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Foundation Degree (FdA) Photography

Validation and Programme Specification Documentation

Validated 2013 Re-validation 2016 V16/17

1 Contents

Appendices (provided separately)  Employer Guide  Staff Curriculum Vitae  Programme/Course handbook  Notes of Employer and Student Engagement  The Institutional Document

2 1 Rationale

FdA Photography: The development of the Foundation Degree in Photography serves to strengthen our creative portfolio and to maximise the current and future knowledge and skills needs for students entering the industry. The Foundation Degree offers a progression route for students studying photography at level 3.

Demand for this programme is a response to the importance of the language of digital image making and its application in all sectors of the creative industry. An ability to critically analyse and produce strong visual imagery is an essential element of advertising, creative marketing, brand identity and on-line promotion. Employment opportunities include fine art, freelance, commercial and editorial photography as well as supporting industries such as image libraries, archivists and photographic post-production.

The FdA programme enhances the learners’ knowledge of the industry and offers opportunities for the development of a greater understanding of Photographic practice in a contemporary context. The academic skills and creative practice skill base, combined with the specialist routes that can be developed through the FdA, are seen as key to the on-going success of the course. Progression routes include external and internal honours degrees as well as routes to direct employment.

The current resource base includes a lab-standard darkroom, professional studio with lighting, mac suite with industry standard software and large format printer. We also have a stock of various format camera equipment both analogue and digital. Academic staff are recognised practitioners in their own right and have considerable experience in the development and delivery of leading edge creativity and benchmark industry standard provision.

As part of the 2016 revalidation of the programme, opinion was canvassed through the establishment of an employer / industry representative focus group. Members were invited for their long-standing commitment and engagement in diverse aspects of the Photographic context both locally and nationally.

Entrepreneurial development links have been made with regard to Employability Based Learning modules through Penny Matthews GLLM Enterprise coordinator and this has led to the proposed development of a photographic agency to be operated by the students.

In 2012, the Creative Skillset - Foundation Degree Framework for the Photo Imaging Sector was used as a sector specific guideline in conjunction with benchmark statements. Consultations with Creative Skillset took the form of telephone conversations and e-mail correspondence with Nicole Souter HLA Development Manager in London and counterpart Gwawr Hughes in Wales to ensure adherence to the ethos and consistency of language and to take advantage of guidance research looking into regional employability needs for the sector through their comprehensive website. Particularly of use was the Photo Imaging Labour Market Intelligence Profile and further information regarding skills issues and definition of the industry including reference to National Occupational Standards. These frameworks are still current in 2016.

1.1 Student Market and Sources of Recruitment Employer engagement has proved that demand exists for this programme within the local and regional creative sector.

There is a range of learners from academic and vocational backgrounds that are likely to be attracted to the programme; this includes learners on the Diploma in Foundation Studies Art & Design, A Level Photography and BTEC ED programmes as well as learners seeking direct entry with vocational experience and portfolios. Practitioners embedded in interrelated businesses seeking to enhance their experience and qualifications are also within the recruitment scope in either part or full-time mode. The annual number of learners enrolling has consistently been in in the region of 12, the potential for recruitment to FdA is seen to be sustainable.

3 1.2 Recruitment Target

Recruitment on the first two years of this programme is broadly in-line with recruitment targets originally set in the 2013 validation of 12 students each year. Recruitment trends are increasing and a target of 12 for each intake remains current.

1.3 Links with other Organisations and Partnerships The Grŵp has established close working relationships with the relevant national, regional and local organisations and employers within the creative sector and beyond. These include:

 Arts Council of Wales  Association of Photographers  Cambrian Photography  Creative Skillset (Sector Skills Council)  Engedi (local arts organisation)  Glasdir Centre  Mostyn Gallery  National Portrait Gallery (Bodelwyddan)  Snowdonia National Park  Theatr Colwyn

Support for this continued programme can be seen under the statements of support at the end of this document.

