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Session: 2022/23
Last modified: 06/04/2022 11:47:05
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Title of Module: Creative Interventions |
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Code: DAAD09010 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Chris
Mackenzie |
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| Summary of Module |
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This module allows participants to explore and engage with the theory, philosophy and practice inherent in the context of intervention based art forms. Specifically, students will create artefacts in response to individual research. Research will encompass engagement with: Historic art movements and contemporary practice; environments; sociopolitical paradigms; communities; Global issues; spaces, in addition to methodologies pertinent to their unique areas of practice.
Utilising digital technologies and other appropriate media, output, dissemination and recording of artefacts will form the core part of the module. These interventions will be underpinned by rigorous written evidence of enquiry and refection on purpose and practice. The participant will also be expected to engage with collaborative production methods as necessary.
This module may involve residences, field trips, off campus working locations and public engagement, dependant on the nature of the works proposed.
- Digital media interventions
- Site Specific work
- Land Art
- Public/Community Art
- Performance Art
- Guerilla /Political Art
- Urban 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 critical knowledge and understanding of historical and contemporary practice in the area of intervention focussed art
L2.
Demonstrate an advanced level of competence in applying contextually relevant media to a chosen location/platform
L3.
Justify creative, technical and/or conceptual choices regarding your decisions in the making and presentation of the work(s)
L4.
Evidence through written reflection how your research has informed your practice and output(s)
L5.
Demonstrate autonomous working practices and willingness to work in a collaborative environment |
| 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 9.
SCQF Level 9.
A1 Demonstrate critical insight into contemporary debates and issues related to the reception, creation and interpretation of installation/intervention based artworks
A3 Demonstrate command of a variety of advanced research methodologies
A4 Demonstrate specialist professional knowledge and understanding of the global context of at least one area of new media art and installation/intervention art practice
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
B2 Deploy critical, integrated comprehensive knowledge and
understanding in the area of installation/intervention art theory
B3 Apply a critical awareness of the interplay between creative and critical modes of enquiry in the area of installation/intervention art theory
B4 Apply specialist professional knowledge in the area of installation/intervention art theory
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| Generic Cognitive skills |
SCQF Level 9.
C2 Offer professional insights, interpretations and solutions to problems and issues
C3 Critically use information retrieval skills, involving the ability to gather, sift, manipulate, synthesise, evaluate and organise material.
C4 Conceive, develop and realise professional level collaborative dynamics.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
D2 Utilise and adapt specialist professional platforms to undertake and present outcomes
D3 Convey individual research findings convincingly to audiences using appropriate professional modes of delivery
D4 Communicate with peers, senior colleagues and specialists on a professional level.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
E1 Exercise autonomy and initiative in engaging with complex/professional problems and issues.
E2 Realise autonomous extended research activity
E3 Exercise significant autonomy and initiative in professional activities
E4 Communicate with peers, senior colleagues and specialists on a professional level.
E5 Manage complex ethical and professional issues in accordance with current professional and/or ethical codes or practices |
| 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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Learning and Teaching will take the shape of group lectures, studio based sessions, research seminars, independent study and location based working activities.
Students will be supported by VLEs such as Moodle.
Guest speakers will deliver talks pertinent to the area of study. |
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 | 18 |
| Practice Based Learning | 18 |
| Independent Study | 164 |
| 200
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:
Harvie, J. (2013) Fair play: art, performance and neoliberalism. Basingstoke: Palgrave Macmillan.
La¨mmer Frank, Sattel, V. and Mentrup, M. (2008) We come at night: a corporate street art attack. Berlin: Gestalten Verlag.
Malpas, W. (2013) Land art in Great Britain: a complete guide to landscape, environmental, earthworks, nature, sculpture and installation art in Great Britain. Kent: Crescent Moon Publishing.
Spring, J. M. (2015) Unexpected art: serendipitous installations, site-specific works, and surprising interventions. San Francisco: Chronicle Books.
Kaye, N. (2010) Site-specific art: performance, place and documentation. London: Routledge.
Kwon, M. (2004) One place after another: site-specific art and locational identity. Cambridge, MA: MIT Press.
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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 | Alison Clifford |
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| External Examiner | Dr Gina Wall |
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| Accreditation Details | SQA |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment 1 will be based on the production and presentation of an artefact or artefacts demonstrating a high level of professional practice, supported by a written and pictorial journal detailing research and development work and concluded with a reflective artist's statement (500 words) explaining the processes, production and presentation of the final artefact(s)
This combined work will be submitted in the form of an individual digital portfolio (100%) |
(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
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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