UNIVERSITY OF EAST LONDON. UNDERGRADUATE PROGRAMME SPECIFICATION BA (Hons) Graphic Design. Alternative locations for studying this programme

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1 UNIVERSITY OF EAST LONDON UNDERGRADUATE PROGRAMME SPECIFICATION BA (Hons) Graphic Design Final award BA (Hons) Intermediate awards available BA, Cert HE, Dip HE Mode of delivery UCAS code Details of professional body accreditation Relevant QAA Benchmark statements UEL Academic School Date specification last updated UEL on campus none Art & Design Arts & Digital Industries September 2015 Alternative locations for studying this programme Location Which elements? Taught by UEL staff Taught by local staff Method of Delivery Page 1 of 16

2 The summary - UCAS programme profile- BANNER BOX: Designing a future to meet the challenges in the workplace of a new century. ENTRY REQUIREMENTS Entry onto level 4 Graphic Design degree Level 2 Qualifications GCSE English or English Literature or a recognised level 2 equivalent. Level 3 Qualifications Minimum entry requirements are 240 UCAS points acquired at level 3 A Levels, including A2 Level 3 BTEC qualification Level 3 Foundation Diploma in Art and Design Advanced Diploma International (24 points or above), French, European or Welsh Baccalaureate Scottish Highers Irish Leaving Certificate Access to HE Diploma Successful completion of UEL extended degree programme (level 3) Other appropriate qualifications evidenced through Accreditation of Prior Learning Industry Experience International applications Relevant industry/work experience evidenced through Accreditation of Prior Experiential Learning and demonstrated through a portfolio of art/design works. In the case of applicants whose first language is not English, the University s English Language requirements as detailed on the website at time of application must be met see Page 2 of 16

3 Entry onto level 5 or 6 undergraduate Graphic design degree Level 5 qualifications If you hold one of these qualifications you may be considered for direct entry into level 5 or level 6. This would be assessed at interview. Foundation Degree Higher National Diploma Other relevant and/or equivalent level 5 qualifications gained through Accredited Prior Learning Art & Design Portfolio Interviews Art/Design Portfolio Demonstration of aptitude in the subject through the presentation of a portfolio of a maximum size of A1 with a maximum of 20 sheets. The portfolio should contain a range of art projects that may include: drawing, photography, illustrations, graphic layouts, photographs of 3d works, printed digital artworks, storyboards and printed stills from moving image projects. The portfolio should demonstrate the development of a creative idea through to realisation and should also contain at least 1 sketchbook / workbook that show how your ideas are developed. Portfolio s are normally presented at UEL and discussed with the admissions tutor at interview. If the applicant has any difficulty with attending a portfolio interview in person, arrangements can be made to undertake the portfolio interview electronically. Guidance for this can be provided on application. International applicant s portfolios will be viewed electronically. Guidance for this can be provided on application. Art/Design Interview Applicants may be invited for interview with their portfolio. The applicant will provided with a choice of dates. The interview process will take place with admissions tutors from the programme. Applicants will present their portfolio and tutors will questions about their work and the area of study that they are interested in. Tutors will provide spoken feedback on the applicant s portfolio. Applicants who have applied through UCAS will be notified via UCAS Track. Other applicants will be notified by the UEL Admissions. Applicants are recommended to attend one of UEL s open days or taster days to ensure they are fully informed about the programme and the University. Successful applicants are requested to make acceptance on their offer as early as possible to secure a place on the programme. Once offered, applicants will be contacted by UEL to provide additional information about the programme and the University. Page 3 of 16

4 ABOUT THE PROGRAMME What is Graphic Design? Graphic Designers are visual communicators in the delivery of products, services and ideas. The range of their work would include typography, book design, print production, advertising media, corporate branding, editorial design, moving image production, web design and interactive media design. Graphic designers also are communicators and as such are increasingly involved in design for social media and design for communities. Graphic Design at UEL This programme believes that the client-led model for teaching graphic design is no longer the only way, and perhaps not appropriate for a less-certain future. New ways of working are emerging, where graphic designers engage with others to consider bigger problems and bigger issues. Graphics designers are changing, they are becoming a bridge to connect people communities, ideas and identities. For this to happen, this programme prepares its Graphic Designers to have a thorough grasp of context, and to understand graphic design in relation to other disciplines; principally economics, politics, psychology and ethical issues. Corporate Design must be responsible to people and communities as well responding to commercial pressures. Ours is a world in which everything is scrutinised terms of social media and savvy reporting. Graphic designers need to be acutely aware of their roles and responsibilities in this world. Programme structure The programme is available to both full- and part-time students. The full-time programme runs over three years. Students undertake core modules throughout level 4, 5 and 6 with a dissertation option available at level 6 Learning environment A wide range of different forms of teaching and assessment are used on this programme, including formal lectures, small group workshops, research exercises, group projects and presentations, development of individual portfolios, and extended pieces of written work. Great importance is attached to the process of drafting, redrafting, editing and improving work in response to workshop and tutor feedback, at every level of study. Students also have the opportunity to engage in digital production and presentation of textual material in the MediaLab. Guest lecturers and interaction with community literary projects are also key aspects of the learning environment. A live Design studio encourages critical evaluative discourse for Senior students at level 6 and prepares for practice or postgraduate entry. The programme is staffed by tutors who are professional graphic designers, typographers and other tutors who are working in specialist areas of new media and information experience. Theory is by practicing writers, working in a range of fields and forms. Page 4 of 16

