizations operate, communicate and are managed.

    DES

    IGN

    Sp

    ecif

    ic P

    RO

    GR

    AM

    ME

    lear

    nin

    g

    ou

    tco

    mes

    -

    Demonstrate a comprehensive and critical understanding of a personal practice in context with the forefront of its relevant design context, field of study or area of professional practice.

    Position personal practice within the contemporary design arena that realises or challenges existing creative design practices and traditions.

  • AR

    T Sp

    ecif

    ic

    PR

    OG

    RA

    MM

    E le

    arn

    ing

    ou

    tco

    mes

    -

    Demonstrate a comprehensive and critical understanding of practice in context at the forefront of relevant chosen discipline, within the field of contemporary Art

    Articulate a critical position in relation to the wider field of art practice.

    AR

    T: V

    isu

    al a

    nd

    Cu

    rato

    rial

    Stu

    die

    s Sp

    ecif

    ic P

    RO

    GR

    AM

    ME

    lear

    nin

    g

    ou

    tco

    mes

    -

    Demonstrate the ability to deliver an integrated curatorial strategy or theoretical project within a contemporary institutional or cultural field

    Articulate a critical position in relation to curatorial or theoretical practices with an international scope.

    MED

    IA

    Spec

    ific

    PR

    OG

    RA

    MM

    E

    lear

    nin

    g o

    utc

    om

    es -

    Demonstrate a systematic understanding of the professional, technical and formal choices that realise or challenge existing creative media practices and traditions.

    Use imaginative visual/performative languages to investigate and articulate ideas and employ visual and conceptual experimentation to produce imaginative creative and text works

    THEA

    TRE

    Spec

    ific

    PR

    OG

    RA

    MM

    E

    lear

    nin

    g o

    utc

    om

    es -

    Demonstrate an embodied and disciplined practical performance / design for performance that is informed and shaped by an in-depth critical/theoretical engagement with the relevant contextual frameworks

    Use imaginative visual/performative languages to investigate and articulate ideas and employ visual and conceptual experimentation to produce imaginative creative and text works

  • 86

    % -

    100

    %

    Innovative and complex contextual perceptions are evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    There is evidence of the ability to work autonomously and creatively with reference to significant contexts and ambitious values, using sophisticated critical reflection on their own practice.

    The outcomes of their work are presented creatively and persuasively to multiple audiences using a wide range of appropriately selected strategies and media

    Clear and effective leadership skills are exercised in a team to manage complex multi-faceted projects. There is evidence of exemplary critical reflection on their own performance and that of others within the team

    A creative and credible vision of themselves and their professional futures is meticulously presented.

    A complex and innovative practice is initiated, developed and carried out that meticulously and gathers and synthesises useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    70

    % -

    85

    %

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    There is evidence of the ability to work autonomously and creatively with reference to relevant contexts and values, reflecting critically on their own practice.

    The outcomes of their work are presented convincingly and fluently to a defined audience using an interesting range of appropriately selected strategies and media

    Clear and effective leadership skills are exercised as needed in a team to scope and complete complex multi-faceted projects. There is evidence of critical reflection on their own performance and that of others within the team

    A novel and feasible vision of themselves and their professional futures is presented

    A complex and innovative practice is initiated, developed and carried out thoroughly that gathers constructive information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    60

    % -

    69

    %

    Complex contextual perceptions are evaluated confidently with reference to theory and practice

    There is evidence of the ability to work confidently and creatively with reference to context and values, reflecting critically on their own practice.

    The outcomes of their work are presented confidently and coherently to a defined audience using a range of appropriately selected strategies and media

    Works in a team as either leader or member as needed to scope and complete complex multi-faceted projects. Evidence of careful reflection on their own performance and that of others within the team.

    Demonstrate a fully worked vision of themselves and their professional futures

    A fluent practice or project/s are carefully planned and carried out referencing useful information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are analysed carefully in drawing conclusions and making proposals

    50

    % -

    59

    %

    Relevant contextual perceptions are critically understood with reference to theory and practice

    There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.

    The outcomes of their work are presented clearly and appropriately to a defined audience using a range of strategies and media

    There is evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and of some reflection on their own performance and that of others within the team

    Demonstrate a vision of themselves and their professional futures

    The practice or project/s are planned and carried out, referencing information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are considered critically in drawing conclusions and making proposals

  • 45

    % -

    49

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

    Communication of the outcomes of their work is unclear and confused and does not consistently use appropriate strategies or media

    There is limited evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little reflection critically on their own performance and that of others within the team

    A limited vision of themselves and their professional futures is presented.

    Partial attempt to plan and/or carry out projects or develop practice, to gather information from appropriate primary and secondary sources with which to synthesis into practice

    There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    20

    % -

    44

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are inadequate, with little reference to theory and practice

    There is limited evidence of any attempt to work as an autonomous professional who reflects on their own practice

    Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

    Inadequate or little contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    There is insufficient development of a vision of themselves and their professional futures

    Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    0%

    - 1

    9%

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    There is little or no evidence of working as an autonomous professional who reflects on their own practice

    Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

    Inadequate or no contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    No clear vision of themselves and their professional futures is presented

    Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • Practice 1

    1 3 5 6 7

    Un

    iver

    sity

    stan

    dar

    d

    Des

    crip

    tors

    Apply skills of critical analysis to real world situations within a defined range

    of contexts

    Express ideas effectively and communicate information appropriately

    and accurately using a range of media including ICT

    Manage their professional development reflecting on progress and taking

    appropriate action

    Find, evaluate, synthesise and use information from a variety of sources

    Articulate an awareness of the social and community contexts within their

    disciplinary field

    Pra

    ctic

    e

    1:D

    esig

    n

    Communicate an understanding of key contexts and debates in relation to your design practice.

    Articulate an investigative and analytical approach to your body of work

    Formulate a framework by which to develop practice individually or collaboratively.

    Identify and apply appropriate research strategies, contexts and methods. Critically engage with a varied range of theoretical and/or practical sources

    Situate your design intentions in relation to the broader discipline.

    Pra

    ctic

    e 1

    :Art

    Communicate an understanding of key debates in relation to the field of Contemporary Art practice.

    Articulate an investigative and analytical approach to your body of work

    Formulate a framework by which to develop practice individually or collaboratively.

    Identify and apply appropriate research strategies, contexts and methods. Critically engage with a varied range of theoretical and/or practical sources Begin to visualise critical thinking to generate a body of practical work.

    Pra

    ctic

    e 1

    :Art

    : V

    isu

    al a

    nd

    Cu

    rato

    rial

    Stu

    die

    s

    Communicate an understanding of key debates in relation to the study of Curating and Visual and Design Cultures

    Articulate an investigative and analytical approach to your body of work

    Formulate a framework by which to develop practice individually or collaboratively.

