UCL QUALITY REVIEW FRAMEWORK - ANNEX 6.1.3: ASER EVALUATIVE REPORT AND DEVELOPMENT & ENHANCEMENT PLAN Academic Session: 2015-16 Department: Slade School of Fine Art Faculty: Arts and Humanities EVALUATIVE REPORT

The Slade offers two undergraduate programmes. The BA in Fine Art is a four-year course and the BFA in Fine Art is three years in length. Both are non-modular studio based programmes and are of equal academic standing sharing the same entrance requirements. All first year students share an integrated common programme of History and Theory of Art in the first term. The BA course includes a History and Theory of Art component and an additional 0.5 course unit component requiring students to take a module from another UCL department, whereas the BFA course includes a studio-based Critical Studies component. The student cohorts benefit from a wide variety of specialist knowledge delivered by staff, a range of technical facilities and the involvement of PGTAs in both programmes.

The BA and BFA courses run exchange programmes, allowing students to study abroad and students from abroad to study at the Slade. We also take affiliate students from other institutions that pay to study at the Slade. These two aspects of the undergraduate programme allow for an international perspective and influence on discussion in the studios.

The undergraduate programmes are organised through students choosing to work in one of three subject areas. The areas are painting, sculpture, and fine art media and each have a dedicated Head of Area and staff team. Important to both programmes are the weekly meetings between staff and students in their respective areas in which the course is discussed and weekly events reviewed. Area Heads and the UG coordinator discuss both programmes at weekly Head of Area meetings. As well as this, Departmental Teaching Committee and Staff Student Consultative Committee meetings and a dedicated Programme meeting held annually facilitate further opportunities to review the programmes. Programme Specifications and Programme Diets are reviewed and reconfirmed annually.

Achievements:

 The Slade School of Fine Art achieved a 98% overall satisfaction rating in the NSS for 2015/16.  Careers Programme rated as best practice within UCL. Delivered by Carey Young, UG Fine Art Media Lecturer  Destination Data and career progression after six month is encouraging: Unemployment 6%, graduate level work 80%, Grad Level Work and Post Graduate Study combined 92%. The number of students responding to the survey continues to increase (U/G 44% (2013) to 54% (2014) and to 64% (2015)  A number of this year’s graduating UG students gained places on postgraduate courses in the UK and abroad.. One student was accepted onto the Goldsmiths MA for Fine Art. Four students gained places on postgraduate courses at the Royal College of Art. One student gained a place at the

1 Royal Academy and two students will continue their studies at the Slade of the MA Fine Art Painting Course.  As in previous years, students from the Slade have been selected for the prestigious New Contemporaries exhibition, ICA London and Bluecoat Gallery, Liverpool. Students exhibited in the Woon Foundation Prize, Baltic, Newcastle.  All final year UG students achieved either a 2:1 or a First.  Five Slade UG students met the requirements for the Dean’s list.

Improvements:

 To be implemented in 2016/17 following programme review and discussion in 2015/16 o Proposed changes to BA1/BFA1 common programme to further enhance the introduction of the BFA critical studies component and create greater parity with the BA programme with its Art History component. This is to be reviewed at the end of 2015/16. o First year BA/BFA introduction to the philosophy of the different subject areas by area staff. The introductions follow a week of inductions into technical areas and facilities, and ensure the students understand the areas of practice in the school more quickly than in the past. This dedicated introduction period culminates in a First Year Crit in the Slade Research Centre attended by staff from al subject areas. o Tutors with report writing duties to have tutees from the final year in subject areas in which they teach, so as to have more insight into students’ development and support final examination and assessment. All other students are divided evenly into tutor groups, rotating through all subject areas. o Timetable changes to final year students and second year student’s year crit schedule. o BFA programme review.

Student Projects:

 The Slade deliver’s a research-based programme where students develop and negotiated study and research plans through tutorial discussion. Students develop individual research projects from day one of when they enter the school. Their research is supported in one-to-one tutorials, group tutorials and through workshops and seminars that develop knowledge, technical skills and conceptual and contextual frameworks, along with tools in how to research their own idea. Students receive feedback from staff and their peers, and also from visitors to the school.

 The Slade recognises that students collaborate in off-site group exhibitions and projects that create a context for their work beyond the school. Last year students organised or took part in a number of projects including a Film Club, Queer Club, Poetry/Spoken Word Club, Site Club, Comic Book Club, Sound Club. Students also opened their own galleries in Southwark and various short-term project spaces across London.

Collaborations:

 ‘Skullpture’ exhibition was organised in collaboration with the UCL Grant Museum. 8000 people visited the exhibition during the summer of 2016.  FLEX is a five-year (4/5) collaborative project between Camden Arts Centre, The Slade Research Centre and Undergraduate Sculpture at The Slade School of Fine Art. Taking its starting point as a series of speculations into the properties of clay, this collaborative project considers the philosophical and material conversations around ceramics. Consisting of student projects with Camden Arts Centre’s Ceramics Fellow, talks and events across both institutions programmes. The project will culminate with a talk series that will include contributions from artists participating in the programme (16/17).  Tintin Wulia, artist-in-residence at the Slade School of Fine Art as part of the Transcultural Art Network, from 28 September – 7 November 2015

2  ‘Platform 1’ featuring performances by Slade Undergraduate Students at the UCL Bloomsbury Studio Theatre, January 2016  ‘Vault’ exhibition and student residency as part of the 7th Annual UCL Art Museum/Slade Collaboration.