5 Assessment Graphic Design uses an assessment for learning strategy to support students to achieve. Formative Assessment takes place throughout all practice modules in the form of assessment for learning in seminar feedback from peers and tutors, one to one tutorial feedback from tutors and in studio critiques led by students, tutors or guests from industry. Students document and reflect on their learning and their formative feedback in research journals. These are monitored through one-to-one tutorials throughout the learning period, and are submitted for summative assessment at the conclusion of the module. Summative Assessment in practice modules mainly takes place at the end of the module. Students are given opportunity to develop assignment tasks through formative feedback assessment for learning strategies towards summative assessment. The two main forms of assessment for practice modules are the journal and the portfolio: The Learning Journal A Learning journal is also maintained throughout the learning period of the module. This journal of record will contain illustrations and images, notes on technical processes and practical skills, reflections on project research, including biographies and other reading as well as exhibitions, films and other cultural media relevant to the students own practice. Sketchbooks would normally be included as a component part of the research journal, as would photographic contact sheets, initial concept developments or examples of typographic layouts. The Research Journal A Research journal is maintained throughout the learning period of the module. It documents the student s engagement in the module, enabling the student and the tutor to monitor the acquisition of skills and the achievement of learning outcomes through reflexive learning strategies. It is presented at all formative feedback sessions and all formative assessment sessions. The journal will contain illustrations and images, notes on technical processes and practical skills, reflections on research, including biographies, academic texts and other reading as well as exhibitions, films and other cultural media relevant to the students own practice. The research journal must follow UEL guidelines for academic integrity for visual practices. The journal is normally assessed at the conclusion of the module alongside the portfolio submission. The research journal is used in the assessment to consider the development of reflective, critical and analytical thinking in relation to the body of practice. The Portfolio Presentation A Portfolio is the common means by which a body of visual work is assessed and an established assessment method for studio-based Art & Design practice. For Art & Design at UEL, a portfolio is a coherent body of work created and developed in response to tasks set within the module guide. It is assessed in relation to assessment criteria specified in the module guide. The actual form of the portfolio will vary, depending on the specific assignment or Subject area. Knowledge is assessed by Coursework portfolio, reports, evaluations, reviews, reflections in Journals and at Critical presentations (Crits) Exercises undertaken in seminar and workshop sessions Page 5 of 16

6 Written Essays Research Journals Learning Journals Thinking skills are assessed by Coursework in a range of informing material and Visual referencing (development work), iterative and written material; project reports, evaluations, reviews, modes of writing (selfreflective writing and essays) presentations Exercises undertaken in seminar and workshop sessions Research Journals Learning Journals Practical skills are assessed by Practical projects and reflections on production process Assignments demonstrating the ability to use software and hardware to produce an end product/products Demonstrating discrete competencies in a number of workshop exercises Learning Journals Skills for life and work (general skills) are assessed by Ability to understand and meet requirements of module specification Quality of written work in assignments Strict assignment deadlines Involvement in and contribution to, group project work Research Journals Learning Journals Work experience/placement opportunities A graphic designers skills for employability can be tested by an internship with a company or agency. However, employability and the placing of students into employment is the result of number of practical opportunities. We rehearse this future by providing a range of different experiences, some embedded in modules like Going Public, and others are outside the core teaching. These include study abroad opportunities and academic exchanges with great schools in Europe and America. The Graphic Design programme has a very close relationship with industry with live briefs delivered by industry professionals; there are employability and entrepreneurship workshops with accommodation in our dedicated Entrepreneurship Design Studio and lectures from high profile guest speakers. Visits to studios and agencies are easily negotiated because of our location in London. All of these factors combine to seamlessly move a student into the profession of graphic design, and create the conditions and expectations for an advanced student. Project work Page 6 of 16