    Identify and apply appropriate research strategies, contexts and methods. Critically engage with a varied range of theoretical and/or practical sources Develop a working interdisciplinary research practice suitable for the study of curating and design and Contemporary Visual Culture s

  • Pra

    ctic

    e 1

    :Med

    ia

    Communicate understanding through application of the audio, visual and verbal conventions through which sounds, images, texts and digital products generate meaning

    Articulate an investigative and analytical approach to your body of work

    Formulate a framework by which to develop practice individually or collaboratively.

    Identify and apply appropriate research strategies, contexts and methods. Critically engage with a varied range of theoretical and/or practical sources Use imaginative visual languages to investigate and articulate ideas and employ visual and conceptual experimentation to produce imaginative creative and text works

    86

    % -

    100

    %

    Innovative and complex contextual perceptions are evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    The outcomes of their work are presented creatively and persuasively to multiple audiences using a wide range of appropriately selected strategies and media

    A creative and credible vision of themselves and their professional futures is meticulously presented.

    A complex and innovative practice is initiated, developed and carried out that meticulously and gathers and synthesises useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    70

    % -

    85

    %

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    The outcomes of their work are presented convincingly and fluently to a defined audience using an interesting range of appropriately selected strategies and media

    A novel and feasible vision of themselves and their professional futures is presented

    A complex and innovative practice is initiated, developed and carried out thoroughly that gathers constructive information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    60

    % -

    69

    %

    Complex contextual perceptions are evaluated confidently with reference to theory and practice

    The outcomes of their work are presented confidently and coherently to a defined audience using a range of appropriately selected strategies and media

    Demonstrate a fully worked vision of themselves and their professional futures

    A fluent practice or project/s are carefully planned and carried out referencing useful information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are analysed carefully in drawing conclusions and making proposals

    50

    % -

    59

    % Relevant contextual perceptions are

    critically understood with reference to theory and practice

    The outcomes of their work are presented clearly and appropriately to a defined audience using a range of strategies and media

    Demonstrate a vision of themselves and their professional futures

    The practice or project/s are planned and carried out, referencing information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are considered critically in drawing conclusions and making proposals

    45

    % -

    49

    % Attempts to identify and critically

    evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    Communication of the outcomes of their work is unclear and confused and does not consistently use appropriate strategies or media

    A limited vision of themselves and their professional futures is presented.

    Partial attempt to plan and/or carry out projects or develop practice, to gather information from appropriate primary and secondary sources with which to synthesis into practice

    There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • 20

    % -

    44

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are inadequate, with little reference to theory and practice

    Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

    There is insufficient development of a vision of themselves and their professional futures

    Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    0%

    - 1

    9%

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

    No clear vision of themselves and their professional futures is presented

    Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • 2 3 4 6

    Un

    iver

    sity

    stan

    dar

    d

    Des

    crip

    tors

    Demonstrate a high degree of professionalism* eg initiative, creativity, motivation, professional

    practice and self-management.

    Express ideas effectively and communicate information appropriately and accurately using a

    range of media including ICT

    Develop working relationships using teamwork and leadership skills, recognising and respecting

    different perspectives

    Find, evaluate, synthesise and use information from a variety of sources

    Op

    tio

    ns: Establish and critically evaluate methods for the

    development of knowledge Apply critical and theoretically informed understandings to specific forms of practice

    Communicate ideas, knowledge and concepts using a variety of modes

    To manage own learning within a study group and wider community of staff and peers.

    Research, define and record ideas, and areas of knowledge and understanding of selected topics, issues, concepts that would include problems and areas of uncertainty around chosen themes

    86

    % -

    100

    % There is evidence of the ability to work

    autonomously and creatively with reference to significant contexts and ambitious values, using sophisticated critical reflection on their own practice.

    Innovative and complex contextual perceptions are evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    Clear and effective leadership skills are exercised in a team to manage complex multi-faceted projects. There is evidence of exemplary critical reflection on their own performance and that of others within the team

    A complex and innovative practice is initiated, developed and carried out that meticulously and gathers and synthesises useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

    70

    % -

    85

    %

    There is evidence of the ability to work autonomously and creatively with reference to relevant contexts and values, reflecting critically on their own practice.

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    Clear and effective leadership skills are exercised as needed in a team to scope and complete complex multi-faceted projects. There is evidence of critical reflection on their own performance and that of others within the team

    A complex and innovative practice is initiated, developed and carried out thoroughly that gathers constructive information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

    60

    % -

    69

    % There is evidence of the ability to work confidently

    and creatively with reference to context and values, reflecting critically on their own practice.

    Complex contextual perceptions are evaluated confidently with reference to theory and practice

    Works in a team as either leader or member as needed to scope and complete complex multi-faceted projects. Evidence of careful reflection on their own performance and that of others within the team.

    A fluent practice or project/s are carefully planned and carried out referencing useful information from appropriate primary and secondary sources and synthesising the results

    50

    % -

    59

    % There is evidence of the ability to work with

    reference to professional standards and values, reflecting critically on their own practice.

    Relevant contextual perceptions are critically understood with reference to theory and practice

    There is evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and of some reflection on their own performance and that of others within the team

    The practice or project/s are planned and carried out, referencing information from appropriate primary and secondary sources and synthesising the results

  • 45

    % -

    49

    %

    There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

    Attempts to identify and critically evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    There is limited evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little reflection critically on their own performance and that of others within the team

    Partial attempt to plan and/or carry out projects or develop practice, to gather information from appropriate primary and secondary sources with which to synthesis into practice

    20

    % -

    44

    % There is limited evidence of any attempt to work as

    an autonomous professional who reflects on their own practice

    Attempts to identify and critically evaluate relevant contextual perceptions are inadequate, with little reference to theory and practice

    Inadequate or little contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    0%

    - 1

    9%

    There is little or no evidence of working as an autonomous professional who reflects on their own practice

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    Inadequate or no contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

  • 1 2 3 5 6

    Writing

    Researc

    h:

    Complete an application for funding to an external body such as AHRC or ACE

    Write an effective proposal or case for support

    Present ideas in spoken and written form

    Have a knowledge of AHRC and ACE as funders

    Understand the importance of strategic thinking

    86

    % -

    100

    %

    Innovative and complex contextual perceptions are evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    There is evidence of the ability to work autonomously and creatively with reference to significant contexts and ambitious values, using sophisticated critical reflection on their own practice.

    The outcomes of their work are presented creatively and persuasively to multiple audiences using a wide range of appropriately selected strategies and media

    A creative and credible vision of themselves and their professional futures is meticulously presented.

    A complex and innovative practice is initiated, developed and carried out that meticulously and gathers and synthesises useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

    70

    % -

    85

    %

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    There is evidence of the ability to work autonomously and creatively with reference to relevant contexts and values, reflecting critically on their own practice.

    The outcomes of their work are presented convincingly and fluently to a defined audience using an interesting range of appropriately selected strategies and media

    A novel and feasible vision of themselves and their professional futures is presented

    A complex and innovative practice is initiated, developed and carried out thoroughly that gathers constructive information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

    60

    % -

    69

    % Complex contextual perceptions are

    evaluated confidently with reference to theory and practice

    There is evidence of the ability to work confidently and creatively with reference to context and values, reflecting critically on their own practice.