Events:

 Small Press Project. One day event at UCL Institute of Advanced Studies which included: Panel discussion with UG student participation, Student stalls exhibiting book works, Live publishing event with student participation, Student exhibition in the North Lodge, Book binding master class. Research visits included: Tenderbooks, London. And, Finishing Touch, London.  Photo polymer master class. Including a visit to the Talbot Collection at the British Library (this year)  Platform 1. Student performances at the Bloomsbury Studio. Wednesday 10 & Thursday 11 February 2016. Total 30 Students.  Performance art workshops, Slade Research Centre and Bloomsbury Theatre Studio  The 'P Word'. Seminar and crit series that give students a platform for discussion on the political aspects/intents of their research and artwork  Studio visits to Tai Shani and to Anthea Hamilton in advance of her Turner Prize installation to discuss the work, her studio practice and her approach to taking ideas from the studio to such large scale museum show.  Gallery visit and artist talk. Tate Modern, Turbine Hall. ‘Empty Lot’ by Abraham Cruzvillegas.  Site Club. Visit included: ‘The River & the Knights Templar’. Explorations of the Thames at low tide, the Knights Templar church in Temple Courts and then the Freemasons HQ in Covent Garden with their Knights Templar regalia. And, ‘Down Stream, the Estuary & Southbound: Two Tree Island’. A reading of Joseph Conrad at the end of world's longest pier an English Tea Ceremony in suburban English house.  Comic Book Club. Event and published comic June 2016.  Live sound and music 35mm film scoring event hosted at the BFI  Artist in residency project at Limbo, Limbo, Limbo. London  Tramps, London. Gallery visit  Art insider master class at ICA with Matt Williams, ICA Curator.  Sound Club visits to UCL Anechoic chamber and music venue Koko, London.  Weekly reading group ending in a visit to the poetry library at Royal Festival Hall, Southbank Centre London.  Cross Area Artist Talks. Invited speakers included: Daniel Kelly, Marianna Simnett, Eleanor Brown  Workshops included: Auditioning and actor, Sound workshops exploring digital mixing and nucleus software, Video software including after affects and premiere, Clay building (Flex), Ceramics (Flex), Clay castings and slip molds (Flex), Stretching making, Painting materials, 3D Printing, 3D Scanning, Rhino (CAD), Skecthup (3D modeling), Bronze castings, Introduction to Studio lighting and Chroma Key, Black Magic camera (4K), Photographic documentation workshops, Laser Cutter, Introduction to the Sound Studio, Video codecs, Video documentation, Resolume Arena for multi screen projection and mapping, Premiere Pro, Speedgrade, After Effects, Audio recording, Audio post-production, Large format inkjet printing & theory, Vinyl cutting, Pen plotting, Digital theory, Film processing, Arduino

Staffing developments:

 Liz Rideal's has been awarded a Leverhulme Research Fellowship 2016  Allison Katz will be covering Liz Rideal's Leave for the academic year 2016/17. Allison will be located in Undergraduate Painting.  Deborah Padfield, who recently completed a Postdoctoral Fellowship with the Slade, and Tom Morgan Evans will both be 0.2 Teaching Fellows in

3 History and Theory of Art for 2016/17.  Zach Eastwood-Bloom took up his role of 0.2 Teaching Fellow in Fine Art Sculpture, for one year, specialising in 3D Print and Digital Processes.  Brighid Lowe UG Sculpture has been promoted to Senior Lecturer.  Gary Stevens UG Sculpture has been promoted to Reader.  International artists on the Slade residency programme (TAN) continue to contribute to the Slade through enhancing and widening studio discourse with a global or international perspective on contemporary art practice.

4 Strengths: Issues: [Programme strengths should be identified under the following [Programme issues should be identified under the following headings, headings, with reference to issues identified by the Quality Review with reference to issues identified by the Quality Review Sub- Sub-Committee as required. Individual modules should be flagged as Committee as required. Individual modules should be flagged as appropriate]. appropriate].

o Student Profile (Male, Female, Home, EU, Overseas, Ethnicity, o Student Profile (Male, Female, Home, EU, Overseas, Ethnicity, WP) WP)

Male/Female Male/Female

At the Award level, the results for the Slade are encouraging, The gender imbalance within the Slade persists, although the with similar percentages of both male and female students graduating cohort in 2015/16 is closer to being equally split than obtaining first class or upper second degrees. It is encouraging the Slade’s student body as a whole (41% male : 59% female). that both genders were awarded more first class degrees (in This is more equal than the total for the Faculty (33% male : terms of percentages) than the Faculty as a whole. 67% female). We recognise that within an Arts environment, applications are more likely to be received from female students Home/EU Overseas and suspect that this is a sector wide issue.

The Slade maintains a diverse student body with students from There have been limited staffing changes and the Heads of China and South Korea, amongst others represented in the UG Area at undergraduate level remain three men, although the student body. coordinator and the Head of the History and Theory of Art courses are female. This has not been raised as a concern by Ethnicity students.

The Awards data are extremely encouraging for the 2015/16 We note that there is no provision within UCL’s data for students year. Within the graduating cohort, 25 students identified as or staff who do not identify as male or female, despite it being “white” and 20 as “BAME”. Of these, 14 white students and 11 possible for applicants to select “Mx” as a title. We would be BAME students achieved first class marks, resulting in an grateful for a non-binary option to be introduced. almost equal percentage of students receiving this grade c. 55%). Of slight concern is that it was only BAME students who received lower second classifications, although the number (3) was small. WP

WP The Award data for WP highlights the discrepancy between achievement between students in POLAR3 quintiles 1-2 and 3-

5 Kieren Reed spoke at a conference for Widening Participation in 5. Although caution must be used, as the date set for quintiles the Arts and is developing a network with the Institute of 1-2 is so small, it is in itself concerning that only 5 of 28 students Education and an external public arts institution. are from these quintiles. At 17% of the graduating cohort, this is larger than the Faculty (10%) and UCL as a whole (12%), but This, year as part of the Slade’s WP programme, we have still suggestive of poor recruitment from LPNs. offered: o Progression o Places on the Slade Summer School courses at no charge to students from WP schools. The Slade is concerned about the Modern Foreign Language o A residential Summer School requirement’s reclassification as a graduation condition. We shall encourage and support students to take their MFL courses, o Admissions and recruitment and will continue to ask students to complete this in the first year. Admissions remain very strong for the Slade at undergraduate level across Home/EU and Overseas cohorts, with a total of o BME student Progression and Achievement 1027 applications. As usual, applicants were assessed by portfolio and invited to interview. The Slade met its target for The Slade is not able to comment on progression for BAME Home/EU students and exceeded its Overseas target by 3 students as we do not have in-house data on which students students. identify as BAME, and the UCL data is not correct as our programme is non-modular. o Progression o Widening Participation Excepting students who interrupted, all students progressed either to award or to the next year of study at undergraduate Concern has been raised that the cost of attending both a level. Student progress is monitored through regular review and portfolio inspection and an interview may discourage applicants assessment boards. from poorer backgrounds from applying. This issues has been raised at teaching committee and is under review. o Average Student Achievement o Student Feedback (NSS, EE, DS, PTES etc.) Due to the Slade’s non-modular structure, the data for Average Student Achievement provided from Portico as part of the ASER Student returns of the Monitoring of Teaching is low. We need to documentation is not reliable. However, from the Slade’s in- investigate whether or not this is because students on the whole house records, we can report that the average studio marks in are satisfied, or whether they are using other channels of 2015/16 were: feedback, such as one-to-one tutorials with staff.

