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Session: 2022/23
Last modified: 22/06/2022 11:40:51
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Title of Module: Practice in Context |
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Code: DAAD10007 |
SCQF Level: 10
(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: | Blane
Savage |
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| Summary of Module |
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Practice in Context offers students the opportunity to gain credit for a specific contemporary practice developed professionally for a particular context. The specific contemporary practice can result in live art installations, exhibitions, performance, screenings or any other appropriate art form developed for a specific community or a particular context. The module is designed to assist students to enhance their skills in such a way that it facilitates professional career development in the arts sector where there are increasing opportunities for employment upon graduation.
Students will be required to demonstrate practical skills with art or interdisciplinary work. As a ‘reflective practitioner’ students will identify and deal with artistic, practical and ethical challenges. Students will be expected to demonstrate their awareness and the relevance of their choices leading them to deploy a range of professional creative skills to realise a contemporary practice-based project. Through this creative process the student will take responsibility for creative, technical and conceptual choices in their professional practice whilst noting how they managed all ethical, legal and regulatory practice.
Students will be encouraged to work with peers and explore individual research and technical expertise within a group context and collaborative working practices.
- Create opportunities, contacts and professional skills in a real-world artistic environment
- Develop abilities in autonomous working, leadership skills and planning
- Consideration of applied theory in an identified context/environment/situation
- Develop new and existing professional creative skills associated with their chosen output
- Presentation and articulation of skills development and professional experience
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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 professional level insight into contemporary debates and issues in your chosen professional field of practice.
L2.
Deploy a range of professional creative skills to realise contemporary practice.
L3.
Critically engage with conventions related to presenting creative work, and specific contexts for this.
L4.
Autonomously manage the practical, ethical, legal and regulatory elements of creative work. |
| 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 10.
Demonstrate critical insight into contemporary debates and issues related to the reception, creation and interpretation of contemporary art and design.
Demonstrate command of a variety of advanced research methodologies.
Demonstrate specialist professional knowledge and understanding of the global context of at least one area of contemporary art and design practice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Deploy critical, integrated and comprehensive knowledge and understanding of the landscape of contemporary art and design theory.
Apply a critical awareness of the interplay between creative and critical modes of enquiry in contemporary art and design.
Apply specialist professional knowledge in contemporary art and design practice. |
| Generic Cognitive skills |
SCQF Level 10.
Offer professional insights, interpretations and solutions to problems and issues.
Critically use information retrieval skills, involving the ability to gather, sift, manipulate, synthesise, evaluate and organise material. Conceive, develop and realise professional level collaborative dynamics.
Conceive, develop and realise professional level collaborative dynamics. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Utilise and adapt specialist professional platforms to undertake and present outcomes.
Convey individual research findings convincingly to expert audiences using appropriate professional modes.
Communicate with peers, senior colleagues and specialists on a professional level.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in engaging with complex/professional problems and issues.
Realise autonomous extended research activity. Exercise significant autonomy and initiative in professional activities.
Communicate with peers, senior colleagues and specialists on a professional level.
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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The module will be delivered through interactive workshops, lectures, tutorials and supervision. Study will also be supported by online materials in the module VLE site. The student is taken through a series of activities preparing them for the presentation/demonstration of creating contemporary arts in specific contexts. After the initial introduction the students will be encouraged to debate contemporary issues and then research ideas, concepts and professional issues relevant to the creative project they will develop. A development workshop will then be facilitated, allowing the students to discuss and showcase some ideas, encouraging peer interaction, allowing for their ideas to develop. Students will be supported through workshops and tutorials while their ideas are being developed for an exhibition or public showcase. A workshop concerning ethical, legal and regulatory practice will complete the support given to students.
Students will negotiate their practical assessment task with their tutor individually and/or as a group determining the appropriate relationship between context, medium, content and display. Students will be given guidance on the digital documentation of their planning and processes of creation.
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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 |
| Tutorial/Synchronous Support Activity | 1 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 175 |
| 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:
Bishop, C. (2006) Participation . Whitechapel Gallery. (ed.). London?:, Whitechapel.
Doherty, C. (2009) Situation . Whitechapel Art Gallery. (ed.). London?:, MIT Press
Doherty, C. (ed.) (2004a) Contemporary art?: from studio to situation . London?:,Black Dog
Jeffrey, M. (ed.) (2014) Generation?: 25 years of contemporary art in Scotland. Guide . Edinburgh?:, National Galleries of Scotland and Glasgow Life.
Jones, C.A. (2006) Sensorium?: embodied experience, technology, and contemporary art . Bill. Arning (ed.). Cambridge, Mass.?;; London?:, MIT.
O’Neill, P. (2010) Curating and the educational turn . Mick. Wilson (ed.). London?:,Open Editions.
Reilly, M. (2018) Curatorial activism [electronic book]?: towards an ethics of curating . Lucy R. Lippard (ed.). London?:, Thames & Hudson.
Rugg, J. (2007) Issues in curating contemporary art and performance . Miche`le. Sedgwick (ed.). Bristol?:, Intellect.
Stallabrass, J. (2004) Art incorporated?: the story of contemporary art . Oxford?:, Oxford University Press.
Stiles, K. (1996) Theories and documents of contemporary art?: a sourcebook of artists’ writings . Peter Selz (ed.). Berkeley, Calif.?;; London?:, University of California Press.
Thompson, N. (ed.) (2012) Living as form?: socially engaged art from 1991-2011 . New York?:, Creative Time.
Rule, Alix & David Levine (n.d.) International Art English -Triple Canopy. [Online].
Available from: https://www.canopycanopycanopy.com/contents/international_art_english.
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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 | Chris Mackenzie |
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| External Examiner | Dr Gina Wall |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Project [Portfolio of Practical Work] (80%)
Presentation/Demonstration/Communication of contemporary arts practice |
Written reflection (20%)
Written reflection that contextualises the practice and accounts for creative and practical decisions (1000 words) |
(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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