BA BA(Hons) Fine Art Programme Specification from the Faculty of Arts & Humanities (pending departmental ratification) Version: 2015/6.1 Last updated: August 2015
BA(Hons) Fine Art - Programme Specification Key information 1. Study mode(s) and period of registration 2. Frequency of Intake Annually in September Full-time or part-time Minimum 3 years maximum 6 years (full-time) Minimum 4 years maximum 10 years (part-time) 3. Awarding body Liverpool Hope University 4. Teaching location(s) Creative Campus 5. Final award(s), including any interim awards 6. Relationship with Subject Benchmark Statement BA DESIGN; Diploma HE (240 credits, achieved by successfully completing two full years of study); Certificate HE (120 credits, achieved by successfully completing one full year of study) 1 The benchmark for Art and Design (the national expectations of what a good degree in this subject should contain) has been fully used in the development of this provision. 7. FHEQ level(s) 4, 5 6 (first, second and third year at University) 8. Date of initial validation 2008 9. Date of first intake 2008 10. Date of last Review (if 2010 applicable) 11. Additional Costs to Students ( estimate) 12. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval 200 material allowance and 50 allowance for overseas study (provided by the University) Individual additional material costs as required using specialist materials. Optional Study Visits offered in the UK and Europe: cost as determined n/a 1 Note that interim awards are only given if for some reason students end their studies after one or two years. 1
PROGRAMME AIMS: The programme aims to provide student with: a) PRACTICE 1. An autonomous engagement and professional practice within Fine Art and related contemporary cultural industries 2. The understanding of the importance of historical and critical understanding within the broader context of academic disciplines such as history, philosophy and the study of culture. 3. A blend of theoretical, practical, and professional study that is important to successful personal development, future employment and/or further post graduate research 4. The development of mind, body and spirit through cultural, historical, practical and social activity implicit within the discipline and industry of Fine Art 5. Continuing professionalism and lifelong research and learning in an increasingly diverse society 6. Work safely b) THEORY 7. To facilitate a systematic understanding of historical and contemporary art and design theories and practices. 8. To equip students with skills of visual interpretation and analysis appropriate to the study of art and design. 9. To develop to BA level the skills of independent critical analysis, independent research and communication, especially with regard to the study of visual cultures. 10. To develop both subject-specific and transferable skills at BA level and prepare students for further study or graduate level employment. 11. To offer guidance in the development of reflective and planning skills that enhances independent learning at undergraduate level. LEARNING OUTCOMES for this provision Practice: By the end of this year all students on FINE ART should be able to; Year One Demonstrate the exploration and use of drawing as a means of analysis, 1 annotation, developmental process and representation in Fine Art practice. Demonstrate making and thinking skills that inform the use of core media and 2 processes in drawing, sculpture, painting, printmaking and electronic media. Demonstrate the use of theoretical and historical research and implement a 3 critical approach in the development and realisation of individual visual outcomes. Demonstrate a growing autonomous approach to learning in the planning 4 and making of work independently as well as in response to set projects and to identify, locate and engage with appropriate sources 2
5 Demonstrate a growing autonomous approach to learning, reflection and personal development planning. 6 Work safely in studios and workshops. Year Two 1 Objectively appraise visual, contextual and technological research. 2 Exhibit the development of an autonomous and intellectually enquiring personal visual practice in Fine Art. 3 Demonstrate an emergent personal visual language and the development of ideas and outcomes through significant experimentation in 2D, 3D or time based media. 4 Use drawing as a means to motivate and develop ideas and outcomes within the overall discipline of Fine Art. Year Three 1 5 Research from primary sources. Present evidence of an advanced individual programme of study which identifies, examines, and evaluates ideas and issues that inform visual outcomes through an independent personal and cultural aesthetic. 