 BA Fine Art Y3 – 66.9% Whilst generally very good, concern continues to be felt about  BA/BFA Fine Art Y2 – 65.6% the Critical Studies component of the BFA Fine Art programme,

6  BA/BFA Fine Art Y1 – 66.5% with both staff and students confused about its purpose in relation to the course, and continuing dissatisfaction about These marks are firmly within the 2.1 category. teaching being provided by PGTAs, rather than full-time members of staff. In response, the Director of Undergraduate Studies began a thorough review of the BFA Fine Art Critical o BME student Progression and Achievement Studies component in the summer term 2016, which is still ongoing. As reported above, the number of BAME students graduating in 2015/16 was similar to the number of white students, and they o Learning Resources achieved a good number of first class marks. The Slade traditionally recruits well from far Eastern countries, such as Issues with the UCL estate continue to be a problem. Several South Korea, and it would be useful to have the BAME category students were unhappy with the temperature of some of the broken down further. studios in the winter and a long-promised review of the Slade’s air movement system is yet to take place. o Final Classification There are continuing concerns about the size of the technical Results continued to be excellent in the 2015/16 year, with 26 footprint. Comments in the NSS suggest that students would like students (56%) being awarded a degree in the first class. Once a bigger workshop with increased staffing. We need to balance again, External Examiners praised the rigour of the Slade’s this expectation with what is practically needed and affordable, examining process and noted that the Slade made particular bearing in mind our competitors’ equivalent resources. effort to ensure parity across the three areas. The results reflect the consistent care and preparation which staff give to their teaching. o Student Feedback (NSS, EE, DS, PTES etc.)

The Slade received an overall satisfaction score of 98% in the NSS. Whilst this was a 2% decrease from the previous year, we feel that this is still an excellent score and notice that the two institutions which scored more highly are not competitor institutions. The Slade’s score is 14% higher than the next direct competitor, Oxford University’s Ruskin School, which scored 86%.

Analysis of the Monitoring of Teaching results often showed that whilst students would sometimes score neutral responses, it was rare that students would score negative responses. The

7 average score across all questions, where 1 was “very unsatisfactory” and 5 was “Very Good” was 3.81, compared with 3.56 in the previous year. A most noticeable difference was in the History and Theory of Art scores, with the overall course score being 4.62 this year, compared with 3.72 in 2014/15.

o Learning Resources

In 2015/16, the Slade made a significant investment in the provision of industry standard IT and digital creative equipment. This included buying a 3D printer and employing a Teaching Fellow with the purpose of training staff and students and embedding processes associated with the 3D printing in the Slade.

Staff are managing the space more dynamically between postgraduate and undergraduate students, responding to changes in the Slade’s student population.

The Slade responds to student feedback in order to target funds towards the most needed resources, such as hand tools within the workshop and cameras. Academic Partnership Activity: [Where there is academic partnership activity on a programme within the department, please use the spaces below to comment on the responsibilities devolved to the partner (if any) and how well these have been executed. i.e.:  Has there been any change in the responsibilities of each party over the last year?  Are there any issues arising from the MOA which is in place?  Have any issues regarding the partner/partnership been raised by students on the programme?  Have there been any changes to the partner organisation and – if so – what is the impact on the programme? (These changes can be legal, financial, organisational, leadership, facilities, etc.)]

BA and BFA Fine Art

The Slade offers all Y3 BA and Y2 BFA students the opportunity to apply for an exchange with one of our partners in Programme Name: the autumn term. Partners are spread throughout Western Europe and the USA, with one each in China and Israel. The undergraduate team has recently reviewed the Slade’s academic partnership provision and we are not currently seeking to expand this.

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We are concerned about the communication with some of our European exchange partners. Students were informed about their places at a very late stage. We shall continue to monitor this and if problems persist, may decide not to renew partnerships with certain institutions.

Our exchanges with American institutions can also prove problematic for poorer students, since the USA Immigration Department requires visa applicants to hold a certain balance in their bank accounts as part of the visa application process. Programme Name:

Programme Name: >>>

Programme Name: >>>

*NSS – National Student Survey, EE – External Examiner Reports, DS – DEVELOPMENT AND ENHANCEMENT PLAN Data Set, PTES – Postgraduate Taught Experience Survey [The Development and Enhancement Plan should only highlight KEY issues or areas to be addressed across the Department’s programmes over the academic year, in consideration of the issues flagged through the Evaluative Report and listed above. The Development and Enhancement Plan is a live document which should be updated as appropriate throughout the year. It should therefore include any actions that are outstanding from previous monitoring cycles. Whilst the process looks at the health across the Department’s programmes as a whole, module level detail must not be lost; actions relating to individual modules must be flagged where appropriate. There may be other, less urgent or significant areas that the Head of Department wishes to consider, however for the purposes of ASER, only KEY issues should be identified here].