4 2 The Programme: FdA Photography

2.1 Programme Specification: Bangor University/ Grŵp Llandrillo-Menai Awarding body/institution Bangor University Teaching institution Grŵp Llandrillo Menai Campus Rhos Details of accreditation by a professional, N/A statutory or regulatory body Type of professional, statutory or regulatory N/A accreditation Is accreditation in some way dependent on N/A choices made by students? Foundation Degree (FdA) Final award/s available Certificate of Higher Education Award title Photography JACS 3 code W640 UCAS code (from admissions) 046W Art and Design (2008) Relevant QAA subject benchmark statement/s CBI - Future Fit: Preparing graduates for the world of work (2009) NUS - CBI: Working towards your Future - Making the most of your time in higher education (2011) Other external and internal reference points Foundation Degree qualification benchmark (2010) used to inform the programme outcomes Characteristics of Foundation Degrees (2015) UK Quality Code for Higher Education: Part A: Setting and Maintaining Academic Standards: The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies. (2014) Mode/s of study Full time, part time and by individual module/s English and bilingually where expertise and Language of study resources permit Validated September 2013 Date at which the programme specification was Revalidation 2015/16 written or revised

5 2.2 Main Educational Aims of the Programme The Programme aims to:  meet local and regional need to provide a qualification which enables graduates to work within the photography industry;

 build upon students’ knowledge, practical, communication and visual language skills associated with employment in photography;

 aid students in applying transferable skills and competences in recognised organisational settings allied to the professional photography industry;

 provide students with an opportunity to develop skills, knowledge and expertise in a range of issues relating to photography including: digital work flow, laboratory skills, archiving and photography;

 build upon students’ knowledge knowledge of the main methods of enquiry in the photography industry and the ability to use techniques and approaches to problem solving to undertake analysis of information in order to propose solutions;

 develop reflective practice and independent learning skills which enable learners to undertake research and take personal responsibility for their own learning, decision-making and professional development; and

 provide a pathway to honours degree.

The distinctive features of the Programme aim to:  increase competencies and develop transferable skills such as self-awareness, self-directed learning through reflection, empathy and research;

 satisfy demand for students to gain a recognised academic higher education qualification; and

 provide continuous professional development for individuals already working in the creative industries through the provision of individual modules within the programme

6 2.3 Intended Programme Learning Outcomes

To gain an FdA Photography, the student will have demonstrated A) subject knowledge and understanding, B) cognitive skills, C) subject-specific skills and D) employability skills evidenced through achievement of the learning outcomes articulated within each of the programme modules.

A) Knowledge and B) Cognitive skills C) Subject-specific skills D) Employability skills understanding in the context of the subject D1: Self-management: A1: Interpret critical, B1: Develop ideas, C1: Employ both readiness to accept contextual, historical proposals, solutions or convergent and divergent responsibility, flexibility, and conceptual arguments thinking in the processes of resilience, self-starting, dimensions of independently and/or observation, investigation, appropriate assertiveness, time photography within the collaboratively in speculative enquiry, management, readiness to context of art and response to set briefs visualisation and/or improve own performance design. and/or as self-initiated making. based on feedback/reflective activity. learning. A2: Recognise C2: Develop ideas through D2: Team working: respecting implications and explain B2: Select, test and to outcomes. others, co-operating, potential for make appropriate use of negotiating, persuading, photography presented materials, processes C3: Manage and make contributing to discussions and by the key and environments. appropriate use of the awareness of interdependence developments in current interaction between with others. and emerging media B3: Anticipate and intention, process, and technologies. accommodate change, outcome, context, and the D3: Business and customer and work within contexts methods of dissemination. awareness: basic understanding of ambiguity, uncertainty of the key drivers for business A3: Demonstrate and unfamiliarity. interdisciplinary C4: Demonstrate flexibility, success including innovation, approaches to resourcefulness and risk taking, customer B4: Analyse information entrepreneurship in satisfaction and loyalty. contemporary practice and experiences, in photography. approaches to professional construct independent practice. D4: Problem solving: analysing judgements, and facts and solutions and applying A4: Demonstrate articulate reasoned creative thinking to develop C5: Source, research and methods, equipment, arguments through appropriate solutions. manage relevant material technologies, materials reflection, review and and information. D5: Communication and and practices used in analysis. photography. literacy: application of literacy, ability to produce clear, B5: Articulate reasoned C6: Present ideas and structured written work and oral responses to the critical work to audiences in a A5: Discuss the role of literacy including listening and judgements of others. range of situations. the creative industries, questioning. the arts and the photographer in society. B6: Employ the views of D6: Application of numeracy: others in the manipulation of numbers, development or A6: Identify and explain mathematical awareness and its enhancement of their current codes of application in practical contexts. work. professional D7: Application of information photographic practice. technology: basic IT skills including familiarity with word A7: Analyse the nature processing, spread sheets, file and value of the management and use of photographer's internet search engines. relationship with audiences, clients, markets, users, consumers, participants, co-workers and co- creators.

