Module Descriptors
EXPLORING SPECIALIST PATHWAY 2 (CREATIVE ARTS FOR EMPLOYMENT)
CCIF50181
Key Facts
Faculty of Arts and Creative Technologies
Level 5
30 credits
Contact
Leader: Rowena Beighton-Dykes
Hours of Study
Scheduled Learning and Teaching Activities: 92
Independent Study Hours: 208
Total Learning Hours: 300
Assessment
- PROJECT weighted at 60%
- PROJECT EVALUATION weighted at 20%
- JOURNAL weighted at 20%
Module Details
Module Resources
Students will access resources particular to their practice in the workplace, as well as research facilities in colleges and at the university.
Module Learning Strategies
Introduction to module: 2 hrs
Project management workshops: 5 hours
Written, visual & oral communication methods: 25 hrs
Funding sources and financial planning: 15 hrs
Research workshops: 10 hrs
Practical studio workshops: 20 hrs
Student presentations and evaluation: 10 hrs
Individual tutorials: 5 hrs per student
Total contact time 92 hrs pr student
Project management workshops: 5 hours
Written, visual & oral communication methods: 25 hrs
Funding sources and financial planning: 15 hrs
Research workshops: 10 hrs
Practical studio workshops: 20 hrs
Student presentations and evaluation: 10 hrs
Individual tutorials: 5 hrs per student
Total contact time 92 hrs pr student
Module Indicative Content
This module works partly in parallel and partly in response to the student?s findings from Investigation, Reflection and Expression III. The work undertaken will be selected to fulfil needs identified in that module. The work may be directed towards an academic pathway or to industry and entrepreneurial progression in the Creative Arts.
In Investigation, Reflection and Expression III students will have planned a project, in consultation with their tutors and industry partners. Should students be considering an academic progression, consultation should include a University tutor and other academic contacts, such as students or recent graduates. This module takes the form of implementing the project and evaluating the outcome. The project should be of an achievable scale, covering all aspects from research and planning through to implementation and evaluation.
A wide range of communication experiences should form part of the module, such as meetings, presentations, writing for different purposes (e.g. bids for funding, extended essays, reports, letters, emails, minutes etc) interviews, promotion, advertising, negotiating techniques etc.
Examples of the kind of work students might carry out are: identifying a new market or target audience and creating something for them to use, participate in or visit, leading to an evaluation of the success or otherwise of the project. Alternatively, students might identify an object, artefact or place that needs promoting or recording and carry out appropriate research, investigate funding sources and suggest a strategy that resolves the problem, again leading to an evaluation of the success or otherwise of the strategy.
In Investigation, Reflection and Expression III students will have planned a project, in consultation with their tutors and industry partners. Should students be considering an academic progression, consultation should include a University tutor and other academic contacts, such as students or recent graduates. This module takes the form of implementing the project and evaluating the outcome. The project should be of an achievable scale, covering all aspects from research and planning through to implementation and evaluation.
A wide range of communication experiences should form part of the module, such as meetings, presentations, writing for different purposes (e.g. bids for funding, extended essays, reports, letters, emails, minutes etc) interviews, promotion, advertising, negotiating techniques etc.
Examples of the kind of work students might carry out are: identifying a new market or target audience and creating something for them to use, participate in or visit, leading to an evaluation of the success or otherwise of the project. Alternatively, students might identify an object, artefact or place that needs promoting or recording and carry out appropriate research, investigate funding sources and suggest a strategy that resolves the problem, again leading to an evaluation of the success or otherwise of the strategy.
Module Additional Assessment Details
Students must submit work for all 3 assessments:
Assessment 1: One industry brief, initiated by the student, designed to enhance identified progression skills needs (60%) [Learning Outcome 3]
Assessment 2: An evaluation of the project, with findings expressed through a range of communication methods (20%) [Learning Outcomes 1,2]
Assessment 3: Reflective Learning Journal considering the success of the experience in relation to the chosen progression pathway(20%) [Learning Outcome 1]
Assessment 1: One industry brief, initiated by the student, designed to enhance identified progression skills needs (60%) [Learning Outcome 3]
Assessment 2: An evaluation of the project, with findings expressed through a range of communication methods (20%) [Learning Outcomes 1,2]
Assessment 3: Reflective Learning Journal considering the success of the experience in relation to the chosen progression pathway(20%) [Learning Outcome 1]
Module Texts
Burken, A. The Art of Project Management (2005) O'Reilly
Deeprose, D. Team Coach: Vital New Skills for Supervisors and Managers in a Team Environment (1995) Amacom
Owen, J. How to Lead (2005) Prentice Hall
Greenberg, R. Thinking About Exhibitions (1996) Routledge
Deeprose, D. Team Coach: Vital New Skills for Supervisors and Managers in a Team Environment (1995) Amacom
Owen, J. How to Lead (2005) Prentice Hall
Greenberg, R. Thinking About Exhibitions (1996) Routledge