    The outcomes of their work are presented confidently and coherently to a defined audience using a range of appropriately selected strategies and media

    Demonstrate a fully worked vision of themselves and their professional futures

    A fluent practice or project/s are carefully planned and carried out referencing useful information from appropriate primary and secondary sources and synthesising the results

    50

    % -

    59

    %

    Relevant contextual perceptions are critically understood with reference to theory and practice

    There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.

    The outcomes of their work are presented clearly and appropriately to a defined audience using a range of strategies and media

    Demonstrate a vision of themselves and their professional futures

    The practice or project/s are planned and carried out, referencing information from appropriate primary and secondary sources and synthesising the results

  • 45

    % -

    49

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

    Communication of the outcomes of their work is unclear and confused and does not consistently use appropriate strategies or media

    A limited vision of themselves and their professional futures is presented.

    Partial attempt to plan and/or carry out projects or develop practice, to gather information from appropriate primary and secondary sources with which to synthesis into practice

    20

    % -

    44

    % Attempts to identify and critically

    evaluate relevant contextual perceptions are inadequate, with little reference to theory and practice

    There is limited evidence of any attempt to work as an autonomous professional who reflects on their own practice

    Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

    There is insufficient development of a vision of themselves and their professional futures

    Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    0%

    - 1

    9%

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    There is little or no evidence of working as an autonomous professional who reflects on their own practice

    Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

    No clear vision of themselves and their professional futures is presented

    Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

  • Practice 2

    USD

    1 5 6 7

    Pra

    ctic

    e

    2:D

    esig

    n

    Communicate a conceptual understanding of relevant theories, ideas within the field of design practice related to your personal interests within your chosen subject. Initiate and embed risk taking and problem solving in the advancement of practice

    Manage the development of individual/collaborative practice

    Develop your critical understanding of methodologies in relation to your practice.

    Application of a critical framework to engage and develop your individual/collaborative practice. Position personal practice within the contemporary design arena.

    Pra

    ctic

    e 2

    :Art

    Communicate a conceptual understanding of relevant theories and ideas within the field of Contemporary Art practice related to your personal interests within your chosen subject. Initiate and embed risk taking and problem solving in the advancement of practice

    Manage the development of individual/collaborative practice

    Develop your critical understanding of methodologies in relation to your practice. Build upon visual and critical thinking to further develop a body of practical work

    Application of a critical framework to engage and develop your individual/collaborative practice.

    Pra

    ctic

    e 2

    :Art

    Vis

    ual

    an

    d

    Cu

    rato

    rial

    Stu

    die

    s

    Communicate a conceptual understanding of relevant theories, ideas within the field of curating and design and visual cultures which is related to your personal interests and chosen subject Initiate and embed risk taking and problem solving in the advancement of practice

    Manage the development of individual/collaborative practice

    Develop your critical understanding of methodologies in relation to your practice. Ability to apply an interdisciplinary working practice to the fields of curating and design and visual culture

    Application of a critical framework to engage and develop your individual/collaborative practice.

    Pra

    ctic

    e 2

    :Med

    ia Communicate understanding of narrative processes

    and modes of representation at work in media productions, and how images, texts and sounds generate meaning. Initiate and embed risk taking and problem solving in the advancement of practice

    Manage the development of individual/collaborative practice

    Develop your critical understanding of methodologies in relation to your practice. Use imaginative visual languages to investigate explore and progress ideas and employ visual and conceptual experimentation to produce imaginative creative practice/theoretical based research

    Application of a critical framework to engage and develop individual/collaborative practice.

    86

    % -

    100

    % Innovative and complex contextual perceptions are

    evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    A creative and credible vision of themselves and their professional futures is meticulously presented.

    A complex and innovative practice is initiated, developed and carried out that meticulously and gathers and synthesises useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

  • 70

    % -

    85

    %

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    A novel and feasible vision of themselves and their professional futures is presented

    A complex and innovative practice is initiated, developed and carried out thoroughly that gathers constructive information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    60

    % -

    69

    % Complex contextual perceptions are evaluated

    confidently with reference to theory and practice Demonstrate a fully worked vision of themselves and their professional futures

    A fluent practice or project/s are carefully planned and carried out referencing useful information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are analysed carefully in drawing conclusions and making proposals

    50

    % -

    59

    % Relevant contextual perceptions are critically

    understood with reference to theory and practice Demonstrate a vision of themselves and their professional futures

    The practice or project/s are planned and carried out, referencing information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are considered critically in drawing conclusions and making proposals

    45

    % -

    49

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    A limited vision of themselves and their professional futures is presented.

    Partial attempt to plan and/or carry out projects or develop practice, to gather information from appropriate primary and secondary sources with which to synthesis into practice

    There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    20

    % -

    44

    % Attempts to identify and critically evaluate relevant

    contextual perceptions are inadequate, with little reference to theory and practice

    There is insufficient development of a vision of themselves and their professional futures

    Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    0%

    - 1

    9%

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    No clear vision of themselves and their professional futures is presented

    Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • 2 4 5 7

    Pro

    fessio

    nal

    Pla

    tform

    s:

    carry out various forms of research for projects, or creative productions involving sustained independent enquiry;

    interact effectively with others, for example through collaboration, collective endeavour and negotiation

    Demonstrate a practical insight into professional external frameworks of production, commission, funding structures and project management in creative industries.

    Demonstrate an understanding of how networks, teams, professional contacts, external agencies, SMEs, cultural and/or creative organizations operate, communicate and are managed.

    Communicate knowledge of the legal, ethical and regulatory frameworks that affect cultural production, manipulation, distribution, circulation, and consumption.

    86

    % -

    100

    % There is evidence of the ability to work

    autonomously and creatively with reference to significant contexts and ambitious values, using sophisticated critical reflection on their own practice.

    Clear and effective leadership skills are exercised in a team to manage complex multi-faceted projects. There is evidence of exemplary critical reflection on their own performance and that of others within the team

    A creative and credible vision of themselves and their professional futures is meticulously presented.

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    70

    % -

    85

    %

    There is evidence of the ability to work autonomously and creatively with reference to relevant contexts and values, reflecting critically on their own practice.

    Clear and effective leadership skills are exercised as needed in a team to scope and complete complex multi-faceted projects. There is evidence of critical reflection on their own performance and that of others within the team

    A novel and feasible vision of themselves and their professional futures is presented

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    60

    % -

    69

    % There is evidence of the ability to work

    confidently and creatively with reference to context and values, reflecting critically on their own practice.

    Works in a team as either leader or member as needed to scope and complete complex multi-faceted projects. Evidence of careful reflection on their own performance and that of others within the team.

    Demonstrate a fully worked vision of themselves and their professional futures

    The social and community contexts of the discipline are analysed carefully in drawing conclusions and making proposals

    50

    % -

    59

    %

    There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.