2 3 4 Display confidence and autonomy in advanced achievements in the visual resolution of ideas from a critically informed and individual standpoint. Professionally produce and present work that demonstrates the establishment of a personal visual language. Make informed use of media and process in the development of creative potential and aesthetic sensitivity. Additionally, by the end of this year, all students on single honours FINE ART will undertake professional practice and should also be able to: Year Two 6 Demonstrate the ability to organise and exhibit key outcomes. 7 Year Three 5 6 7 8 Show an understanding of the contexts, forms and impacts of a selection of professional strategies such as, group exhibition organisation, work placement, live briefs, business plans, voluntary work, etc. reflect critically on the global context of contemporary art and design and to articulate experience and expectations in relation to individual ideas, social and cultural concerns within a range of situations. analyse and critically evaluate appropriate contextual, market, and technological research engage in activities and negotiations involving organisations or individuals external to Hope. exhibit the acquisition of skills and knowledge which reinforce the understanding of the cultural activity of contemporary Fine Art and Design and associated industries. Theory: By the end of this year all students taking Art and Design History as part of the Design programme should be able to: Year 1. Write about Art History using relevant disciplinary language. One 2. Demonstrate a basic understanding of historic and contemporary art and design. 3. Demonstrate an understanding of art in the public sphere, especially Liverpool. Year 1. Deal with themes and issues surrounding the production and display of 3
Two Year Three art and design works. 2. Demonstrate initiative, creativity and resourcefulness in problem-solving, planning, scheduling and implementation of academic work. 3. m Demonstrate a critical understanding of the context and impacts of various professional strategies such as, live briefs, business plans, social media, work placement and voluntary work 1. Independently apply appropriate research methods to a focused area of study, demonstrated through the production of a Research Project 2. Communicate findings to a high standard 3. Demonstrate independent and self-directed learning in the form of Professional Practice Development of Key Generic (transferable) and Subject-specific skills. A student who successfully completes the programme will be able to: Demonstrate a broad theoretical understanding of issues within Fine Art and Art History. Gather information (visual and textual) and discover relationships between existing arguments. Assemble and assimilate information drawn from such research at the service of new arguments. Be able to present research findings developed in relation to established knowledge and personal understanding in appropriate, subject specific language, both orally and in writing. Utilise the making and thinking skills and tools that critically inform the use of appropriate media and processes in Fine Art. Present and communicate ideas using a variety of written, oral and visual skills. Evaluate ideas and critically appraise visual, contextual and technological research. Utilise skills and abilities across a diverse range of career pathways. Think, and solve problems, laterally. Professionally produce and present work publicly that demonstrates individual creative ability, professional practice and critical reflective awareness. And also to: Creatively analyse information and experiences Formulate reasoned arguments in support of individual work(s) Successfully access information through traditional methods alongside new technology Effectively communicate ideas and information visually, orally and in written format. Plan and generate ideas/ work creatively and independently. think laterally Successfully present ideas and work to audiences Demonstrate an advanced knowledge and application of professional studio and exhibition practice The following lists the main identifiable transferable skills that occur in a typical studio environment: 4
Communication skills: visual, written and verbal presentations and criticism. Team work and co-operation: by considerate use of the studio space and facilities whilst contributing to a common work ethic, displaying of group exhibitions. Self-management: punctuality with assignments, attendance, keeping abreast of developments in the department Initiative: self-directed study, developing projects and assignments beyond a minimal level Problem solving and lateral thinking: the ability to adopt strategies to resolve problems normally of a visual nature. Leadership: taking command in order to circumvent difficulties for individuals and others. Flexibility: adapting to change seeking secondary choices when an optimum is unavailable. Coping with pressure: displaying objectivity under adverse conditions e.g. reacting well to criticism after investing time and effort in a piece of work. Time management: prioritising and co-ordinating a