Programme specification BA (Hons) in Graphic Design Faculty: Faculty of Arts Entry from: September 2015 Awarding Institution: Teaching Institution: Delivery Location: Programme/s Accredited by: Exit Awards: UCAS Code / GTTR / Other: Joint Honours Combinations: QAA Benchmark Group(s): Mode/s of Study: Language of Study: York St John University York College York College Not applicable Diploma of Higher Education in Graphic Design Certificate of Higher Education in Graphic Design BA (Ord) in Graphic Design W210 Not applicable Art & Design Full-time over 3 years Part-time over 5 years English Introduction and Special Features The BA (Hons) in Graphic Design at York College is concerned with the communication of visual and verbal messages in a huge variety of forms. Using creativity and imagination, students develop the skills to produce inventive responses to Graphic Design challenges, set in a commercial, multidisciplinary context. The studio based programme is concerned with the student s individual development, working through project briefs in all kinds of traditional and new media. The design process introduces experimental methodologies and creative approaches and explores graphic language, communication theory and semiotics. The programme offers a broad range of opportunities to study the changing concept of graphic design and the role of the designer in society. This occurs through a series of lectures, seminars, workshop activity and studio practice. A special feature of the course is its strong links with the design industry, with visiting professionals from regional and national consultancies, live project briefs and portfolio surgeries. Field trips to Design conferences and cultural centres in Britain and Europe contextualise students learning. Year One of the programme introduces a breadth of subject activity including idea generation, image-making, typography and photography. Digital media, using industry standard software extensively, help students gain the skills to put their ideas into practice. Practical studio work is supported by historical, theoretical and contextual study which enriches student s experience. Year Two offers students the opportunity to investigate in greater depth, aspects of branding and identity design, advertising and promotional graphics, editorial, web and interactive digital design. Students are encouraged to challenge preconceived ideas of the subject and develop a sense of personal ownership through selection of project briefs. A key feature at this level is the involvement with visiting lecturers and practitioners. Professional contexts are investigated through field trips and visits to industrial partners, both regionally and nationally.
Page 2 of 9 Year Three responds to students individual progression routes. Through the selection of specialised project briefs at this level, including live briefs set by external clients and a wide range from national and international competitions, students are able to develop their own personal identities and direction. Professional contexts are studied further as students prepare for entry into their chosen profession after graduation. Our graduates secure positions in industry in a wide variety of fields. Typically this might be in branding, publishing, packaging, illustration and web design. Some students develop freelance careers and others have set up their own companies. Others work in related areas such as Public Relations and media while others continue in Higher Education at postgraduate level. Admissions Criteria Full-Time UK and European Union applications must be processed via the UCAS system. For other overseas applications, and part time applications, see below. General Entrance Requirements Applicants for entry to a programme of study will demonstrate that they have the qualifications, and/or experience which will allow them to succeed on the programme of study. The normal entry requirement of York St John University for programmes at Level 4: 200 UCAS points (usually from Foundation Diploma in Art & Design, BTEC National Diploma, A2 Levels or other appropriate qualifications) a) A Pass in at least 5 subjects in the GCSE/GCE examinations to include: 2 passes at A Level (A2) and a minimum of Grade C in English at GCSE or equivalent Or b) An equivalent NQF Level 3 qualification or other qualification recognised by York St John University; Or c) Attainment in accredited courses or modules offered by York St John University or other approved education institution which is deemed to demonstrate capacity to study at the level of entry proposed; Or d) Success in the assessment prescribed under the York St John University Alternative Entry System. Accreditation of Prior (Certificated) Learning (AP(C)L) UCAS Applicants As part of the admissions process students are invited for interview and asked to bring with them a portfolio of work demonstrating their skills and motivations. Those UCAS applicants who have already achieved or partially completed a qualification at HE Level may be eligible for direct entry to the second year. UCAS documents allow for applicants to indicate year two as the entry point to the programme. Qualifications accepted for AP(C)L are completion of the first year of an HND, FD or other relevant subjects. Applicants will be required to produce original certificates / transcripts. Accreditation of Prior (Experiential) Learning (AP(E)L). Credit may be awarded only on the basis of achieved learning and not on the basis of experience itself. Although credit may be awarded for all learning, wherever that learning