7 8 Table 2: Programme Learning Outcomes by Module and Level of Study

Programme Learning Outcomes Title of Level 5 Module Subject Knowledge and Cognitive Skills Subject Specific Skills Understanding A A1 A3 A6 A7 B2 B3 B4 B5 B6 C1 C3 C4 C5 C6 2 Digital Portfolio (10)         Employability-based Learning 2: Professional Reflection and         Personal Development (20) Exhibition Management (10)         Professional Practice (20) (Core)                Research Methods and Study Skills (20)       Specialist Practice (20)         The Book (20)          

Programme Learning Outcomes Title of Level 4 Module Subject Knowledge and Cognitive Skills Subject Specific Skills Understanding A A1 A3 A6 A7 B2 B3 B4 B5 B6 C1 C3 C4 C5 C6 2 Analogue Process (20)      Contextual Studies 1 (10) (Core)        Digital Workflow and Image Correction (20) (Core)       Editing and Sequencing (10)     Employability-based Learning 1: Applying Theory in Practice        (20) Location Photography (10)        Research and Study Skills (10)       Studio Photography (10)           The Print (10)        

9 2.4 Programme Structure Table 3: FdA Photography: Module Content FdA 240 credits

Level 5 Modules: 120 Credits Core and Compulsory Modules (compulsory unless stated) Digital Portfolio (10) Research Methods and Study Skills (20) Employability-based Learning 2: Professional Specialist Practice (20) Reflection and Personal Development (20) Exhibition Management (10) The Book (20)

Professional Practice (20) (Core)

Level 4 Modules: 120 Credits Certificate of Higher Education 120 credits

Core and Compulsory Modules (compulsory unless stated) Analogue Process (20) Location Photography (10)

Contextual Studies (10) (Core) Research and Study Skills (10)

Digital Workflow and Image Correction (20) (Core) Studio Photography (10)

Editing and Sequencing (10) The Print (10) Employability-based Learning 1: Applying Theory in Practice (20)

2.5 Mapping of Employability Skills A mapping exercise has been conducted to demonstrate how the employability skills identified are being developed, assessed and recorded within the programme. The employability skills identified for the programme are:

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines.

10 Table 5: Mapping of Programme Employability Skills

Employability Skills Title of Level 5 Module D1 D2 D3 D4 D5 D6 D7 Digital Portfolio (10)        Employability-based Learning 2: Professional        Reflection and Personal Development (20) Exhibition Management (10)       Professional Practice (20) (Core)        Research Methods and Study Skills (20)        Specialist Practice (20)        The Book (20)       

Employability Skills Title of Level 4 Module D1 D2 D3 D4 D5 D6 D7 Analogue Process (20)       Contextual Studies (10) (Core)       Digital Workflow and Image Correction (20) (Core)       Editing and Sequencing (10)      Employability-based Learning 1: Applying Theory in        Practice (20) Location Photography (10)      Research and Study Skills (10)     Studio Photography (10)      The Print (10)    