multitude of factors when, for example, presenting work for exhibition. Self-confidence: essential for a critical environment but to be balanced by selfcriticism. Professionalism Special Features of the programme : The Distinctive BA (Hons) Fine Art at Liverpool Hope University offers: The integration of a range of performing and creative arts within a single site Creative Arts Campus with excellent facilities for both traditional making techniques and new technologies that may be used in the responsible service of informed ideas. The opportunity to study in Liverpool; former European Capital of Culture in 2008, a world centre of cultural life that encompasses its many museums and galleries, its post-industrial architectural legacy and its outstanding literary, artistic and musical heritage. The opportunity to liaise with the unique cultural institutions and practitioners of Liverpool. The opportunity to work closely with our institutional partners NML, Tate Liverpool, FACT and the Bluecoat The international Liverpool Biennial of Contemporary Art The opportunity to study in a vibrant city that has recently been granted World Heritage Status Inclusive Curriculum Design / Equality Statement Fine Art and Design http://www.heacademy.ac.uk/assets/documents/inclusion/disability/icd_introduction.pdf The department s policy is to make every effort to provide an anticipatory, flexible, accountable, collaborative, transparent and equitable curriculum and environment in which all students feel welcomed, involved and entitled to a supportive student experience. 5
Students in the Fine and Applied department are able to draw upon the university s Student Support and Wellbeing service provision (which also operates at the Cornerstone campus) which can allocate specific learning support packages in appropriate circumstances. Accommodation of specific requests is always viewed positively via learning support plans and tutor meetings and a variety of part, flexi and deferred study options can be offered where appropriate. The usual academic support for students with dyslexia is provided for by mentors as well as the possibility of the provision of software and hardware to facilitate study where needed The award recognises that an inclusive curriculum is one where all students entitlement to access and participate in a course is anticipated, acknowledged and taken into account (Higher Education Academy, Inclusive curriculum design in higher education, 2011, p. 7) 2. It seeks to reflect the following principles, as enunciated by the HEA: - Anticipatory: Adopting an anticipatory approach reduces the need for reactive and individualised responses that can arise when inclusive issues have not been considered at the design phase; - Flexible: it is open, versatile and responsive to an evolving student population, and to changes in circumstances that may require adaptations to accommodate student availability; - Accountable: it encourages staff and students to be responsible for the progress they have made against equality objectives and actions agreed; - Collaborative: it builds on partnership between students, colleagues and other stakeholders including professional bodies, sector bodies, international partners and employers to enrich the curriculum content and relevance; This translates into the award as follows: - Anticipatory: students are encouraged to think about maintaining a quality experience in the classroom as a way of widening the interests and aspirations of all students. In this regard the student voice is heard and acted upon through a number of mechanisms. These include: o o o o Staff-Student Liaison Committee meetings, the minutes of which are laid before the departmental meeting; Monthly meetings between class representatives and the Head of Department; Student feedback, notably in the small group sessions; Student representation in the wider framework of Faculty and University Boards and Committees - Flexibility: Members of the teaching team often with the support of colleagues in Student Development and Well Being as well as Student Administration - make every effort, within the framework of University regulations and processes, to meet with individual student needs responsively, creatively and fairly. This approach includes 2 http://www.heacademy.ac.uk/assets/documents/inclusion/disability/icd_art.pdf 6