    There is evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and of some reflection on their own performance and that of others within the team

    Demonstrate a vision of themselves and their professional futures

    The social and community contexts of the discipline are considered critically in drawing conclusions and making proposals

  • 45

    % -

    49

    %

    There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

    There is limited evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little reflection critically on their own performance and that of others within the team

    A limited vision of themselves and their professional futures is presented.

    There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    20

    % -

    44

    % There is limited evidence of any attempt to work

    as an autonomous professional who reflects on their own practice

    Inadequate or little contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    There is insufficient development of a vision of themselves and their professional futures

    There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    0%

    - 1

    9% There is little or no evidence of working as an

    autonomous professional who reflects on their own practice

    Inadequate or no contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    No clear vision of themselves and their professional futures is presented

    There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • 1 2 3 4 6 7

    Pra

    ctice 3

    :

    Demonstrate a comprehensive and critical understanding of your practice in context to the forefront of your relevant chosen discipline, field of study or area of professional practice.

    The negotiation and realization of a coherent body of work demonstrating independence and imagination in its execution.

    Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    Pra

    ctic

    e 3

    :Des

    ign

    Demonstrate a comprehensive and critical understanding of a personal practice in context with the forefront of its relevant design context, field of study or area of professional practice.

    Negotiate and realise a coherent body of work demonstrating independence and imagination in its execution.

    Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    Position personal practice within the contemporary design arena that realises or challenges existing creative design practices and traditions.

    Pra

    ctic

    e 3

    :Art

    Demonstrate a comprehensive and critical understanding of practice in context at the forefront of relevant chosen discipline, within the field of contemporary Art

    Negotiate and realise a coherent body of work demonstrating independence and imagination in its execution.

    Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    Articulate a critical position in relation to the wider field of art practice.

    Pra

    ctic

    e 3

    :Art

    Vis

    ual

    an

    d

    Cu

    rato

    rial

    Stu

    die

    s

    Demonstrate a comprehensive and critical understanding of your curatorial practice in the context of the practices of international standards of museums and galleries

    Negotiate and realise a coherent body of work demonstrating independence and imagination in its execution.

    Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    Demonstrate the ability to deliver an integrated curatorial strategy applied to specific institutional models

    Pra

    ctic

    e

    3:M

    edia

    Use imaginative visual languages to investigate and articulate ideas and employ visual and conceptual experimentation to produce imaginative creative and text works

    Negotiate and realise a coherent body of work demonstrating independence and imagination in its execution.

    Communicate clearly a conceptual and critical self-reflective understanding of your practice to a range of audiences through the selection of appropriate media.

    Initiate and progress strategic relationships with peers, university staff and professionals for the sustainable development of their practice

    Apply established and potentially originate innovative methods for the development and synthesis of ideas and practice.

    Demonstrate a systematic understanding of the professional, technical and formal choices that realise or challenge existing creative media practices and traditions.

  • 86

    % -

    100

    %

    Innovative and complex contextual perceptions are evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    There is evidence of the ability to work autonomously and creatively with reference to significant contexts and ambitious values, using sophisticated critical reflection on their own practice.

    Innovative and complex contextual perceptions are evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    Clear and effective leadership skills are exercised in a team to manage complex multi-faceted projects. There is evidence of exemplary critical reflection on their own performance and that of others within the team

    A complex and innovative practice is initiated, developed and carried out that meticulously and gathers and synthesises useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    70

    % -

    85

    %

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    There is evidence of the ability to work autonomously and creatively with reference to relevant contexts and values, reflecting critically on their own practice.

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    Clear and effective leadership skills are exercised as needed in a team to scope and complete complex multi-faceted projects. There is evidence of critical reflection on their own performance and that of others within the team

    A complex and innovative practice is initiated, developed and carried out thoroughly that gathers constructive information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    60

    % -

    69

    %

    Complex contextual perceptions are evaluated confidently with reference to theory and practice

    There is evidence of the ability to work confidently and creatively with reference to context and values, reflecting critically on their own practice.

    Complex contextual perceptions are evaluated confidently with reference to theory and practice

    Works in a team as either leader or member as needed to scope and complete complex multi-faceted projects. Evidence of careful reflection on their own performance and that of others within the team.

    A fluent practice or project/s are carefully planned and carried out referencing useful information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are analysed carefully in drawing conclusions and making proposals

    50

    % -

    59

    %

    Relevant contextual perceptions are critically understood with reference to theory and practice

    There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.

    Relevant contextual perceptions are critically understood with reference to theory and practice

    There is evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and of some reflection on their own performance and that of others within the team

    The practice or project/s are planned and carried out, referencing information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are considered critically in drawing conclusions and making proposals

    45

    % -

    49

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

    Attempts to identify and critically evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    There is limited evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little reflection critically on their own performance and that of others within the team

    Partial attempt to plan and/or carry out projects or develop practice, to gather information from appropriate primary and secondary sources with which to synthesis into practice

    There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • 20

    % -

    44

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are inadequate, with little reference to theory and practice

    There is limited evidence of any attempt to work as an autonomous professional who reflects on their own practice

    Attempts to identify and critically evaluate relevant contextual perceptions are inadequate, with little reference to theory and practice

    Inadequate or little contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    0%

    - 1

    9%

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    There is little or no evidence of working as an autonomous professional who reflects on their own practice

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    Inadequate or no contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • 1 2 5 6 7

    Un

    iver

    sity

    stan

    dar

    d

    Des

    crip

    tors

    Apply skills of critical analysis to real world situations within a defined range

    of contexts

    Demonstrate a high degree of professionalism* eg initiative, creativity,

    motivation, professional practice and self-management.

    Manage their professional development reflecting on progress and taking

    appropriate action

    Find, evaluate, synthesise and use information from a variety of sources

    Articulate an awareness of the social and community contexts within their

    disciplinary field

    MF

    A

    pra

    ctice 4

    Evolve individual practice with originality and critical self-awareness, informed by the demands of the above negotiations as they emerge.

    Initiate and self manage the process of effective negotiation and contracting with a suitable venue/platform for the dissemination of practice.

    Negotiate additional relevant learning outcomes

    Research into and Select relevant and critical key creative partners, organizations or institutions relevant to the professionalization of individual practice

    Evidence a methodical and critical engagement with the ethical, economical, cultural, social and other constraints operating in the particular professional context

    86

    % -

    100

    %

    Innovative and complex contextual perceptions are evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    There is evidence of the ability to work autonomously and creatively with reference to significant contexts and ambitious values, using sophisticated critical reflection on their own practice.

    A creative and credible vision of themselves and their professional futures is meticulously presented.

    A complex and innovative practice is initiated, developed and carried out that meticulously and gathers and synthesises useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    70

    % -

    85

    %

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    There is evidence of the ability to work autonomously and creatively with reference to relevant contexts and values, reflecting critically on their own practice.

    A novel and feasible vision of themselves and their professional futures is presented

    A complex and innovative practice is initiated, developed and carried out thoroughly that gathers constructive information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    60

    % -

    69

    % Complex contextual perceptions are

    evaluated confidently with reference to theory and practice

    There is evidence of the ability to work confidently and creatively with reference to context and values, reflecting critically on their own practice.

