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Session: 2022/23
Last modified: 21/04/2022 16:14:26
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Title of Module: Research in Creative Practice |
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Code: DAAD09013 |
SCQF Level: 9
(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: | Trent
Kim |
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| Summary of Module |
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The first part of Research in Creative Practice introduces students to a range of conventional and critical frameworks that help students conduct their own literature review and design their research. The module facilitates student-led insights into the practices and shared principles of academic research through lectures and group and individual workshops. Through the module activities, students will discover their research focus and develop it into a research proposal. This will enable students to develop the research skills and methods necessary for undertaking an extended research project at Level 10.
The second part of the module provides bi-weekly writing workshops and bi-weekly cluster group seminars. Through the workshops and seminars, students will develop their research proposal for their Level 10 dissertation project.
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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 and apply discerning knowledge of critical frameworks, academic research practice and methodologies.
L2.
Apply knowledge and understanding of the practical and ethical requirements of an academic research project.
L3.
Apply appropriate research and inquiry methodologies in order to devise, review and refine an original research problem that articulates reasoned arguments.
L4.
Convey complex ideas and arguments using appropriate academic conventions with confidence.
L5.
Take responsibility for the development of a research project. |
| 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.
Demonstrate an understanding of the defining features and a critical understanding of research methodologies in creative practice, drawing on current debates where appropriate.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply appropriate research and inquiry methodologies to issues in creative practice outputs. |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis and evaluate a range of methodological frameworks in order to devise, conceptualise and define an original research problem. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Identify appropriate platforms to research, support and enhance work including the use of ICT and numerical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Reflect on and take responsibility for identifying and practising in line with relevant ethical, legal and regulatory standards. |
| 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 processes in Research in Creative Practice are designed to introduce students to key critical theories and research paradigms, current scholarly debate and research methods that enable the development of a proposal for original extended research. Students will also be able to articulate a considered appreciation and understanding of critical frameworks for researching and analysing Performance and creative practice. Through developing students’ knowledge of extended academic writing and the research process, this module provides progression to SCQF 10 XXXX Creative Arts Research Project. |
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 | 48 |
| Tutorial/Synchronous Support Activity | 24 |
| 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:
Barrett, E & Bolt, B (eds.). 2010. Practice as Research Approaches to Creative Arts Enquiry. London: L.B. Tauris & Co.
Denscombe, M. (2012). Research Proposals: A Practical Guide. Berkshire: Open University Press [available online]
Freeman, J. (2010) Blood Sweat and Theory: Research Through Practice in Performance. Faringdon: Libri Publishing.
Nelson, N. (2013) Practice as research in the arts: principles, protocols, pedagogies and resistances. Basingstoke: Palgrave Macmillan.
Walliman, N. (2018) Research methods: the basics. Abingdon: Routledge.
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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 Rachael Flynn |
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| External Examiner | Dr Gina Wall |
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| Accreditation Details | |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| For assessment A, students will make a presentation to comprehensively summarises their annotated bibliography (approx. 10 minutes duration) (ILO4, IL05). The presentation should demonstrate a fluency and confidence in knowledge and understanding of their chosen topic (40%). |
Assessment B will comprise of a hypothetical Research Proposal (60%): (IL01, ILO2, ILO3, ILO4, ILO5)
Students will submit a circa. 3000 word written proposal for the design of a hypothetical research project, using appropriate research methodology, reflecting on ethical considerations, and presenting a timeline for completion. It is anticipated that this will prepare students for completing a more substantial research project at Level 10.
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(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 VLE, 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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