Person Implementation Comments/ Source Issue Action Progress Evidence Responsible Date Issues Organisation and Management [identify start [Identify evidence that [NSS, EE, [Identify agreed action for [Identify [Identify date of [Identify key issue] date, or mark issue has been etc*] resolution] responsibility] implementation] complete] resolved i.e. NSS etc*] The Slade NSS, EE, Director is on Again, we do not believe Teaching Standards will be monitored by sabbatical that there is a key area Committee, EE, NSS and MOT and through leave in the to be addressed in Student SSCC. autumn term 2016/17. Focus Group of 2016. Careful

9 planning has ensured that her many roles have been distributed equitably amongst senior members of staff. Teaching See Appendix 1 Kieren Reed has undertaken an initial benchmarking of the CC criteria. This UCL Mandated Action: document will Departmental Teaching be used as a Committees (DTCs) and Staff platform for Student Consultative Briefings will further Committees (SSCCs) to take place at discussion discuss how the Department the next all- with the The Connected intends to begin its preliminary school following key SSCC Meeting: Curriculum, and how assessment of its taught meeting. Academic Connected Curriculum meetings 02/11/16 the Slade expects to provision by benchmarking Kieren Reed Committee (CC) identified: adhere to it, will be each programme against the A review of DTC: 16/11/16 detailed in student grid in the Connected Slade alumni 16/11/16: handbooks in 2017/18. Curriculum Enhancement communicatio Raised at Guide. The Development and n is already Teaching Enhancement Plan should taking place. Committee. include a timeline for

departmental discussion and TBC: Raised discussion with StARs. at Town Hall meeting – all UG students invited to comment.

01/02/17: UG SSCC

10 Reps invited to comment at SSCC meeting.

11/01/17: Benchmarking to be confirmed at Teaching Committee, incorporating comments from the student meeting.

Summer 2017: CC to be written into the student handbook and reviewed annually.

The final agreed The Slade will undertake a changes will be review of the BFA Critical Begun in External minuted at Teaching Monitoring of Studies provision to ensure that Extraordinary Examiners BFA Critical Studies Committee, and may Teaching / students and staff have a Kieren Reed Teaching September 2017 praised the Provision be submitted as a EE clearer understanding of how it Committee studio course Chang of Assessment relates to the studio 21/10/16 very highly. Form (CAF) to Faculty, programme. if necessary. Assessment and Feedback UCL Mandated Action: The Slade’s With 89, the Slade Departments must ensure that marking scores 25 points they have built into every criteria for above the UCL NSS module or seminar series at studio work is average in the NSS’s EE Joy Sleeman least two weeks before the first continuous Assessment and Marking Criteria and Kieren assignment is due, at least one throughout the Feedback category, Student Reed session in which the marking years of study. which suggests that Focus Group criteria for that module is Marking students are mostly explained in detail to students criteria are satisfied with the in a forum where they have an explained in manner in which

11 opportunity to ask questions the weeks assessment is and seek clarification if leading up to conducted. required. formative assessment. Before the degree show exhibition, there is a final year critique specifically organised to assist students developing professional practice and to test exam conditions.

A student focus group identified that there were sufficient opportunities to question the assessment criteria in the History and Theory sessions, but that criteria could be explained more plainly in the handbook. UCL Mandated Action The Slade has Each department must agree a reviewed the consistent student feedback forms which template for any given are used for Joy Sleeman The feedback form for See Appendix NSS assignment which makes the History Consistency of feedback and Kieren 16/11/16 the History and Theory 2 for a blank EE appropriate reference to the and Theory Reed Courses is attached. mark sheet. marking criteria and explains to coursework students how they can improve assignments their work in future. These, or and is satisfied requests for exemptions in that they make

12 exceptional circumstances, reference to must be submitted to Faculty marking Teaching Committees for criteria. The approval. Slade shall be applying to Faculty to use a different feedback form for the studio course. It was noted in the Head of Area’s response to the EE that one possible solution could be to minute the marking discussions between first and second markers. This would provide the external examiner The EE for BA History with a rationale for any The Slade and Theory raised a discrepancies. It was also practices full This was concern about the noted that second markers are We shall monitor blind double discussed at EE discrepancy between studio staff and could benefit Joy Sleeman Summer 2017 comments from the marking for DTC on first and second marks from a briefing before the External Examiner. the 12/10/16 in the Independent marking take place, specifically Independent Study Essay referencing the marking Studies. criteria.

A pool of second markers will be established and rotated. Experience can then be shared more effectively amongst studio staff. Academic Support UCL Mandated Action: All students Programme Leaders/Directors are required to are required to communicate attend an directly with students at the induction at start of term (new and the Slade on Information on support NSS returning) to provide clear the first day of Completed for students Joe Tilley EE information about (1) where a term. A 26/09/16

student should go to obtain register is advice and support with their taken and studies (eg: details of the students who Personal Tutoring scheme in do not attend the Department etc), (2) how to are asked to

13 contact key staff when they visit the Slade need to and (3) where to obtain Office. Each advice about study choices. student is This may be drawing attention given a printed to information already Slade contained on websites or Handbook and handbooks but it is critical that is directed to students are made aware of the information the support that is available. within it. The Development and Enhancement Plan should include a copy of the text of this message. See also below. We shall participate in a Joint Faculty review of Carey Young, UCL Mandated Action: Personal Tutor Slade Careers Departments must describe support in Tutor, has their personal tutor provision, consultation been involved NSS giving links to the information with CALT, Personal Tutor provision Kieren Reed 28/02/17 in the EE provided to students, and UCL Careers Provost’s outline how they are planning and student working group to evaluate that provision representative on Personal during the year. s, reporting to Tutoring. Joint Faculty Teaching Committee on 28th February. BME Progression and Achievement The non- modular nature of the Work with Student Records in Slade’s order to devise a method for programme Monitoring BAME measuring BAME achievement To be discussed UCL Data, Joe Tilley means that Achievement during the programme. A at DTC 16/11/16 the ASA report satisfactory system has not yet for the ASER been created. is not accurate for Fine Art students. The Slade has already met with This will be reported Student Lack of Diversity within members of the WP Office to Kieren Reed October 2016 Summer 2017 as part of the UAO’s Focus Group the Slade decide the programme of WP annual report.