    Demonstrate a fully worked vision of themselves and their professional futures

    A fluent practice or project/s are carefully planned and carried out referencing useful information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are analysed carefully in drawing conclusions and making proposals

    50

    % -

    59

    % Relevant contextual perceptions are

    critically understood with reference to theory and practice

    There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.

    Demonstrate a vision of themselves and their professional futures

    The practice or project/s are planned and carried out, referencing information from appropriate primary and secondary sources and synthesising the results

    The social and community contexts of the discipline are considered critically in drawing conclusions and making proposals

  • 45

    % -

    49

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

    A limited vision of themselves and their professional futures is presented.

    Partial attempt to plan and/or carry out projects or develop practice, to gather information from appropriate primary and secondary sources with which to synthesis into practice

    There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    20

    % -

    44

    % Attempts to identify and critically

    evaluate relevant contextual perceptions are inadequate, with little reference to theory and practice

    There is limited evidence of any attempt to work as an autonomous professional who reflects on their own practice

    There is insufficient development of a vision of themselves and their professional futures

    Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    0%

    - 1

    9%

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    There is little or no evidence of working as an autonomous professional who reflects on their own practice

    No clear vision of themselves and their professional futures is presented

    Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

    There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • 1 2 3 4 5 7

    Un

    iver

    sity

    st

    and

    ard

    Des

    crip

    tors

    Apply skills of critical analysis to real world situations within a

    defined range of contexts

    Demonstrate a high degree of professionalism* eg initiative,

    creativity, motivation, professional practice and self-

    management.

    Express ideas effectively and communicate information

    appropriately and accurately using a range of media including

    ICT

    Develop working relationships using teamwork and leadership

    skills, recognising and respecting different perspectives

    Manage their professional development reflecting on

    progress and taking appropriate action

    Articulate an awareness of the social and community contexts

    within their disciplinary field

    MF

    A

    Pra

    ctice 5

    Effectively communicate the relevance of current and historical, critical, theoretical and contextual understandings that inform the practice.

    Initiate, manage and take responsibility for sustainable development of own ongoing professional practice

    Realise and present a significant body of work finished to publishable standards expected by the discipline

    Coalesce the necessary elements to disseminate a body of work in a professional setting.

    Define your own learning outcomes

    Apply in-depth critical understanding of current practice to appraise the significance and impact of the work to discipline.

    86

    % -

    100

    %

    Innovative and complex contextual perceptions are evaluated analytically with reference to theory and practice, generating original solutions, expressed with clarity

    There is evidence of the ability to work autonomously and creatively with reference to significant contexts and ambitious values, using sophisticated critical reflection on their own practice.

    The outcomes of their work are presented creatively and persuasively to multiple audiences using a wide range of appropriately selected strategies and media

    Clear and effective leadership skills are exercised in a team to manage complex multi-faceted projects. There is evidence of exemplary critical reflection on their own performance and that of others within the team

    A creative and credible vision of themselves and their professional futures is meticulously presented.

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    70

    % -

    85

    %

    Innovative and complex contextual perceptions are critically evaluated with reference to theory and practice, generating original solutions

    There is evidence of the ability to work autonomously and creatively with reference to relevant contexts and values, reflecting critically on their own practice.

    The outcomes of their work are presented convincingly and fluently to a defined audience using an interesting range of appropriately selected strategies and media

    Clear and effective leadership skills are exercised as needed in a team to scope and complete complex multi-faceted projects. There is evidence of critical reflection on their own performance and that of others within the team

    A novel and feasible vision of themselves and their professional futures is presented

    The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making proposals of relevance to theoretical development and/or practical application

    60

    % -

    69

    %

    Complex contextual perceptions are evaluated confidently with reference to theory and practice

    There is evidence of the ability to work confidently and creatively with reference to context and values, reflecting critically on their own practice.

    The outcomes of their work are presented confidently and coherently to a defined audience using a range of appropriately selected strategies and media

    Works in a team as either leader or member as needed to scope and complete complex multi-faceted projects. Evidence of careful reflection on their own performance and that of others within the team.

    Demonstrate a fully worked vision of themselves and their professional futures

    The social and community contexts of the discipline are analysed carefully in drawing conclusions and making proposals

  • 50

    % -

    59

    %

    Relevant contextual perceptions are critically understood with reference to theory and practice

    There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.

    The outcomes of their work are presented clearly and appropriately to a defined audience using a range of strategies and media

    There is evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and of some reflection on their own performance and that of others within the team

    Demonstrate a vision of themselves and their professional futures

    The social and community contexts of the discipline are considered critically in drawing conclusions and making proposals

    45

    % -

    49

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are partial, with limited reference to theory and practice

    There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

    Communication of the outcomes of their work is unclear and confused and does not consistently use appropriate strategies or media

    There is limited evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little reflection critically on their own performance and that of others within the team

    A limited vision of themselves and their professional futures is presented.

    There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    20

    % -

    44

    %

    Attempts to identify and critically evaluate relevant contextual perceptions are inadequate, with little reference to theory and practice

    There is limited evidence of any attempt to work as an autonomous professional who reflects on their own practice

    Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

    Inadequate or little contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    There is insufficient development of a vision of themselves and their professional futures

    There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making proposals

    0%

    - 1

    9%

    There is little or no evidence of any attempt to identify and critically evaluate relevant contextual perceptions with little or no reference to theory and practice

    There is little or no evidence of working as an autonomous professional who reflects on their own practice

    Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

    Inadequate or no contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

    No clear vision of themselves and their professional futures is presented

    There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making proposals

  • APPENDIX V Manchester School of Art Taught Postgraduate Network in Art, Design and Media. Retention Strategy: This strategy plan has been developed with reference to the Student Experience Action Plan 2012/13: The Retention Framework for Manchester Metropolitan University, 01/2013

    Introduction

    Manchester School of Art Ethos: Our student experience is.. Responsive, Contemporary,

    Idiosyncratic, Original, Unconventional, Professional

    Recruitment and admissions

    As part of our admissions policy places will only be offered to talented, qualified individuals who already have sufficient expertise to begin a major in-depth investigation, and who demonstrate intellectual curiosity, organisational ability and an aptitude for study. Candidates must possess good communication skills. They should be able to express themselves well verbally, in writing, and have the practical skills required for the executive aspects of their particular orientation of work. Applicants expected standard of English should be at least equivalent to ELTS level 6.5 as a minimum standard. There should be a reasonable expectation that the applicant would be able to achieve the Learning Outcomes of the Programme and reach the standard required for the award in the specific discipline concerned; By adhering to these principles we aim to achieve a body of students committed to achievement on their course of study. Underpinning the postgraduate network structure is the aim to support student numbers across a range of pathways that may only initially recruit low numbers. Students will ideally feel they are joining a cross disciplinary community both as a postgraduate community and as part of a department. Teaching support will be arranged jointly at network, departmental and at the subject level.

    Element Response

    Effective Pre-programme information and advice for students on their choice of programme. & Accurate marketing and publicity material.