11 3 Criteria for Admission

Mature entrants are required to demonstrate relevant vocational experience and a genuine interest in the programme area; e.g. a working photographer looking to update skills or broaden their skill base / individuals looking to change career with appropriate existing skills. Successful applicants must have reached their 18th birthday by 31st August in the year of entry and will have studied at Level 3 or above for a minimum of two academic years. Academic requirements: Relevant level three qualification/s, normally gaining at least 120 UCAS points, which will include one relevant subject, preferences are:  A or A2 and/or A/S Level Art and Design related qualifications  Access to HE Art and Design related pathway  Diploma Foundation Studies Art and Design  HNC Art and Design related qualifications  National Diploma/Certificate Photography or equivalent Those without such qualifications are considered on an individual basis and a wide range of prior experience may be taken into account. Welsh/English language requirements:  Any degrees, diplomas or certificates eligible above should have been taught and assessed in Welsh or English

 For overseas applicants, for entry onto Level 4, English fluency to TOEFL 525 or higher (with no element less than 500), or IELTS 5.5 or higher (with no element less than 5.0)

 For overseas applicants, for entry onto Levels 5, English fluency to TOEFL 550 or higher (with no element less than 525), or IELTS 6.0 or higher (with no element less than 5.5)

3.1 Selection Procedures All applicants are interviewed.

International applicants are screened prior to arrival to ensure they have the relevant qualifications and appropriate English language skills.

All applications are individually considered at interview with portfolio.

4 Teaching and Learning Methods

Learning Strategy: Students are expected to take greater responsibility for their own learning as they progress through their programme. The programme structure and the teaching strategies are designed to encourage this development. The student-centred approach is encouraged through the use of case studies, projects and practical exercises supplemented by the use of appropriate support materials such as videos/DVDs, computer software and MOODLE and relevant site visits. Many of the learning strategies used employ active engagement with subject material to enhance learning.

Delivery is through a blend of the following: Lectures are a very effective way of delivering core material and establishing a framework for a module against which other material can be set. Students will be made aware of the content of each module and

12 issued with a list of the topics to be covered as well as sources of additional material (required and recommended reading) via the Moodle page. Lectures will normally be used to provide an introduction to the main themes, debates and interpretations of the subject, conveying basic information, and signposting issues to be considered and providing a common foundation of learning for all students. Lectures will also be used to promote students’ skills in listening, note-taking, reflection, discussion and their appreciation of how information is presented. Lectures will generally be supported through the use of audio-visual aids, primarily PowerPoint, and materials from face to face lectures will be made available electronically via MOODLE, the Grŵp’s VLE facility. Lectures will also be supported by additional regular contact time in small group and individual tutorials to develop the students understanding of the key elements of the material delivered during the taught inputs.

Workshops and practical work are utilised to complement lectures enabling learners to participate in activities, using industry standard photography equipment, that reinforce theory and develop understanding and skills.

Tutorials are meetings with a student or group of students facilitated by a lecturer or lecturers and are used in three ways within the award:

 To expand upon and consolidate material covered in lectures through an enquiry-driven problem solving approach.  As an opportunity to discuss and develop subject material.  To undertake remedial work to overcome any deficiencies in a student’s background knowledge. Work practice is a recognised element of the vocational degree; the programme aims to offer appropriate education and training for those already working in the field of photography and build on existing knowledge and skills with employability skills such as business and customer awareness. The linking of theory to practice is integral throughout the whole degree programme. The institution recognises the importance of this and provides opportunities for assessed practice throughout the programme. Employment based modules: Within the foundation degree programme two modules comprise the vocational practice element centred upon linking employability to learning, a feature required of all foundation degrees. Learners carry out a number of employment-related tasks, monitored and assessed by assigned tutors with support from employers. The employment-based modules are entitled ‘Employability-based Learning’ and require students to reflect upon employment practices and make links between theoretical based modules and their present and potential future employment.