7 Project work is fundamental to graphic design. Students undertake set and negotiated briefs that require dynamic problem solving skills, experiential learning and adaptability to different contexts and time constraints. We aim to develop the students core interests but also to diversify and open up students capabilities to enable them to grow into new areas of practice. Added value Graphic Design at UEL is a community network that extends beyond the institution. Our graduates demonstrate a sense of ownership in the programme which shaped them IS THIS THE PROGRAMME FOR ME? If you are interested in... Typography Photography Video Film/DVD practice, scripting and directing Web Design Interactive Design Design, Cultural and Critical Theory Corporate identification and brand identity Art Editorial Design Design Publishing Page Layout and Computer-editing/facilitating Advertising and Campaign strategies Information Design If you enjoy... Speculation Working with a particular visual media Recognising and following advertising and media Having an awareness of brand identities Creatively exploring a visual media Working individually, but also to be able to work in teams Contributing to challenges of communication in the public domain including Social Design initiatives and future challenges Having an interest in applying skills in media practice to 'real' outcomes Words, Language and word/image relationships Copywriting and developing a creative copy interest and scripting Moving and sequential image and film Paper and the printed page and tangible crafted products and editions Letterforms Typeface Designing 'Cover Art' and graphics applied to music, posters and flyers Digital editing and composition Page 7 of 16

8 If you want... To develop and apply visual skills within a range of graphic media To be equipped to join other creative practitioners in stimulating future employment within the Design profession To participate actively in group working, at University and in practice To be able to, potentially, contribute to the growing visual culture, based in London To be prepared to meet the practical and intellectual challenges of a future of demanding Design assignments or Project assignments To work in an area that contributes to establishing the nature of future visual practice, in communication, and in relation to culture, attitudes and social change To enjoy, and be rewarded for, working in a media or skill in which you excel To broaden and add to the existing body of knowledge of visual and graphic communication Your future career Senior students and Graduates may gain student membership of the Chartered Society of Designers, participate in Design & Art Directors competitions and workshops, join a placement and/or exchange and work on 'live' projects with professional designers; these provide a breadth of experience, which prepares the conditions for entry into practice. Initially, this is likely to give entry to a graphics career as an assistant or freelance designer, as an editor in a 'facilities house' or production company, an assistant art editor or magazine designer, a corporate designer, art director, or advertising creative. Newer career paths lead to Information experience and social communication projects, including curatorial and specialist cross-field activity related to technologies of communication How we support you Individual support from your Personal Tutor and Theory staff Individual and small group tutorials from module leaders and seminar tutors The Writing Centre, a focal point for the school s writing events and activities Study skills development, including IT and learning resources University-wide support network, including residential, student finance advice and careers advice Bonus factors A Guest Lecture series open to all students from professional Graphic Designers, writers, broadcasters, publishers and Art Editorial Designers, creative letterpress printers and activists in the area of type and the Editioned book or print. Tutors who are practising professionals in their field Commentators on new Graphic design developments An exciting campus in East London Global travel initiatives, connected and linked to the curriculum Programme aims and learning outcomes Page 8 of 16

9 What is this programme designed to achieve? This programme is designed to: Provide practical, historical and theoretical understanding of Graphic Design. Provide a platform for students to access their imagination and develop their creative identity. Establish key transferable and employability skills. Develop a multi-tasking and multi-skilled approach to professional practices. Anticipate and prepare for future practice What will you learn? Knowledge Typographic History and Culture Graphic Design: twentieth century influences and issues 2D and 3D working methodologies and media Graphic Design and Production Managing research in Graphic Design Team practice and negotiation Connectivity with distinct philosophies and individual excellences in Graphic Design practice The relationship of current practice to theory Thinking skills Self reflection/analysis and critical awareness Creative thinking and invention. Visual research skills. Critical discourses in Graphic Design Subject-Based Practical skills Typographic design, classification of typefaces and their uses Layout design, working with word/image composition and meaning Editing and structuring text and image relationships, in applied contexts Typefaces and drawn Letterform development Documenting research and process Skills for life and work (general skills) Time management (participation, working to deadlines etc.) Working within groups (collaborative, work experience) Interpersonal skills (Client awareness, etc.) Page 9 of 16

10 The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed. One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4 equivalent in standard to the first year of a full-time undergraduate degree programme 5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7 equivalent in standard to a Masters degree Credit rating The overall credit-rating of this programme is 360 credits. Typical duration The expected duration of this programme is 3 years full-time or 4 to 5 part-time. It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this will impact on the overall duration of their study period. A student cannot normally continue study on a programme after 4 years of study in full time mode unless exceptional circumstances apply and extenuation has been granted. The limit for completion of a programme in part time mode is 8 years from first enrolment. How the teaching year is divided The teaching year begins in September and ends in June A typical student, in full-time attendance mode of study, will register for 120 credits in an academic year. A student in a part-time mode of study may register for up to 90 credits in any academic year. What you will study when A student registered in a full-time attendance mode will take 120 credits per year. An honours degree student will complete modules totalling 120 credits at level four, modules totalling 120 credits at level five and modules totalling 120 credits at level six. Page 10 of 16