    In order to meet the expectations of the students, we need to ensure consistency and accuracy of the information provided about the course pre-entry at open days, web publicity and any other forms of dissemination. Enable a forum for early review of students expectations in relation to experience

    Comprehensive and relevant induction for new students.

    Ensure a staged induction process for timely communication of programme information. Address issues of preparedness for postgraduate study through pre-entry and induction Ensure diagnostic language advisory for non English speaking students at induction followed by recommendations to the ELSIS programme

  • Teaching

    Ensure programme reputation/currency Adhere to University Threshold statements on Student Experience Employment prospects; Develop all aspects of employability through the programme curriculum, in particular ensure the professional platforms unit provides a tangible professional experience for all students. Practicality; Design the calendar and delivery timing in response to flexible attendance and part time modes of study. Personal interest; is maintained via the students programmes of study that are individualized through development of practice, which is at the heart of the learning.

    An effective personal tutor scheme

    Students are each allocated an academic tutor related to their subject specialism Academic tutors can also provide pastoral support, or be referred to the Faculty Student Support officer.

    Specialist support for international students.

    ELSIS - A range of programmes and support in English for Academic Purposes. The Programme provides alternatives to written submission to enable students to meet the learning outcomes. Explore the use of an International support tutor to provide a point of contact and programme of support, orientation, induction and acclimatisation And to enable International retention and support for progression

    Access to appropriate and timely study skills.

    Students have access to all study skills workshops offered in the faculty and the university through the Student Support officer.

    Specialist disability advice and support.

    Ensure PEEPS and PLPs are implemented and that staff inform themselves of these. They are accessible via MOODLE

    Provision of high quality library and computing services accessible remotely.

    Induction and communication, (MOODLE) Ensure MOODLE is an active repository of learning materials and programme information.

    Advice and guidance to staff on the strategies and underlying influences on retention.

    Seek advice and support from CELT.

  • Access to financial support services.

    Retention is often affected by personal circumstances related to financial difficulty. Explore other financial support opportunities Offer potential work/study financial support through GSET opportunities (MMU graduates only) Transition from full time to part time address penalties in fee structures

    Personal and social support.

    Ensure students have a point of contact for pastoral issues. Enable social integration events for the students across the programme. Explore use of mentor scheme on Part Time from year two for Year one.

    Access to careers advice, information and guidance at an early stage.

    Students have access to all university central resources. PDP tutorials will take place in the second stage of study Employability is embedded throughout the curriculum with specific career building tools delivered through workshops within the professional platforms unit.

    Monitoring student progression and achievement in order to identify issues where possible, reduce, barriers to retention.

    Monitor and analyse student retention data on a regular basis through the CIP. University mechanisms for accurate and timely data recording are unreliable and programme team needs to supplement recording data through Programme admin team and Programme committee Postgraduate Taught experience survey: monitor students responses and address. Monitor student progression issues through academic tutors programme student/staff forums, and programme network committees and the Student Experience Committee.

  • Appendix VI Statement on Alternatives to written submission: We are working with CELT and student support staff to explore ways of submitting work that allows for alternative methods of demonstrating the learning outcomes. Please discuss these alternatives with your tutor. Some examples might be:-

    Video or audio recording of a spoken monologue that demonstrates the critical thinking, scope of knowledge and contextual and conceptual understanding to evidence the learning outcomes

    Visual and textual mapping (software) diagrams that demonstrate the selective use of critical thinking, scope of knowledge and contextual and conceptual understanding to evidence the learning outcomes effectively

    Video recorded interview dialogue that should be self directed through the use of self-defined questions with the help of an off screen interviewer to prompt a dialogue that needs to evidence selective use of critical thinking, scope of knowledge and contextual and conceptual understanding to evidence the learning outcomes effectively

    Powerpoint/animation presentation using a combination of appropriate embedded media that demonstrates the critical thinking, scope of knowledge and contextual and conceptual understanding to evidence the learning outcomes

    Equivalence the usual guide is to equate 1,000 written words with 10 hours of effort (in producing and delivering the alternative). Thus a student producing a video for assessment would need to demonstrate 30 hours of effort if a 3000 word essay was the "benchmark" for assessment. The spoken word: you can speak about 100 words a minute thus a spoken piece of approximately 12/15 minutes would equate to approx 1500 words written work for example. The above are some example suggestions only and these and any other alternatives are open to negotiation with your tutor. In all cases you must be clear about how you are evidencing the required learning outcomes.

  • Appendix VII Manchester School of Art Taught Postgraduate Network in Art, Design and Media. Recruitment and Admissions Strategy Postgraduate Marketing Manchester School of Art Background The School of Art currently offers a range of taught and research PG programmes. The PG provision has undergone a revalidation process and the School of Art is now launching a new portfolio of Master of Arts (MA) and Master of Fine Arts (MFA) postgraduate courses. This will compliment the existing courses and will be available as full-time and part-time options. From September 2012 postgraduates have had a dedicated floor in Chatham building. This is a new offering to PG students and will provide both studio and social space, creating a real sense of community. Objectives

    Launch and promote the new Postgraduate portfolio to a range of different audiences.

    [Increase applications by 50% by 2014

    Encourage a higher rate of conversion Methods (Faculty)

    Implement consistent communication with final year undergraduates about the postgraduate opportunities available.

    o Direct progression strategy, ensure clarity of the process for staff and students

    Overhaul current marketing materials (print and web) to ensure they communicate the new course details and the flexible yet specialist nature of the new portfolio.

    Ensure communication with individuals that have expressed an interest in the new PG portfolio at events/via website.

    Generate some editorial and advertising in specialist press on and offline.

    Generate some editorial and advertising on and off line around Manchester

    Hold events/open evening/taster sessions to promote the new portfolio. This could be

    targeted at both new students and also alumni.

    o Identify feeder routes and develop out reach strategies

    Identify and target niche and specialist audiences through market research around demographic trends, such as mature returners to education, art education CPD, work based learning and part time.