14 events for 2016/17. In addition to a summer school, this will include:

 More funded places on the Slade summer schools for WP students, identified in conjunction with the WP office.  A “Bring your parents to uni” Saturday during the degree show.  A “Teachers’ Evening” where UG staff can meet with teachers from WP schools to de- mystify the Slade’s application process.

It is hoped that these actions will improve diversity at the Slade, not just in terms of BME but also boost our WP applications. Widening Participation During the portfolio inspection As in previous process, data from the years, the Undergraduate Admissions Slade remains Office will be used in order to concerned identify which portfolios had about the been received from students literal A-level identified as applying form a requirements, WP background. Selection staff which may Low number of WP will be briefed before the WP statistics from defer Slade Staff applications; low Kieren Reed February 2017 inspections began, so that they UAO. applicants number of WP offers. are mindful that students from who are such backgrounds may not extremely have had access to the same skilled in the resources as other students field of Fine and take Art, but do not into account the potential possess the displayed in the portfolio. correct grade profile.

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The Slade was grateful that a number of cases sent to the DOSA for special entry were accepted. DLHE Many Slade students graduate to The Slade is working with the become self- ASER Low departmental Any change will be Careers Office to inform employed Dashboard performance in Joe Tilley Autumn 2016 evidence in the DLHE students about completion of artists but Data employment figures statistics for 2016/17 any DLHE surveys. include details of other paid employment in surveys. Departments are asked to explain how they have involved students in the development of the Plan and how it and its outcomes will be communicated to them here:

At the draft stage of the ASER, a focus group made up of the UG StARS was assembled to discuss the points which had been raised and the Slade’s responses to mandated actions. Following this, StARS were asked to take the discussion of the ASER to their area meetings for comments and to report back to the first SSCC meeting of the year, to be held on 2nd November 2016.

The Slade will report back to the SSCC, but will also address issues raised in the ASER through area meetings. The final version of the ASER will be displayed prominently on the UG students’ noticeboard.

Kieren Reed and Joe Tilley will hold a “Town Hall” meeting before the end of the autumn term 2016. All UG students will be invited to attend, although this will not be compulsory. The ASER will be discussed item by item, and students will be allowed to comment on the plan. This will include explicit reference to, and discussion of, the Slade’s benchmarking in the Connected Curriculum.

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DATE OF SUBMISSION TO FACULTY TEACHING COMMITTEE:

Draft 10/11/16

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Departments are asked to paste text of welcome email below (see mandated action above)

The Slade send several welcome letters and e-mails leading up to enrolment. Please find these attached.

Appendix 3 – Welcome Letter from Slade Academic Manager sent in July

Appendix 4 – Welcome Letter from Slade Director of Undergraduate Studies sent in July

Appendix 5 – Equipment List sent in July

Appendix 6 – First Week Timetable sent in September

Appendix 7 – “One month to go” e-mail

Appendix 8 – “One week to go” e-mail

Appendix 9 – Welcome e-mail for returning students

Appendix 10 – First Week Timetable for returning students

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19 a. Beginning b. Developing c. Developed d. Outstanding

Students connect with Students are integral to a research community in the researchers and with the Students become familiar with institution, and are inspired by Students are introduced to institution’s research research topics, methods and Students and staff have many the practices and possibilities research topics, methods different conceptual opportunities both to learn of research. Drawing on and different conceptual approaches in their discipline. about and to challenge the dialogue with researchers, approaches in their They have formal and informal origins, nature and findings of students are able to present discipline. They are made opportunities to engage with academic research in their their own analytical reflections aware of some of the research staff (e.g. through the discipline, including its implicit on the latest research in their complex global challenges group activity ‘meet your values. Students regularly field, wherever it is produced. addressed by UCL’s researcher’) and discuss how engage in dialogue with staff Where appropriate, they researchers. Students their research fits into a global about their research and engage with enquiry into their have the opportunity to context. Where appropriate, methods, including (where own professional practice and encounter research staff they engage with enquiry into appropriate) enquiry into that of others. Both students through talks, tours and/or their own professional practice professional practice. and staff are able to challenge demonstrations. and that of others. research that excludes perspectives from marginalised groups.

The Slade School of Fine Art taught studio programme (80% BA or 100% BFA of final mark) is pedagogical and non modular. The best students have recruited onto our programme from 1200 applications and 250 interviews (2016). We seek students who are developing their own research methods and have the potential for self-directed research (emancipated learners). Students meet with research staff weekly and their interests shape the taught studio discourse. Their research/methodology is highlighted during group subjects area seminars and year wide crits. Methods are reinforced and supported during one to one tutorials with research staff. Students shape and form aspects of research in the UG programme and their suggestions and ideas manifest in external exhibitions, reading groups, art events, etc. The students research effects the selection of visiting lectures/artist to the Slade.

Y1 Beginning/Developing. Y2 Developed. Y3 – Final Year. Outstanding A throughline of research Research and enquiry-based activities, with related student activity is built into each Research and enquiry-based assessments, are embedded activities, with related student programme across the year(s) of study. assessments, are embedded There is a clear narrative of across the year(s) of study. Research and enquiry-based conceptual development, There is a clear Students have activities, with related student which students are able to progression of concepts, opportunities across the assessments, are embedded articulate, developed through a understood by students (e.g. year(s) of study to across the year(s) of study. connected sequence of via a connected sequence of engage in research and There is a clear progression of enquiry- based activities. core modules and/ or a enquiry-based activities. concepts, understood by Students are critically aware longitudinal, cumulative They identify and students (e.g. designed into a and attuned to alternative portfolio). Students play a key recognise different connected sequence of core perspectives, including those role in the development of this perspectives. Students are modules). Tutors support from marginalised groups. learning narrative and are assessed on their own students to use knowledge They take a lead in the supported to challenge research as an integral part from diverse communities and development of their own received ideas. Personal tutors of the programme. engage critically with a range learning narrative, and are provide support and guidance of different perspectives. able to demonstrate creativity by taking a broad overview of in presenting a synthesis of students’ progress and may their learning to an audience, have an advisory role with for example via a capstone research-based activities. module and final year research project.

