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Session: 2022/23
Last modified: 28/05/2019 14:19:44
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Title of Module: New Media Art - History and Context |
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Code: DAAD07006 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Dr Rachael
Flynn |
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| Summary of Module |
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New Media Art - History and Context introduces students to key theoretical concepts associated with the study of aesthetics, and aligns these with significant developments in the history of New Media Art. The module facilitates student-led investigation from a historical perspective into a broad range of art endeavours. By means of interactive lectures, VLE activity and tutorials, students will engage with various texts and electronic documentation, exploring the context of the creation of the most impactful artworks and their relation with contemporary practice.
As part of the module, students will investigate various historical figures and movements in New Media Art.
- Aesthetic Concepts for New Media Art
- Historical Figures in New Media Art
- Historical Movements in New Media Art
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a foundational knowledge and understanding of major movements, artists, methods and theoretical developments in art history.
L2.
Demonstrate a basic understand of fundamental concepts related to the study of aesthetics.
L3.
Analyse and evaluate examples of art, evidencing a critically informed understanding.
L4.
Demonstrate an appreciation of the re-contextualisation and adaptation of new media artworks for a contemporary context.
L5.
Present in forms appropriate to content, including appropriate academic conventions. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Demonstrate an appreciation of the major movements, artists, methods and theories associated with the history of art and design. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Apply foundational theoretical concepts to debates in art and aesthetic contexts. |
| Generic Cognitive skills |
SCQF Level 7.
Engage analytically with the foundational debates in art and aesthetic contexts.
Demonstrate a foundational appreciation of techniques informed by or developed from cultural forms/histories/contexts and/or practitioners. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Create and present in forms appropriate to content and in a range of contexts, including academic conventions. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The teaching and learning in New Media Art - History and Context are designed to support students' understanding and appreciation of historical art endeavours, and the conceptual frameworks which underpin these developments. The students are encouraged to creatively and critically investigate the legacy of these endeavours in the context of new media art. By developing students' appreciation of the historic and global traditions of new media art, this module provides progression to the SCQF level 8 Culture and Society. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 48 |
| Independent Study | 328 |
| 400
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Rush, M. (2005) New Media in Art. London: Thames & Hudson.
Manovich, L. (2002) The Language of New Media. London: MIT Press.
Bentkowska-Kafel, A., Cashen, T. and Gardiner, H. (eds.) (2005) Digital Art History. Bristol: Intellect Books.
Paul, C. (2015) Digital Art: Third Edition. London: Thames & Hudson.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Arts & Media |
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| Moderator | Dr Ege Sezen |
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| External Examiner | David Lyons |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Written Essay [Essay] (1,500 words) (50%):
Each student is required to present their essay in the form of a visual essay. |
Written Essay [Essay] (1,500 words) (50%):
Each student is required to present their essay in the form of a visual essay. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs .Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University's Equality, Diversity and Human Rights Policy can be accessed at the following link:
http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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