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Session: 2022/23
Last modified: 04/03/2022 13:48:26
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Title of Module: Research: Critical Development |
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Code: CMPG11005 |
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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The module addresses a selection of critical debates around a range of research techniques, methodologies and practices that facilitate the critical development of research across a broad spectrum of creative disciplines. The module offers an opportunity for students to engage with the key ideas and debates relating to creative practice research. This module prepares the ground for the Masters Creative Project module. It also provides clear grounding for students at postgraduate level in understanding key skills and the critical debates around the relationship between research and creative practice, and its critique. Students will be required to evidence their rationale for the selecting of a research informed creative practice project, as well as their understanding of research techniques, approaches and methodologies as appropriate to realise this project's ambition. Students will be able to demonstrate their awareness of the significance of framing creative research practice inquiry appropriately. Themes include:
- Understanding Creative Practice as Research; and Research as informing of Creative Practice.
- Exploring ideas of Knowledge, Creative Thinking and Reflective Practice;
- Interdisciplinary and Cross-disciplinary focus to research as practice/practice as research;
- Evaluating Research Practice as process: Ethics, Project Management, Resources, Research Professionalism.
- Exploring what is Mastersness?
- Audience, Dissemination and Delivery: Professional, Industry and Creative Sector ambitions.
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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.
Engage with and critically review their individual understanding of research processes and practice in relation to creative practice.
L2.
Produce a practice project proposal that details research skills and practice methodologies including those most applicable to creative contexts (e.g. broadcasting, film, music, art, creative writing, or performance).
L3.
Prepare, review and reflect upon an effective programme of research development leading to a portfolio of elements meeting the requirements of postgraduate and professional levels of creative practice. |
| 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.
A critical understanding of the principal theories, concepts and principles associated with research for and related to creative practice.
An extensive, detailed and critical knowledge and understanding in research methodologies much of which is at or informed by developments at the forefront of research in and focused on creative practice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a selection from a range of research methods techniques and practices at the forefront or informed by key developments creative practice
Demonstrate originality or creativity in the application of knowledge and understanding of research and research methods as applied to creative practice.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to the deployment of research methods informed by developments at the forefront of creative research
Develop original and creative responses to problems and issues relating to creative practice and related research
Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Use a range of advanced and specialised communication and dissemination skills relevant to the accounting for creative research such as:
• communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise
• communicate with peers, more senior colleagues and specialists
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities
Take responsibility for own work and/or significant responsibility for the work of others
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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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| The delivery mode for this module is blended. Online content will be provided via AULA, "Zoom based" all class sessions, enhanced via UWS supported platforms and resources. UWS Learning and Library resources will require to be accessed most especially in regard of successful completion of both assessments. Off and on campus independent study is accommodated. On campus production/practice space engagement is encouraged via Ayr Campus not least to facilitate creative practice/production exploration, ambition and realisation. Peer and Tutor engagement is encouraged both "online" and via campus 'face-to-face' group and peer study, and tutor support sessions. |
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 | 6 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 12 |
| Independent Study | 170 |
| 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:
Leavy, P. (Ed.) (2018) Handbook of Arts-Based Research, Guilford Publications Inc. M.U.A. E-book available
Nelson, R. (Ed) (2013) Practice as Research in the Arts Principles, Protocols, Pedagogies, Resistances, Houndmills, Basingstoke: Palgrave Macmillan. E-book available
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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 | 2.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| An "academic poster" presentation forms the basis of Assessment 1. It will demonstrate module learning engagement, via an outlining of MA Creative Project research informed development, intentions and ambition. It accounts for 25% of the module marks |
| Assessment 2 is a creative project proposal portfolio. In written and illustrative form, this submission will evidence a module learning engagement in the form of a significant portfolio of research proposal development, (e.g. effective research design, rationale and critique of appropriate research elements for the realisation of a significant research informed creative production/practice project. This submission accounts for 75% of module marks |
(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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