The Slade School of Fine Art taught studio programme is pedagogical and non modular. There is a vey clear throughline of outstanding connected research and enquiry based activities. The student own individual research shape the taught studio programme and inform the selection of speaker at Contemporary Art Lectures (school wide), visiting lectures, Cross Area Artist talk speakers, technical workshops, etc. Many students deliver their research in the public realm outside of the Slade integrating their work into professional settings and to a wide society/community. The students programme and lead Slade Clubs (listed in the ASER) In a Slade Teaching Committee working Group we aim to review the UG Research Activity Throughline this academic year (2017).

Y1-Y3 Developed to Outstanding Final Year - Outstanding. Students make Students are empowered to Students explore the make connections and to connections across implications of multidisciplinary study with peers and staff from perspectives for addressing subjects and out to the across the discipline(s). Students make conceptual global issues and challenges. world Students make conceptual Students make confident connections between their own They develop a ‘joined up’ connections within choices about broadening their discipline and other disciplines learning narrative, making modules and begin to learning both within and (e.g. by taking a module in connections across apparently apply these to other beyond the programme (e.g. another subject area, and/or disparate themes; this may be modules across the by undertaking an undertaking an interdisciplinary assessed, for example, via a programme. Students interdisciplinary dissertation, project). Students begin to special assignment, a become aware of how an engaging in a global recognise the implicit values cumulative portfolio or academic discipline is citizenship programme, underpinning the discipline(s) framed and shaped by undertaking external and how disciplines have been a student research conference. culture and language. internships and/or engaging shaped historically. Students engage with with global networks which contrasting perspectives, address bias, including those from underrepresentation and marginalised groups. marginalisation).

The Slade students are outstanding in making connections within UCL, nationally and internationally. Our approach is interdisciplinary; we create opportunities for Slade students to experience this from the beginning. Slade students are very self-motivated and have organised: International artist in residency programmes, national level widening participation and socially engaged artworks/research, university wide events (Queer Club), participants in international and national shows, exhibitions, performances and competitions. Professional practice is integral and research staff support external internships and professional opportunities.

All BA students participate in taking a module in another subject area (subsidiary subject). Studying a subsidiary subjects fosters university wide collaborations, friendships and associates beyond the Slade.

Few Slade students participate in the UCL Global Citizenship Programme possibly because of timing of the activity and methodology. We confirm this information during a staff/student feedback session.

Y1 – Beginning, Developing Y2 – Developing, Developed Y3 – Developed, Outstanding Final year - Outstanding. Students connect Students are able to articulate the depth and breadth of their academic learning with Students are able to articulate knowledge, skills and workplace learning conceptual connections attributes to different external between academic learning, audiences, including future Students become increasingly Students develop abilities workplace learning and life employers. They develop a aware that they are developing and dispositions for learning. They have regular disposition for lifelong learning a rich range of understandings, problem-solving and opportunities to apply their and are highly confident in skills, values and attributes to communication skills, new learning and their skills of applying critical, enquiry-based take into their professional relevant to the world of enquiry; for example, within and problem-solving lives. They engage critically work, within modules (e.g. scenarios or settings which approaches to conceptual and and reflectively in activities and through group work, project reflect professional/ workplace practical challenges in the approaches useful for life and management, enterprise cultures. Students develop workplace and in society at employment, acknowledging and leadership). self-reflexivity and an large. They understand the diversity of worldviews. appreciation of the value of inclusive work practices and diverse and inclusive practices are aware of the different kinds in professional life. of cultural capital that people bring both to academia and to the workplace.

All lecturers who teach on the undergraduate (Painting, Media and Sculpture) are practicing artists. The Slade Fine Art UG programme prepares students for professional practice and academic progression. There are many opportunities when students can engage in practical, public facing events and activity with diverse public audiences. Slade students are taught the skills necessary to continue their research, being analytical and self-directed learners/researchers. This happens during seminars, one to ones tutorials, crits, technical workshops and live public projects and events (Bloomsbury Theatre, Camden Arts Centre, Grant Museum).

Y1 – Beginning, Developing Y2 – Developing, Developed Y3 – Outstanding Final year - Outstanding. Students learn to Students are engaged as partners in co-developing produce outputs – assessment activities with assessments directed at external audiences. They Students co-develop multiple an audience undertake multiple assessment assessment activities directed Students have an activities directed at external at external audiences, using opportunity to produce at Students, working in groups audiences, using them to them to communicate the least one assessment and/or independently, have a communicate the depth, depth, breadth and directed at a particular number of opportunities to breadth and applications of applications of their intellectual audience. Output modes engage with diverse audiences their intellectual enquiry. They enquiry. They develop are selected to be through a variety of are able to produce peer- advanced communication skills appropriate to the audience assessment modes. Students reviewed ‘outputs’ and and appropriate digital skills, (e.g. videos, group demonstrate knowledge of the research data, both in and can explain how each presentations, articles, complexity of their audiences. collaboration and assessment output is blogs, essays). independently, which inform appropriate to that particular and engage audiences audience. effectively. Students have a sophisticated knowledge of the complexity and diversity of audiences.

Public facing outputs happen from the very beginning of study at the Slade and many activities are focused on developing these skills to the highest and most sophisticated levels, reflecting international professional contemporary art practices. Outputs happen during: Public exhibitions, performances, books, publishing (books, comics, eyc), video and film screenings, and participation in conference activities. Outputs allow for documentation on websites, public feedback and peer review. (See ASER Document for details of collaborations) All lecturing and technical staff support public facing activities. Additional public facing outputs happen via funded project awards, staff initiatives and staff/Slade wide research. Self initiated student projects and public outputs are encouraged and supported throughout.