At Level 4, the module Employability-based Learning 1: Applying Theory in Practice requires students to produce an individual portfolio which includes a range of creative industry-specific evidence relating to the student’s professional, personal and academic development. It provides an opportunity to apply developed knowledge and skills and to reflect upon how they have contributed to enhanced performance at work or in work-specific and employability contexts. At Level 5, the module Employability-based Learning 2: Professional Reflection and Personal Development requires students to produce an individual reflective account and a professional development plan. It provides an opportunity for students to reflect upon the value of their entire learning experience in terms of their increased effectiveness in a range of creative and employability contexts. In addition, it requires students to reflect forward through realistic thought processes that identify attainable goals and plans how they can be reached. The employment-based elements of the course are an integral part of the whole programme of study and they will naturally incorporate the values and principles, from other modules. The management of the employability-based element of the programme is provided in the FdA Photography Employer Handbook.

13 Research and Study modules: Similar to the Employability-based Learning modules there are two Research and Study-based modules that will develop the students’ academic research and study skills throughout the programme. Guest speakers will be used throughout the programme. They enhance delivery by introducing an additional sense of the outside or real world, over and above the practice/work-based elements into the learning and teaching process. Their input provides valuable insights into current working policies and practices in different areas of expertise and experience and gives the students insight into various perspectives in addition to further career opportunities within the creative sector. Student centred learning is the generic term used to differentiate between student contact with tutors using the methods listed above and the student’s own effort outside the normal structured teaching environment. It includes student’s own primary research and information gathering. The time expected to complete this work and complete assignments, projects or presentations is shown in each module descriptor under the heading ‘Teaching and Learning Strategy’. It is expected that this time allocation to a module indicates to the student the effort required on their behalf. This time given is not restrictive and more able students will often expend more time than this in the completion of their own learning.

5 Resources

Photography Resources: The current resource base includes a lab-standard darkroom, professional studio with lighting, mac suite with industry standard software and large format printer. We also have a stock of various format camera equipment both analogue and digital. Academic staff are recognised practitioners in their own right and have considerable experience in the development and delivery of leading edge creativity and benchmark industry standard provision.

MOODLE is an important medium for adding value to learning and teaching. Essentially, using this facility enables students to complement their lecturer/tutorial learning with on-line information and participative learning tools. MOODLE is used extensively on all HE courses as both a learning resource and means of communication with students and its continued use will underpin this development.

University Centre Coleg Llandrillo: The University Centre, costing £4.5m has been built on the Rhos campus in partnership with Bangor University to provide facilities for Grŵp Llandrillo Menai's HE students It was opened in September 2014 and provides a HE library, seminar rooms, teaching rooms and small tutorial rooms to provide. Tutorials rooms are equipped with monitor, screens and whiteboards and learners are able to book rooms for group work and practicing presentations. Specialist library resources, IT facilities and study areas provide custom-built places for working individually or in groups. Vocational classes continue to be delivered in specialist accommodation around the campus, enabling students to benefit from practical training sessions in industry-standard professional facilities.

Student work, from the Art and Creative Media programme Area, is displayed in the UCCL as an ongoing programme of regular exhibitions using the glass display cabinet and large display frames within the corridors.

6 Regulations of Assessment The FdA Photography programme will be assessed in accordance with GLLMs policies and procedures.

7 Student Employability and Career Opportunities The programme is designed to enhance the career prospects of individuals who may already be employed within the sector and to equip them with the knowledge and skills that will be required to meet the creative challenges of the future.

14 On successful completion of the programme, a typical graduate has an opportunity to progress directly to the final year of a BA (Hons) in Creative Media within Grŵp Llandrillo-Menai or another top up in a related field at an alternative university. Previous students have been successful in gaining level 6 entry at Grŵp Llandrillo-Menai and Chester University.

Regular sessions with the HE careers advisor is arranged by the personal tutors and students can also book one-to-one appointments with an advisor themselves.

Throughout the year, students are kept up-to-date with graduate recruitment fairs locally and nationally. The HE Careers Adviser works closely with HE staff at the Grŵp to provide advice and guidance to students throughout their studies, and also up to three years after they complete their programme.