    Incentives to promote applications to the programme:

    o GSET opportunities

    o Funding opportunities

    o Loyality fees reduction for MMU graduates

    Conversion activities

    o Hold events/open evening/taster sessions.

    o Invite new incoming students to key events such as symposia, MA shows, join

    us for a day..

    o Highlights upcoming in the new year..bulletin

    o Social media networks

    http://www.artdes.mmu.ac.uk/postgraduate/#mahttp://www.artdes.mmu.ac.uk/postgraduate/#mfa

  • Central services The Marketing and Recruitment central services also have a Postgraduate Marketing and Recruitment strategy that is currently being finalised. This is likely to include a more targeted approach for different Faculties and their audiences, the delivery of which Faculty Marketing Officers will support. It is likely to feature a range of broadcast and narrowcast campaigns across print, digital and outdoor advertising. Recruitment and admissions Students are taken on to the Programme from a variety of backgrounds, and include both recent graduates and working artists, designers or educators on a period of secondment. Applicants qualified in subjects other than art and design or humanities will be considered, but only if the interview panel feel that the applicants ambitions can be supported by the award applied for. Places will only be offered to talented, qualified individuals who already have sufficient expertise to begin a major in-depth investigation, and who demonstrate intellectual curiosity, organisational ability and an aptitude for study. Candidates must possess good communication skills. They should be able to express themselves well verbally, in writing, and have the practical skills required for the executive aspects of their particular orientation of work. Applicants expected standard of English should be at least equivalent to ELTS level 6.5 as a minimum standard. It is often not possible for an applicant to fully resolve a statement of intent, describing their intentions for a study programme, before interview, but they should be able to identify the broad nature of the intended practice. A well-constructed proposal, indicating evidence of some preliminary investigation into the background and feasibility of the study, will indicate suitability. Application and interview Offers for places on the programme network are made through a selection process in two parts: 1) application form and 2) interview: In all cases, the selection panel look for a high degree of explicit ability, of self-motivation and criticism with an informed enthusiasm capable of sustaining the student within the more rigorous and challenging conditions of the Programme. Application Form Candidates must first submit a University direct application form and provide on the form:

    Evidence of past study

    A statement of intent that indicates the nature and intentions of your practice whilst on the Programme.

    A web address to an online portfolio of up to 20 images or video work of selected past work. The above submission information will be used to short list candidates for interview and will form the basis of discussion at the Interview, which will normally last for 20 minutes and is intended to ascertain whether you will benefit from the Programme and whether you are likely to fulfil the demands of the Programme.

  • The direct application allows for 4 choices of courses to apply for and they will be considered in order of priority from 1 to 4. Interview information Should you be invited to interview we will ask you to bring a portfolio of selected works. The questions below will be used.

    Where did you hear about us?

    Why have you chosen to apply for this particular MA course?

    Chose an example of your work that exemplifies your statement of intent and demonstrate how it might develop

    In what context do you place your work?

    What ideas influence and inspire your work?

    What is your professional aspiration after the course?

    Do you have any questions for us? Overseas applicants: In all cases, the selection panel look for a high degree of explicit ability, of self-motivation and criticism with an informed enthusiasm capable of sustaining the student within the more rigorous and challenging conditions of the Programme. This can be demonstrated through the Statement of Intent asked for in the application form. Candidates must submit a University direct application form and provide on the form:

    Evidence of past study

    A statement of intent that indicates the nature and intentions of their practice whilst on the Programme.

    A web address to an online portfolio of up to 20 images of selected past work. The above submission materials will be used to short list candidates for a place on the programme. Candidates can make informal contact with the course tutors via Skype or email to discuss their applications prior to accepting their place, however, it should be noted that any discussions that take place before the commencement of the Programme are only advisory and in no way form contractual obligations as to the nature of the final study. The programme teams will explore the pros and cons of using a deadline for applications Monitor application and recruitment process for timeliness, effectiveness and responsiveness. We feel that the recruitment statistics and process would be significantly improved if the university would invest in an online system for applications that enable the addition of a portfolio file.

  • Appendix VIII Pathway Diagrams All Units are at Level 7 Masters DEPARTMENT OF DESIGN Postgraduate Certificate in Design Full Time exit after 60 credits 2 x 30 credit units consisting of Practice 1: Design Intention and Option choice

    S O N D J F M A M J J A S

    FULL TIM

    E - PG

    Ce

    rtificate in

    DESIG

    N

    Unit Practice 1 - 30 credits Design Intention

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Postgraduate Diploma In Design Full Time exit after 120 credits 4 x 30 credit units consisting of Practice 1: Design Intention, Option choice, Practice 2: Design Proposition and Professional Platforms

    S O N D J F M A M J J A S

    FULL TIM

    E - PG

    Dip

    lom

    a in D

    ESIGN

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits

    Professional Platforms 30 credits

  • Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    MA and MFA: Master of Arts(MA) Full Time exit after 180 credits 4 x 30 and 1 x 60 credit unit consisting of Practice 1: Design Intention, Option choice, Practice 2: Design Proposition, Professional Platforms and Final Major project in your Subject award. Master of Fine Art (MFA) Final Award 300 credits 4X30 credit units, 3x60 credit units consisting of Practice 1: Design Intention, Option choice, Practice 2: Design Proposition, Professional Platforms, Major project in your Subject award, practice 4: contextualising and Practice 5: Realisation and Publication MA/MFA Illustration

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    ILLUSTR

    AT

    ION

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3: Illustration Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Animation

    S O N D J F M A M J J A S

    FULL TIM

    E - M

    A/M

    FA

    AN

    IMA

    TION

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3: Animation Major Project 60 credits

    Choose from:-

  • Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Graphic Design and Art Direction

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    GR

    AP

    HIC

    DESIG

    N A

    ND

    AR

    T DIR

    ECTIO

    N

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3: Graphic Design and Art Direction Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

  • MA/MFA Interior Design S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    INTER

    IOR

    DESIG

    N

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3: Interior Design Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Textile Practice

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    TEXTILE P

    RA

    CTIC

    E

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3: Textile Practice Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

  • Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Embroidery

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    EMB

    RO

    IDER

    Y

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3: Embroidery Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA FASHION: WOMENSWEAR

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    WO

    MEN

    SWEA

    R

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3: Womenswear Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

  • S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Fashion: Menswear

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    FASH

    ION

    ;MEN

    SWEA

    R

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3:MENSWEAR Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Fashion: Knitwear

    S O N D J F M A M J J A S FU

    LL TIME - M

    A/M

    FA Fash

    ion

    :Kn

    itwe

    ar

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3:Knitwear Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    Professional Platforms 30 credits

  • *Available options may vary

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Fashion: Fashion Graphics

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    Fashio

    n: Fash

    ion

    Grap

    hics

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3:Fashion Graphics Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Design: LAB

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    De

    sign: LA

    B

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3:Design: LAB Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits

    Professional Platforms 30 credits

  • Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Design: Ceramics

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    De

    sign: C

    eram

    ics

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3:Design: Ceramics Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Design: Furniture

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    De

    sign: Fu

    rnitu

    re

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3:Design: Furniture Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits

    Professional Platforms 30 credits

  • Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Design: Jewellery

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    De

    sign: Je

    we

    llery

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3:Design: Jewellery Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Design: Glass

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    De

    sign: G

    lass

    Unit Practice 1 - 30 credits Design Intention

    Unit Practice 2 30 credits Design Proposition

    Practice 3:Design: Glass Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits

    Professional Platforms 30 credits

  • Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

  • DEPARTMENT OF ART Postgraduate Certificate in ART Full Time exit after 60 credits 2 x 30 credit units consisting of Practice 1: Art: working synopsis and Option choice

    S O N D J F M A M J J A S

    FULL TIM

    E - PG

    Ce

    rtificate in

    DESIG

    N

    Unit Practice 1 - 30 credits Art: Working Synopsis

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Postgraduate Diploma In Art Full Time exit after 120 credits 4 x 30 credit units consisting of Practice 1: Art: working synopsis, Option choice, Practice 2: Art Proposition and Professional Platforms