Page 3 of 9 occurs, it must first be identified and then assessed in terms of its amount, level, relevance, status and currency (as defined in the York College AP(E)L / AP(C)L policy). In other words the applicant must show learning from the experience. Normally an applicant will not be admitted with credit to a point more than half way through the level of the proposed programme of study. In addition, the applicant may have to satisfy award pre-requisites. Credits will normally be limited to a maximum of 50% of the total credit points for the particular award. Most importantly, evidence must be presented to demonstrate that the applicant is familiar with the appropriate knowledge base of the learning claimed. This should include 'reflective expertise', which includes the ability to sustain analytical review and the application of relevant concepts to the planning and evaluation of practice. The amount and level of credit awarded through AP(E)L will be measured against the identified learning outcomes of existing validated courses and of the target programme. Where general AP(E)L credit awards do not precisely match the learning outcomes of validated courses but are related or comparable, professional and academic judgement will be invoked to determine a credit award with consistency and fairness in relation to other credit award decisions and programme learning outcomes. Overseas Applications Applicants will be expected to hold a relevant qualification equivalent to NQF level 3. The required level of English, a minimum of IELTS score of 6.5 on entry, must also be demonstrated. Candidates will be invited to take part in an email interview, in advance of which they should submit: A portfolio of work to show that they are capable of undertaking a course at this level. York College is a licensed Learning Assistant, electronic portfolio, centre. All applicants will be offered the opportunity to present their portfolio electronically certificates, pertaining to relevant qualifications to date, for verification by the York College International Office Upon successful completion of the process so far, candidates will take part in a further telephone interview. Programme Aims The educational aims describe the nature and characteristics of the programme. The number code for each programme aim reflects the Art and Design Benchmark statement selected by the institute from the Quality Assurance Agency guidelines (2008). The programme aims to develop the ability to: Articulate and synthesise knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employment, further study, research and selffulfilment [4.2.1] Generate ideas, concepts, proposals, solutions or arguments independently and / or collaboratively in response to set briefs and / or as self-initiated activity [4.3.1] Develop ideas through to outcomes, for example images, artefacts, environments, products, systems and processes or texts [4.3.4] The critical, contextual, historical, conceptual and ethical dimensions of the student s discipline in particular, and art and design in general [4.4.1]
Page 4 of 9 The implications and potential for their discipline(s) presented by the key developments in current and emerging media and technologies and in interdisciplinary approaches to contemporary practice in arts and design [4.4.3] Study independently, set goals, manage their workloads and meet deadlines [4.6.1] Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources [4.6.11] Programme Learning Outcomes Knowledge and Understanding On successful completion of the programme the student will demonstrate knowledge and understanding of: A1 A2 A3 the extent and diversity of historical and contemporary professional graphic design practice [relates to benchmark 4.4.2 & 4.2.1] the relevance and significance of commercial, political, ethical and environmental contexts in which graphic design operates [relates to benchmark 4.4.2] a range of creative and technical processes appropriate to the production and presentation of graphic design solutions [relates to benchmark 4.2.1 ] Cognitive Skills On successful completion of the programme the student will demonstrate the ability to: B1 Solve both theoretical and practical problems by analysing information and experiences through a logical and structured process [relates to benchmark 4.3.1 & 4.4.1] B2 Formulate and develop appropriate and creative solutions in response to set and selfinitiated briefs, working both independently and collaboratively [relates to benchmark 4.3.1] B3 Independently discuss, criticise, evaluate and form judgements about graphic design within the broader context of art and design [relates to benchmark 4.4.1] Practical Skills On successful completion of the programme the student will demonstrate the ability to: C1 Use typography, image making and layout to creatively communicate information concepts and ideas [relates to benchmark 4.3.4] C2 Realise the potential of a range of graphic design approaches to prepare and present design solutions through a variety of processes [relates to benchmark 4.4.3 & 4.3.4] C3 Use relevant computer software applications [relates to benchmark 4.4.3]