Y1 - Y2 Developing Y3 - Developed Y3 - Final year - Outstanding. ``

Students connect with Students are empowered to enrich and promote their each other, across community, for example by Students engage actively in a phases and with alumni initiating events and networks. research and learning They have frequent Students have a number of community, for example opportunities to meet, to opportunities through a variety through sharing their work with engage in mentor schemes, Students work in diverse of formats (e.g. through team- academics, fellow students, and to work collaboratively in groups and have some based activities, group researchers, and/or alumni. diverse groups. As group opportunity to connect with projects, an undergraduate Departmental initiatives build members they are able to students in other years. research seminar series) to bridges between facilitate inclusive approaches They have the opportunity connect with fellow students undergraduate, postgraduate to decision-making and to interact with alumni. and with alumni in an active taught and postgraduate collaborative activities. research and learning research students. Students Students engage with diverse community. Staff and students have access to peer mentoring alumni in research and are aware of inclusive opportunities, both as mentor learning activities. Alumni are approaches to forming groups. and mentee; the needs of actively encouraged to students from excluded groups contribute to mentoring are met. schemes and to work with departments to enhance their educational provision.

Alumni often return as visiting artists/lectures. Students attend exhibitions, events, and performances of Slade alumni. Excellent alumni connections (UK/International) are maintained and supported by the Slade. More opportunities are planned to incorporate research activities through UG to PhD. This will be discussed during the next Staff Student Committee 2nd November and the next teaching committee 16th November. Student led activities are open to all. Participants engage from UG to PhD from within the Slade and across UCL.

Y1 – Beginning – Developing Y2 – Y3 Developing Final Year – Developing, sometimes outstanding. SLADE SCHOOL OF FINE ART

Student ID:

15th July 2016

Dear XXX,

I hope that you are enjoying a very pleasant summer and looking forward to joining the Slade in September.

I am writing to inform you of the Slade’s start of term procedures and the timetable for the first week of term (see enclosed).

Please note that if you are holding a conditional offer, you must meet the offer conditions before your place is confirmed.

Registration at the Slade

Registration at the Slade will take place at 9.30am on Monday, 26th September in the Slade Lecture Room on the ground floor of the Slade Building (grid reference: C1 in the enclosed map). An online version of this map and public transport information can be found on www.ucl.ac.uk/maps/).

Registration will be followed by an introductory talk by the Acting Slade Director, Jo Volley and Deputy Director, Sharon Morris, at 10:00am, at which you will also meet the Heads of Undergraduate Fine Art Media, Painting, Sculpture, and History and Theory of Art.

A series of events and meetings have been organised for the first week of term which you must attend. It is important, therefore, that you familiarise yourself with the enclosed timetable.

All students are expected to come equipped with diary, notebook, sketchbooks, pencils and pens. A preliminary equipment list is enclosed.

UCL Enrolment

UCL will contact you with information about how to complete your pre-enrolment online. On completion of pre-enrolment you will receive an appointment via email to enrol in person, allowing UCL to verify your identity, confirm your registration and give you your UCL ID/Library card.

If you are currently holding a conditional offer for a place at the Slade, please note that you must satisfy the conditions outlined in the offer by 31st August 2016 and, if applicable, provide evidence that you have obtained an acceptable English language qualification. Please send copies of your qualification to UCL’s Registry at [email protected].

Visa queries (including CAS queries) should be addressed to [email protected].

International students may also wish to register for the International Students Orientation Programme (ISOP). Further information for all new students is available on UCL’s pages for new students: http://www.ucl.ac.uk/new-students

Slade School of Fine Art University College London Gower Street London WC1E 6BT Tel: +44 (0)20 7679 2313 Fax: +44 (0)20 7679 7801 [email protected] www.ucl.ac.uk/slade There is no specific summer reading list for either the BA or BFA programme; however, one of the best preparations for the new term will be to see as much art as you can, wherever you happen to be.

We look forward to meeting you on 26th September. If you have any questions about the start of term at the Slade, please contact the Slade School Office on +44 (0)20 7679 2313 or [email protected].

Yours sincerely,

Joe Tilley Academic Manager UCL Slade School of Fine Art Equipment List

All students are particularly expected to come equipped with a diary and obviously note books pens etc.

Below is a list of tools and equipment that you might find useful. If you already have any of the following please bring them with you. However if you are considering purchasing it may be advisable to wait until you start the course to consult technical staff and/or heads of area for recommended models and suppliers. Do bear in mind that you will need to make sure that all your equipment is kept secure.

Inductions to the technical areas will be arranged for all first year students.

Many students will probably be unsure as yet which area they will be working in but below is a general guide as to a whole range of tools - some of which you might need at some stage wherever you are situated. You are not expected to have already bought everything on the list below – some will be available within the Slade. (The workshop areas are unable to provide general hand tools for students. However power tools, camera equipment and more specialised equipment will often be available for loan on a daily basis. This equipment must be returned by 5.00pm Monday – Thursday and 4.00pm on Friday. It is not available for use over the weekend, or overnight.)

Information about good art shops, discount cards and places to acquire paint, brushes, canvas/supports etc. (if you don’t have them already) will be made available to you early on the course.

Some tools to consider: -

Combination square (for right angles and straight edges) Tape measure Claw hammer Screwdrivers (preferably 3 x Phillips and 3 x flat head) Small adjustable spanner Pliers Scissors Stanley knife Scraper or filling knife Cordless drill/driver Metre steel rule Pin hammer (smaller hammer for panel pins) Digital, Digital SLR and/or 35mm cameras Paint (There will be an introduction to painting materials and technical aspects of painting early on in the term) If you are going to buy paint, generally ‘artists’ colour’ is better value than student colour despite appearing more expensive.). Brushes and other painting equipment and mediums. Staple gun Hacksaw (for cutting metal) Tenon saw or toolbox saw Tin snips (for cutting metal, chicken wire) An electric drill and selection of bits Digital, Digital SLR and/or 35mm cameras Video camera (miniDV/HD) Super8 or 16mm cameras Tripods Any portable sound equipment Any Laptops Laptops (Mac) Memory sticks (Mac compatible) External hard drives (Mac compatible) SLADE SCHOOL OF FINE ART

Slade New Undergraduates FOR THE START OF TERM

WEEK COMMENCING 19 SEPTEMBER: MONDAY TO FRIDAY

WEDNESDAY 21 SEPTEMBER

New International undergraduates International Student Orientation Programme (ISOP) Please register in advance to attend: www.ucl.ac.uk/iss/orientation