    S O N D J F M A M J J A S

    FULL TIM

    E - PG

    Dip

    lom

    a in D

    ESIGN

    Unit Practice 1 - 30 credits Art: Working Synopsis

    Unit Practice 2 30 credits Art: Proposition

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

  • MA/MFA Fine Art

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    Fine

    Art

    Unit Practice 1 - 30 credits Art: Working Synopsis

    Unit Practice 2 30 credits Art Proposition

    Practice 3:Fine Art Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Drawing

    S O N D J F M A M J J A S

    FULL TIM

    E MA

    /MFA

    Draw

    ing

    Unit Practice 1 - 30 credits Art: Working Synopsis

    Unit Practice 2 30 credits Art Proposition

    Practice 3: Art: Drawing Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

  • Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Collaborative Practice

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    Art: C

    ollab

    orative P

    ractice

    Unit Practice 1 - 30 credits Art: Working Synopsis

    Unit Practice 2 30 credits Art Proposition

    Practice 3: Collaborative Practice Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    Postgraduate Certificate in Contemporary Visual and Curatorial studies Full Time exit after 60 credits 2 x 30 credit units consisting of Practice 1: Art:

    Contemporary Curating, Contemporary Visual Culture, Design Cultures and Option choice S O N D J F M A M J J A S

    FULL TIM

    E - PG

    Ce

    rtificate in

    Co

    ntem

    po

    rary Visu

    al and

    Cu

    ratorial

    stud

    ies

    Practice 1: - 30 credits Art: Contemporary Curating, Contemporary Visual Culture, Design Cultures

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits

  • Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Postgraduate Diploma In Contemporary Visual and Curatorial studies Full Time

    exit after 120 credits 4 x 30 credit units consisting of Practice 1: Contemporary Curating, Contemporary Visual Culture, Design Cultures, Option choice, Practice 2: Contemporary Curating, Contemporary Visual Culture, Design Cultures and Professional Platforms

    S O N D J F M A M J J A S

    FULL TIM

    E - PG

    Dip

    lom

    a in C

    on

    temp

    orary V

    isual an

    d

    Cu

    ratorial stu

    dies

    Practice 1: - 30 credits Media: Project Synopsis

    Practice 2: - 30 credits Art: Contemporary Curating, Contemporary Visual Culture, Design Cultures

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    MA/MFA Contemporary Curating

    S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    Co

    nte

    mp

    orary

    Cu

    rating

    Practice 1: - 30 credits Art: Contemporary Curating, Contemporary Visual Culture Design Cultures

    Practice 2: - 30 credits Art: Contemporary Curating, Contemporary Visual Culture Design Cultures

    Practice 3:Contemporary Curating Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits

    Professional Platforms 30 credits

  • Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Contemporary Visual Culture S O N D J F M A M J J A S

    FULL TIM

    E MA

    /MFA

    Co

    ntem

    po

    rary Visu

    al Cu

    lture

    Practice 1: - 30 credits Art: Contemporary Curating, Contemporary Visual Culture, Design Cultures

    Practice 2: - 30 credits Art: Contemporary Curating, Contemporary Visual Culture, Design Cultures

    Practice 3: Contemporary Visual Culture Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Design Culture

    S O N D J F M A M J J A S

    FULL TIM

    E MA

    /MFA

    C

    on

    tem

    po

    rary De

    sign C

    ultu

    re

    Practice 1: - 30 credits Art: Contemporary Curating, Contemporary Visual Culture Design Cultures

    Practice 2: - 30 credits Art: Contemporary Curating, Contemporary Visual Culture Design Cultures

    Practice 3: Design Culture Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits

    Professional Platforms 30 credits

  • Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

  • DEPARTMENT OF MEDIA Postgraduate Certificate in Media exit after 60 credits 2 x 30 credit units consisting of Practice 1: Design Intention and Option choice

    S O N D J F M A M J J A S

    FULL TIM

    E - PG

    Ce

    rtificate in

    Med

    ia Stud

    ies

    Unit Practice 1 - 30 Media:Project Synopsis

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Postgraduate Diploma in Media exit after 120 credits 4 x 30 credit units consisting of Practice 1: Media: Project Synopsis, Option choice, Practice 2: Media: Project Development and Professional Platforms

    S O N D J F M A M J J A S

    FULL TIM

    E - PG

    Dip

    lom

    a in M

    ed

    ia Stud

    ies

    Unit Practice 1 - 30 credits Media: Project Synopsis

    Unit Practice 2 30 credits Media: Project Development

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

  • MA/MFA Filmmaking S O N D J F M A M J J A S

    FULL TIM

    E - MA

    /MFA

    Me

    dia: Film

    makin

    g

    Unit Practice 1 - 30 credits Media: Project Synopsis

    Unit Practice 2 30 credits Media: Project Development

    Practice 3:Filmmaking Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

    MA/MFA Photography

    S O N D J F M A M J J A S

    FULL TIM

    - MA

    /MFA

    Me

    dia: P

    ho

    tograp

    hy

    Unit Practice 1 - 30 credits Media: Project Synopsis

    Unit Practice 2 30 credits Media: Project Development

    Practice 3:Photography Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

  • MA/MFA Media Culture S O N D J F M A M J J A S

    FULL TIM

    - MA

    /MFA

    Me

    dia: P

    ho

    tograp

    hy

    Unit Practice 1 - 30 credits Media: Project Synopsis

    Unit Practice 2 30 credits Media: Project Development

    Practice 3:Media Culture Major Project 60 credits

    Choose from:- Option: Object and Context 30 credits Option: Digital Futures 30 credits Option: Contested Territories 30 credits Option: Health and Wellbeing 30 credits Option: The Museum and the City The City as a Museum 30 credits Option: Negotiated Study - 30 credits Option: Images and Archives 30 credits Option: Making our Futures 30 credits Option: Writing Research and Funding Proposals 30 credits

    *Available options may vary

    Professional Platforms 30 credits

    S O N D J F M A M J J A S

    Yr 2 MFA Practice 4: contextualising

    MFA Practice 5: Realisation and publication

  • APPENDIX IX Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

    FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

    Programme Specification Title (specify award titles/routes affected by change)

    Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

    Date of FAQSC Approval (or PARM event)

    Approval effective from:

    Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

    Taught PG Network Introduction of new unit: Option Images and Archives

    18 Nov 2013 Sept 2013 Students entering Level 7 wef Sept 2013 onwards

    Taught PG Network Introduction of 2 new units: Option Making Our Futures Option Writing Research and Funding Proposals

    7 May 2014 Sept 2014 Students entering Level 7 wef Sept 2014 onwards

    Taught PG Network Major Modification: *Discontinuation of exit awards MA MFA Media Arts MA MFA Theatre Studies MA MFA Design for Performance *Name change from MA MFA Film & Media Studies to MA MFA Media Culture *Discontinuation of option unit Women & Surrealism *Clarification of role descriptors and intended function

    21 April 2015 (approved at FEG)

    Sept 2015 Students entering Level 7 wef Sept 2015 onwards

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