Page 5 of 9 Transferable Skills On successful completion of the programme the student will demonstrate the ability to: D1 Communicate effectively both orally and in written work, utilising the opportunities within information technology where appropriate [relates to benchmark 4.6.11] D2 Identify personal strengths and needs [relates benchmark 4.6.1] D3 Manage and realise the opportunities for personal, professional and career development [relates to benchmark 4.6.1 & 44.2] Programme Structure Level 4 the Graphic Design programme will be diagnostic and introduce the student to the broad subject of graphic design and the intellectual, academic and process skills the course demands. It introduces the creative processes, the principles, skills, competencies, and sensibilities of the discipline. It incorporates the following specialist subject areas: ideas generation, image making, typography and lens-based media. Within these areas subject knowledge and technical skills are acquired. The subject areas are developed across three terms, linking creative solutions with relevant technologies and computer applications. The historical and contextual lecture programme in Level 4 provides students with a range of historical reference points within art and design practice. It introduces significant developments in graphic design and the effect and influence if technological change. The module develops a range of subject specific and transferable skills and including oral presentations, contextual research files and an essay submission. The modules across year one make up a total of 120 credits, of which 1 credit represents a nominal ten hours of study, which may comprise both directed and independent learning. Students must achieve 120 credits and pass all modules within the level to progress to Year 2. The student is able to exit after achieving the level 4 outcomes with a Certificate in Higher Education. Level 5 is characterised by more in depth study and increased specialisation. Students are expected to take more responsibility for their own learning and take more control over the direction of their project work. Three themed graphic design modules involve the study of branding and identity, advertising and editorial sequences. A theoretical underpinning is provided in the Critical Studies: Visual Culture module. At the end of Level 5, Students prepare a subject for Dissertation at Level 6. Aspects of Professional Practice examine the job role of the designer in a commercial context with visiting speakers, lectures, site visit and a foreign field trip. A key feature of level 5 is the practical involvement with design professionals from industry and the change to work on live briefs with external clients. The Web and Interactive Design module investigates the potential of screen based digital media using a range of industry standard software and technologies.
Level Semester Credits Status of Module* Page 6 of 9 Students must attain 120 credits at Year 2 (Level 5) and pass all modules before progression into Year 3 (Level 6). The student is able to exit after achieving the level 4 and level 5 outcomes with a Diploma in Higher Education. Level 6 sees students working at advanced levels. Increasingly taking ownership of their own professional direction, students participate in national and international design competitions such as the RSA, MPA roses and D&AD student awards. The submission of the Critical Studies Dissertation takes place at Level Six. Preparations for future career paths are made in the Professional Development module.the negotiated Personal Project in the second half of the year allows students to rigorously explore an area of graphic design specialism of their own choosing. The programme culminates with an end of year degree show attracting a wide range of industrial contacts. Structure & Requirements The BA (Hons) Graphic Design programme is structured in a modular framework. All modules are compulsory and must be passed in order to progress to the next level Modules for the Programme Code Title GDS1A 4 1 Introduction to Graphic Design 20 CP GDS1B 4 1,2 Introduction to Graphic Language 20 CP GDS1C 4 2 Graphic Design Studies 20 CP CRIT 1 4 1,2 Historical and Contextual Studies 30 CP DM1 4 1,2 Digital Media 30 CP GDS2A 5 1 Graphic Design Studies 2A Branding & Identity 20 CP GDS2B 5 1,2 Graphic Design Studies 2B Advertising 20 CP GDS2C 5 2 Graphic Design Studies 2C Editorial Sequences 20 CP CRIT 2 5 1,2 Critical Studies Visual Culture 20 CP WEB 5 1,2 Web and Interactive Design 20 CP PROF 5 1,2 Professional Practice 20 CP GDS3A 6 1 Advanced Graphic Design Studies 3A 20 CA GDS3B 6 1,2 Advanced Graphic Design Studies 3B 20 CA CRIT3 6 1,2 Critical Studies Dissertation 30 CA PPD3 6 1,2 Personal and Professional Development 30 CA FMP3 6 1,2 Personal Project 20 CA *C: Compulsory, CP: Compulsory for progression to the next level, CA: Compulsory for award, O: option or E: elective. The Key/Core skills for HE awards at York College are: Learning/Performance; Application of Number; Communication; Information Communication Technology; Working with Others; Problem Solving; Reasoning and Work Process; Management Skills, Employment/Employability