meeting with students in difficulty outside of office hours or, subject to due process, setting alternative assessment forms; - Accountability: The teaching team and students share a responsibility to uphold inclusivity and fairness for everyone. Through the structure of small teaching groups, in particular, potentially harmful or hurtful behaviour is intercepted and positive relations fostered; - Collaborative: To ensure enhanced opportunities for students, the teaching team fosters collaborative relations with a range of professional bodies including the Bluecoat Arts Centre and the Tate Gallery, Liverpool. Curriculum Diagram including Delivery In all years teaching is done through three different activities: lectures, where all students are together and receive broad information about the key topics of study; seminars, in smaller groups (typically 15 to 20) where you work together as a group to consolidate your learning; and tutorials, in groups of no more than ten, where you can engage most fully with the material. Skills are taught, brought into use, and developed, largely in the smaller and most supportive environments of the seminars and tutorials. The diagrams that follow show each year in turn, first the Practice- based aspects and then the Theory-based aspects. The latter also constitute a separate Major (Combined Honours) award, and students taking that study alongside the Design Single Honours students. This enhances the student experience for both. Year One: Foundations in Fine Art Practice 60 credits Lectures: None; the contact time is made up of hands-on practical studio-workshops Seminar 1 Media and Methods Three hours per week, all year Seminar 2 Methods and Practice Three hours per week, all year Tutorials: in Groups of 10. 1 hour per week all year Discussions and critiques; assessment preparation and guidance - Foundations in Fine Art Theory (Art and Design History) 60 credits Lecture 1 A: Themes and Issues in Art and Design History 1 (Antiquity- 15 th c) Term 1 (1 hour per week) Lecture 1 B: Themes and Issues in Art and Design History 2 (15 th -19 th c) Term 2 (1 hour per week) Lecture 2: Art and Design History: CLOSE UP (Case Studies, Gallery talks) Yearlong (1 hour per week) Seminar 1 Term 1 + 2 (long thin, 1 hour per week) Themes and Issues in Art and Design History 1+2 Seminar2 Term 1 + 2 (long thin, 1 hour per week) Art and Design. Historical and Contemporary Practices) Tutorials: in Groups of 10. Study Skills/Visual Literacy Skills: Observational & Life Drawing (1 hour per week) 7
Year Two Explorations in Fine Art Practice 60 credits Lectures None; the contact time is made up of hands-on practical studio-workshops Studio A Visual Research Explorations: self-directed and tutor led visual research and tutor led Studio B Visual Research Development broader and more conceptual directed development to outcomes under seminar and tutor informed direction Tutorials: in groups of 15-20 Critique - 1 hour per week in the studio Explorations in Fine Art Theory (Art and Design History) 60 credits Lecture 1A: Themes and Issues in Art and Design History 3 (20 th -21 c) (1 hour per week) Lecture 2: Professional Practice for ADH (1hour per week) Lecture 1B: Art History Topic (1 hour per week) Design History Topic (1 hour per week.) Students choose one of these Seminar 1A Term 1): Themes and Issues in Art and Design History 3 (1 hour per week) Seminar 1B Term 2): Fine Art/Design: Specialised Topic (1 hour per week) Seminar 2 (Terms 1+2) Professional Practice (1 hour per week) Tutorials: in groups of 15-20 Study Skills/Research Skills/Writing Skills Preparation for Special Study Topic Year Three Advanced Fine Art Practice 60 credits Lectures None; the contact time is made up of hands-on practical studio-workshops Advanced Visual Research and Development Advanced self-directed visual research under tutor led direction: 3 hours per week, all year Advanced Visual Outcomes Advanced self-directed outcomes under tutor informed direction: 3 hours per week, all year Tutorials: in small groups with some 1-1 supervision Focussed on Dissertation and Practical Research Project Advanced Studies in Fine Art Theory (Art and Design History) 60 credits Lecture 1: Advanced Museum and Gallery Theory (1 hour per week) Lecture 2: Advanced Museum and Gallery Practice (1 hour per week) Seminar 1 Aesthetics & Critical Writing Seminar (1 hour per week)) Seminar 2 Seminar 2 Advanced Museum and Gallery Practice (1 hour per week) Tutorials: in small groups with some 1-1 supervision (1 hour per week) Focussed entirely on a research project or dissertation an extended piece of supported independent research. 8
Assessment Knowledge, skill and understanding are assessed mainly through portfolio examination, personal research and documentation (contextual journals, sketchbooks), essays, formal written examinations and, in years two and three, professional practice and exhibition practical examinations. Learning logs and portfolios will encourage students to develop as autonomous learners. Entrance Requirements These are the University norm as determined each year. There are no specific requirements. http://www.hope.ac.uk/undergraduate/howtoapply/entryrequirements gives full details. In certain circumstances the University also permits study that students have already carried out at University level to be taken into account see http://www.hope.ac.uk/aboutus/governance/qualityassurance/accreditationofpriorlearning This specification last updated: August 2015 Updated by: 9