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Session: 2022/23
Last modified: 03/03/2022 13:53:36
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Title of Module: Applied Creative Contexts |
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Code: CMPG11004 |
SCQF Level: 11
(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: | Dr Kathryn
A
Burnett |
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| Summary of Module |
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This module offers a set of framing contexts on selected creative media concepts, practices and critical perspectives. It presents students with inquiry-based exploration of selected creative contexts learning content as informed by cultural, political and economic agenda. The module content and delivery is framed around a set of key learning dimensions designed to enhance understanding and evidencing of advancing graduate attributes including critical thinking, empathy, literacies, and learner confidence. The module's content and assessment context is consciously informed by the UN's SDG framework as it aplies to arts, media and creative contexts in Scotland and internationally. The module team delivers research informed teaching practice encouraging and engaging students to examine and respond to research accounts. Working through a selection of appropriate sector, industries and community context examples students undertake self-directed, peer-engaged and tutor supported study. Assessment offers students opportunities to evidence module learning through engagement with creative research and arts praxis, debates and concepts, and develop their own critically informed content and reflective analysis in response to assessment briefs. Key thematic content includes: Creative and Critical Thinking; Creative Process; Creative Identity; Media, Art and Digital Literacies; Cultural Work, Creative and Cultural Industries; New Media: Digital Forms; Indigenous Media: De-colonising our Local and Transnational perspectives; Creative Media, Art and the Anthropocene.
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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.
Students will evidence understanding and application of creative context knowledge, debates and research legacies pertaining to creative media as per selected module themes.
L2.
Students will research and produce a practice informed reflective portfolio that demonstrates engagement with creative identity, critical thinking and media literacy.
L3.
Students will demonstrate postgraduate level skills regarding evaluating their learning in respect of complex issues, informed judgements, insights, interpretations through a formal presentation. |
| 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 11.
Demonstrate and work with:
A critical understanding of relevant theories, concepts and principles underpinning creative media production and its reception.
An awareness of the economic forces which frame the media, cultural and creative industries, and the role of such industries in specific areas of contemporary political and cultural life. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Delivery will employ a range of expertly researched and context appropriate theoretical materials which are at the forefront or informed by forefront developments associated with critical theory pertaining to creative media and practice, with particular relevance to Scotland in comparative context. Students will be expected to:
Use key academic content and research materials to explore and evaluate how key theory and critical thinking is applied in reference to comparative contexts of creative media.
Demonstrate an understanding of originality or creativity in the application of this knowledge, by producing accounts that evidence understanding of the value of applying related theory to research and practice;
Recognise the application of a range of standard and specialised research instruments and techniques of inquiry in both the academic and industry led research on Scotland’s creative media. |
| Generic Cognitive skills |
SCQF Level 11.
Students will be supported and enabled to apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of media theory and creative practice. They will be appropriately taught, tutored and enabled to enhance their existing individual and transferable skills and encouraged to:
Deal with complex issues and make informed judgements, insights, interpretations and solutions to problems and issues via class activities and module content;
Identify, conceptualise and define new and abstract problems and issues with reference to academic reading and critical debate materials;
Develop original and creative responses to critical debates, industry and policy developments and issues via written and oral assessment.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Students will be required to demonstrate a range of appropriate written and oral communication and basic ICT skills. They will be tutored in a number of advanced and specialised skills relevant to researching and critically evidencing debates within creative media, theory and practice. This will include developing individual student’s capacity to:
Communicate verbally and in written work with peers, with senior academics, and industry and practice specialists;
Use an appropriate range of ICT resource including specialist software to support and enhance work at this level;
Demonstrate full engagement with the available research and content materials to underpin learning and assessment.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities by producing postgraduate level written and oral accounts evidencing individual academic study and critical engagement.
Responsibility for one's own work will be evidenced in the capacity to demonstrate ongoing preparation for assessment and in the meeting of assessment deadlines and requirements;
Take responsibility for Independent researching of appropriate
Resources as relevant to Independent study and assessment;
Deliver work to a given length, format, brief and deadline, properly referencing sources and ideas and making use, as appropriate, of a problem-solving approach.
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| 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 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 | 12 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Asynchronous Class Activity | 12 |
| 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:
There are no 'essential' sources rather students are directed to recommended resource lists including books and journals via lecture, workshop and Aula directed content for each topic and thematic creative contexts and related focus of inquiry.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
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 Aula, and complete assessments and submit these on time. |
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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 | Mr Tony Grace |
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| External Examiner | TBC |
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| Accreditation Details | |
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| Version Number | 4.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1 (40%) – Reflective Portfolio |
| Assessment 2 (60%) – Presentation |
(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 Aula, 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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