Page 7 of 9 However, these may be added to for particular modules or awards. Teaching, Learning and Assessment Teaching, learning and assessment methods used to achieve and demonstrate the learning outcomes Teaching and Learning A wide range of teaching and learning methods are employed, appropriate to the learning outcomes of each module and these focus on the relationship between different kinds of skills knowledge and understanding, cognitive, practical and transferable. Intellectual independence is one of the most important qualities required of a design student and practitioner. It is important that self-discipline and an ability to work without supervision are allowed to develop in order to progress on the programme. Personal initiative in learning is encouraged and developed by the expectation of a high level of self-management as study progresses, so that during honours level (Year 3) students are practising in a professional and appropriately vocational manner. Diagnostic exercises are used during certificate level to analyse current capabilities and readiness to undertake module learning and assessment. Typically, diagnostic exercises will take the form of a written brief that identifies specific learning outcomes. Students will receive feedback in relation to diagnostic exercises, informally during tutorials and formally at the identified assessment points. Formative exercises are used extensively to ensure that the students experience of the programme is coherent and to direct the development of skills and creative abilities specific to individual modules. Typically, formative exercises will take the form of a written brief that identifies specific learning outcomes. Students will receive feedback informally during tutorials or presentations, and formally at the identified assessment points which occur at the end of the specified timeframe identified on all exercise and project briefs. Academic Tutorials are usually conducted on a one-to-one basis; they are an opportunity to receive personal and specific advice and guidance. Tutorials are scheduled to occur at those points in the term when supervision and guidance are particularly necessary. In addition, students may request tutorials from tutors if they need further support and pastoral guidance. Assessment Module content is organised into a series of developmental stages leading to formally identified assessment points identified on project briefs and posted in the design studios. Formative feedback on learning and progress is given to students through participation in a series of diagnostic and formative exercises, relevant to the module and level of study. Students are required to gain a pass (40%) in a formative exercise before progressing to a project which is a summative assessment point. Summative projects will take the form of a written brief designed to assess a student s achievement against specific learning outcomes relating to a particular module. Each module will identify at least one summative project that must be satisfactorily passed in order to progress to the next level. Students will receive feedback on summative projects following completion of the module. Project grades remain provisional until ratification by the Assessment Board at the end of each level.
Page 8 of 9 Summative assessment is via graded projects for each module, assessed against the criteria stated in project briefs. Project is the term used to describe formally assessed work produced for summative assessment. Project brief requirements will identify a particular assessment item that students must submit in order to satisfy the assessment criteria for each project. These items may take the form of a portfolio of practical work, design portfolios submitted electronically or on disc, design reports, oral presentations, essays, dissertations or case studies. Assessment Weighting Assessment practices adopted cover a range of formal and informal activities designed to satisfy the requirements of diagnostic, formative and summative assessment. Weighting is the contribution that an assessment makes to the final module mark. The threshold pass for a module is an average of 40% achieved across all components of assessment within the module. Progression and Graduation Requirements The BA (Hons) Graphic Design programme is structured in a modular framework. All modules are compulsory and must be passed in order to progress to the next level. The student is able to exit after achieving the Level 4 outcomes with a Certificate in Higher Education. The student is able to exit after achieving the Level 4 and Level 5 outcomes with a Diploma in Higher Education. The BA (Hons) in Graphic Design applies the York St John University marking scale. 70-100 Class 1 60-69 Class 2 division (i) 50-59 Class 2 division (ii) 40-49 Class 3 00-39 Fail Internal and External Reference Points This programme specification was formulated with reference to: York St John University Mission Statement York College Mission, Vision and Values QAA subject benchmark statement for Business Management National Occupational Standards (as appropriate) National Qualification Framework/QCF/FHEQ UK Quality Code for HE Employer Liaison and HEESA advice Student feedback External Examiner Feedback Further Information
Page 9 of 9 Further Information Further information on the programme of study may be obtained from: Admissions Entry Profile (Admissions) Programme validation document (University Registry Academic Standards) Regulations (University Registry Academic Standards) Student programme handbook (York College - Divisions) Module handbooks (York College -Divisions) Policies and procedures (York College Quality Improvement Team) Assessment Framework (York College Quality Improvement Team) Date written / revised: 24/09/13 final entry is 2015. Replaced with BA Graphic Arts wef 2016 entry.