THURSDAY 22 SEPTEMBER

New International undergraduates Student Centre UCL Enrolment - you will be given an appointment Chadwick Building time when you pre-enrol online

WEEK COMMENCING 26 SEPTEMBER: MONDAY TO FRIDAY

MONDAY 26 SEPTEMBER

9.30am New undergraduates Slade Lecture room Slade Registration

10.00am New undergraduates and affiliate / exchange students Slade Lecture room Welcome meeting with Sharon Morris, Jo Volley, David Burrows, Kieren Reed, Andrew Stahl, Joy Sleeman, Kate Bright and Melanie Counsell

11.30am New undergraduates Student Centre UCL Enrolment (you should pre-enrol online first) Chadwick Building

2.00pm New undergraduates Meet outside the Slade office A tour of the school with Kate Bright, David Burrows, Melanie Counsell, Kieren Reed and Andrew Stahl. After the tour you will walk together to the Slade Research Centre, Woburn Square.

2.45pm New undergraduates Slade Research Centre Space Allocation meeting followed by meeting with Kieren Reed and Kate Bright (Please bring a 40mm padlock with you for your locker)

1 TUESDAY 27 SEPTEMBER

10.00am New undergraduates and affiliate / exchange students Slade Lecture room Meet Joe Tilley, Academic Manager and David Thompson, Courses and Student Support Officer

10.20am New undergraduates and affiliate / exchange students Slade Lecture room Meet Slade office staff

10.35am New undergraduates and affiliate /exchange students Slade Lecture room Meet Paul Horne, Studio Manager

11.00am New undergraduates and affiliate / exchange students (TBC) Slade Lecture room Introduction to Students’ Union, UCLU & Volunteering Services Unit

11.20am All undergraduates and affiliate / exchange students Studio 10 Meeting with Kieren Reed, Director of Undergraduate Studies and UG staff

2.00pm New undergraduates and affiliate / exchange students Slade Lecture room Compulsory safety briefing with Paul Horne

2.30pm New undergraduates and affiliate / exchange students Slade Lecture room Introduction to Sustainability

3.00pm All 1st year BFA and 2nd year BA Slade Lecture room Exchange talk with Andrew Stahl and Joe Tilley

WEDNESDAY 28 SEPTEMBER

11.00am New Undergraduate BA students Room TBC Writing Lab Workshops

12.30pm - New undergraduates and affiliates / exchange students Studio 4 1.30pm Meet your Mentor session

2.30pm- New undergraduates and affiliates / exchange students 4.30pm EMS and Photography inductions - see the noticeboard for your group

THURSDAY 29 SEPTEMBER

All day New undergraduates Studio time and any scheduled UCL activities

11.00am- New undergraduates and affiliate / exchange students 5.00pm EMS and Photography inductions - see noticeboard for your group

FRIDAY 30 SEPTEMBER

New undergraduates and affiliate / exchange students Library tours by Liz Lawes, Slade Librarian Please check the noticeboard for your group: 10.00am Library Tour Group 1 Meet outside Slade 10.45am Library Tour Group 2 Meet outside Slade 11.30am Library Tour Group 3 Meet outside Slade 12.15pm Library Tour Group 4 Meet outside Slade

2.00pm New undergraduates and affiliate / exchange students TBC Slade Lecture room Introduction to the Careers Service 2 3.00pm & New undergraduates and affiliate / exchange students Print Studios 3.30pm Tour of the printmaking facilities – see noticeboard for your group

SATURDAY 1 & SUNDAY 2 OCTOBER

10.00am- Interim Show open to the public Studios 1, 1m, 2, 3, 4, 5, 5m 5.00pm and rotunda

MONDAY 3 OCTOBER

10.15am New Undergraduates onwards Workshop Inductions – please see the noticeboard for your group

3

SLADE SCHOOL OF FINE ART

1 September 2016

Dear Students

I hope you are all having a good summer.

I am writing to tell you that, as it is a rotational position, I will be taking over the role of Director of Undergraduate Studies from David Burrows this year. David, Andrew Stahl and I will continue as the Heads of Fine Art Media, Painting and Sculpture whilst Melanie Counsell will continue as the Coordinator of Undergraduate Studies.

There are also some changes to area staff in Painting. I am very pleased to announce that Allison Katz will join the area to cover Liz Rideal, working with Andy, Kate, Neil, Alistair, Phoebe and Peter. The Sculpture team will remain as myself, Jack, Brighid and Gary; David, Simon, Carey, Mel Counsell and Mel Jackson all continue as the Fine Art Media team.

Please note that continuing undergraduates register at 2.30pm on Monday 26 September in the Slade Lecture Theatre and there is a meeting in Studio 10 at 11.20am on Tuesday 27 September for all undergraduate students followed by area meetings.

If you are intending to ask to change area next term, or would like to discuss moving, please inform us of this by email before the start of term if you have not already done so. We would appreciate knowing you might want to change area towards the beginning of the month.

I look forward to seeing you later this month; enjoy the rest of your break.

Yours sincerely

Kieren Reed

Director of Undergraduate Studies and Head of Undergraduate Sculpture SLADE SCHOOL OF FINE ART

CONTINUING UNDERGRADUATES TIMETABLE FOR THE FIRST WEEK OF TERM

MONDAY 26 SEPTEMBER

2.30pm Continuing undergraduates Slade Lecture room Slade Registration

TUESDAY 27 SEPTEMBER

10.00am Undergraduate mentors Studio 10 Meet with David Burrows, Kieren Reed, Andrew Stahl, Joy Sleeman and Melanie Counsell

11.20am All undergraduates and affiliate / exchange students Studio 10 Meeting with Kieren Reed, Director of Undergraduate Studies and UG staff

11.30am Continuing undergraduates and affiliate / exchange students Area meetings: Fine Art Media UG Media Studio Painting UG Painting Studio Sculpture Studio 10

3.00pm All 1st year BFA and 2nd year BA Slade Lecture room Exchange talk with Andrew Stahl and Joe Tilley

1