Examples of positions attained by previous graduates include:

 Progression to further study at level 6  Photography Technician  Gallery Curator  Practicing Artist  Community Photographer  College Lecturer  Freelance Photographer  Studio Photographer

8 HE Staff Development

Academic and/or Professional Expertise Grŵp Llandrillo Menai supports staff in the continuing development of their professional practice and aims to ensure:  all staff who teach on HE programmes are suitably academically and vocationally qualified;  a commitment to teaching excellence;  all staff have recent, relevant industrial/commercial experience to ensure they are up to date with modern employment needs;  all staff have appropriate research opportunities;  all staff have appropriate teaching loads which enable them to deliver high quality teaching and learning. The Grŵp supports these stated aims by:  providing financial support for degree and post-graduate studies via the Degree and Post-graduate support application process contained through the Staff Development department;  ensuring that all staff who teach on HE courses are appropriately qualified and are engaged in appropriate research and continuous professional development activities.;  providing in-house support for staff engaged in degree and post-graduate studies via the Grwp Llandrillo Menai Scholarship/Research Group;  organising an internal annual HE conference for all staff involved in HE provision, making use of specialist, leading-edge external speakers as appropriate;  ensuring that staff undertake relevant commercial and/or industrial updating to ensure they are aware of the needs of employers;

15  providing course development time for staff engaged on new courses/modules;  giving a higher weighting to HE teaching hours to reflect the research and planning required to deliver;  arranging exchange visits for staff with partner HEIs to share good practice;  providing a programme of in-house HE related staff development to ensure all staff remain at the leading edge of developments and share good practice, using specialist input where appropriate;  provide funding for staff engaged on HE courses to attend external staff development events as appropriate and identified via the appraisal or programme self-assessment process.

Engagement with aims The need for particular support is identified in the annual programme review and in annual individual staff Appraisals/Performance Reviews.

Activities include the review of current subject skills, methodologies for supporting student learning, assessment strategies and providing effective feedback to learners. Each year, staff are asked to update their HE CV, online via the Grŵp Llandrillo Menai staff development system: STEPS. This online CV includes sections relating to Professional Experience in Education, Industrial & Commercial Experience, Additional Professional, Scholarly Activities and Memberships. An analysis of this information indicates that most HE staff engage in a range of scholarly activities related to the specific requirements of their course. A significant number of staff also have industrial and commercial experience of particular relevance to their course.

HE staff at Grŵp Llandrillo Menai have access to structured opportunities to maintain their knowledge of current developments in their subject area through both internal and external staff development events. Scholarly activities, engaged in by staff, include continuous reading to maintaining currency of subject/pedagogic knowledge, wider reading to expand subject, or pedagogic knowledge e.g. for the development of a new topic /module or to produce a reading list for a new module.

Best practice in professional activity is maintained through observing other professionals, professional networking, attending professional meetings, training events and conferences.

Examples of Scholarly Activity within the Photographic Department.

 Tom Wood is an internationally renowned artist who has recently exhibited in Paris, Berlin and London and has had books published by Steidl.  Dr Neil Coombs runs the international Surrealist publishing house Dark Windows Press and is a practicing artist who exhibits his work regularly with support from the Arts Council for Wales.  Darryl Lonsbrough is currently studying for an MA in Photography at Manchester University, investigating the familial gaze in photography.  Tim Williams is a practicing artist and professional photographic printer whose prints have been exhibited internationally.  Geoff Wedge is working on a photographic project with a production grant from the Arts Council for Wales.  Susanne Pook is overseeing the implementation of a new Photographic Agency using a heutological approach.

16 9 Assessment Profile Students will be assessed in accordance with the assessment schedule identified for the Award and within each module a range of methods will be used. All assessments will follow Bangor University’s Regulations for Taught Programmes. Assessment tables are provided on pages 20, 55 and 56. Assessments relate directly to learning outcomes and one assessment tends to cover more than one learning outcome. Candidates are assessed in taught modules. In designing and deciding upon an assessment format for a module the following factors have been considered:

 The module learning outcomes and their level, with particular emphasis on the student’s ability to analyse and communicate information from:

o module content o learned knowledge from other areas/qualifications o experience o the implementation of systematic information-seeking strategies

 Encouraging students to apply their skills to specific problems.

 Approaching problems in a systematic way and employing test approaches to resolve them.

 Assessment performance criteria, as communicated to the student.