11 Level Module Code Module Title Distance learning Y/N Credits Status* 4 AD4100 Graphic Design Level 4 N 45 Core 4 AD4101 Typography N 45 Core 4 AD4110 Contextual Studies Level 4 N 30 Core 5 AD5100 Graphic Design Level 5 N 45 Core 5 AD5140 Going Public Level 5 N 45 Core 5 AD5110 Contextual Studies Level 5 N 30 Core 6 AD6100 Graphic Design Level 6 N 45 Core 6 AD6140 Going Public Level 6 N 45 Core 6 AD6110 Contextual Studies Level 6 N 30 Option 6 AD6666 Art & Design Dissertation N 30 Option A core module for a programme is a module which a student must have passed (i.e. been awarded credit) in order to achieve the relevant named award. An optional module for a programme is a module selected from a range of modules available on the programme. Requirements for gaining an award Page 11 of 16

12 In order to gain an honours degree you will need to obtain 360 credits including: A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher A minimum of 120 credits at level six or higher In order to gain an ordinary degree you will need to obtain a minimum of 300 credits including: A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher A minimum of 60 credits at level six or higher In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level four or higher and 120 credits at level five or higher In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level four or higher In order to gain a Foundation Degree you will need to obtain a minimum of 240 credits including: A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher (A Foundation degree is linked to a named Honours degree onto which a student may progress after successful completion of the Foundation degree) Degree Classification Where a student is eligible for an Honours degree by passing a valid combination of module to comprise an award and has gained the minimum of 240 UEL credits at level 5 or level 6 on the current enrolment for the programme, including a minimum of 120 UEL credits at level 6, the award classification is determined by calculating; The arithmetic mean of the best 90 credits at level 6 x The arithmetic mean of the next best 90 credits at levels 5 and/or 6 x 0.2 and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification 70% - 100% First Class Honours 60% - 69% Second Class Honours, First Division 50% - 59% Second Class Honours, Second Division 40% - 49% Third Class Honours 0% - 39% Not passed Page 12 of 16

13 Teaching, learning and assessment Teaching and learning Knowledge is developed through Workshops and demonstrations Tutorials and seminars Professional practice talks Exhibitions and Gallery visits Group Collaborations Thinking skills are developed through Tutorials and seminars Independent, creative practice & Group working Project work Practical skills are developed through Workshop introductions Project based practice with contextual emphasis and briefings Professional practice talks Study visits Exchanges with other Colleges in Europe and America Skills for life and work (general skills) are developed through Professional practice talks Work placements Study visits Professional Collaborations Assessment Knowledge is assessed by: Oral presentation of ideas during seminars, tutorials and at the end of each module. Portfolio and research folder presentation at the end of each module. Breadth and Depth of research work Thinking skills are assessed by: Oral presentation of ideas during seminars, tutorials and at the end of each module. Portfolio and research folder presentation at the end of each module. Innovation and lateral thinking displayed in realisation of work in relation to research material Practical skills are assessed by: Continuous monitoring of workshop progress Presentation of portfolio at the end of each module Skills for life and work (general skills) are assessed by: Participation in workshops, seminars, tutorials and meetings Time management in relation to meeting project deadlines etc. Page 13 of 16

14 Engagement in professional practice components of the programme, placements, group activities and specific group project assignments etc. How we assure the quality of this programme Before this programme started Before this programme started, the following was checked: there would be enough qualified staff to teach the programme; adequate resources would be in place; the overall aims and objectives were appropriate; the content of the programme met national benchmark requirements; the programme met any professional/statutory body requirements; the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms. This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating: external examiner reports (considering quality and standards); statistical information (considering issues such as the pass rate); student feedback liaison with industry panels, professionals and experts in the subject Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities: Page 14 of 16

15 To ensure the standard of the programme; To ensure that justice is done to individual students. External examiners fulfil these responsibilities in a variety of ways including: Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback through an annual report that enables us to make improvements for the future. The external examiner reports for this programme are located on the UEL virtual learning environment (Moodle) on the school notice board under the section entitled External Examiner Reports & Responses. You can also view a list of the external examiners for the UEL School by clicking on the link below. Listening to the views of students The following methods for gaining student feedback are used on this programme: Student representation on programme committees (two meetings per year) Student module evaluations Programme evaluations Students are notified of the action taken through: Circulating the minutes of the programme committee Individual responses to students as required Listening to the views of others The following methods are used for gaining the views of other interested parties: Annual student satisfaction questionnaire Regular staff meetings at programme level Regular meetings at Subject Area level Liason with industry panels, professional bodies, professional designers and experts in the subject. Where you can find further information Further information about this programme is available from: School of Arts & Digital Industries web pages: Page 15 of 16

16 The Writing Centre in the School of Arts & Digital Industries: The UEL web site: UEL Manual of General Regulations: UEL Quality Manual: Page 16 of 16