 The validity and reliability of the assessment methods, which are monitored by module leaders and programme teams.

 Time constraints (for students and staff) and the need to ensure consistency.

 The use of a range of strategies through which a student can demonstrate what he or she knows,

17 9.1 Methods of Assessment Table 4: Summative Assessment by Module Title for FdA Photography

M E m o p d l u o E y l m a e p b l il o it T y y i a - t b b l il a i s e t e y d - L R b e a e a r s s P n e e R r C i a d e o o n E r L s f n S g x c L o e e t t 2 h h S e c a D s A e u : i p a a r i P s n x d b M e r t c g r i a t i i e c n i h i o o l u o t t i i o t f n o a i h a T n n a a e a g l P o o li h g n l s l u S h n d s e P d P s P e t Editing o s t B 1 h o i r P u and t The o M a P o : o S r a r d Sequen o Print n a n r o A t t t c o i cing g (10) a n d a k p o u f t c e (10) r l a c ( p g d o i e s a R g S t 2 l r y li c s ( p e e t i 0 y a S o e s 1 h fl m u c ) i p k ( ( 0 y e e d e n h il ( 2 Assessmen 2 ) c n y ( g y l 1 ti 0 0 ( ( t S 2 t Type ( s 0 o ) ) C 1 ( k 0 T 1 1 ) n ( o 0 1 il ) h 0 ( a C r ) 0 l e ) 1 n o e ) s o 0 d r ) 2 r ) P e ( y e ) r 2 i s 0 n o ) n P a r l a D c e t v i e c l e o ( p 2 m 0 e ) n t ( 2 0 )

18 Analysis

Essay  

Evaluation      Exhibition of  Photographs Photo Book  Photographic  Assessment Portfolio      

Presentation    Professional  Development Plan Professional  Portfolio Proposal 

Reflection   Research  Proposal Risk Assessment  

Visual Portfolio 

19

10 Level 4 Module Descriptors

Analogue Process Award: FdA Photography Teaching Period: Semester 1 Credit Value: 20 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Tim Williams ASC Category: 10 Deputy: Darryl Lonsbrough Language of Tuition: English Overall Aims and Purpose This module will enable learners to work with analogue photographic hardware and materials. The focus will be on the calibration of cameras, film and darkroom creative output. Learners will learn to process and print black and white film with considerable emphasis on sensitometry (ability to communicate specific instruction for Professional Lab Processing), E6 (transparency) and C41 (colour print) technologies will also be covered. Technical skill building leads towards a project-based brief that also underpins a percentage of the Print module. This module has been designed to start from a quite basic level in order to help learners starting without any significant analogue experience in photographic practice. The skills learnt within this module will be relevant and can be used within practice throughout the forthcoming levels of the undergraduate programme. Those learners who already have experience of the analogue process will be offered the opportunity to further develop their skills in this area. Indicative Content  Health and safety issues relating to the Darkroom.  Functions of analogue film cameras and methods of exposure metering based on zone and tonal value.  Processing monochrome film to establish normal development time.  Calibrating metering process to film development time.  Making contact sheets from negatives and developing editing skills, print enlargement and a Zone Rule.  Making enlargements from negative materials using resin and fibre based paper.  Introduction to large format camera.  Presentation and archiving of photographic materials.  Discussing practical work with the rest of the group. Assessment Criteria

20 Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied.

Assessment Methods Individual portfolio explaining how: (1) COSHH regulations for Lab environments work in practice and (2) how the Zone System can be used to test analogue materials based on scientific processes. 1,000 words of annotation and commentary, 20%, LO 1 and 2.

Individual portfolio of technical prints produced to a given brief and finely-printed black and white prints (minimum of 8 prints) based on a chosen genre, with selected prints finished and presented according to museum standard. 80%, LO 3, 4 and 5. Teaching and Learning Strategy

The module will use lectures, workshops and practical activities to demonstrate analogue photographic techniques. Group critiques will offer the opportunity for formal formative assessment at two separate points within the module. The use of group tutorials will also provide the learners with the opportunity to share and exchange ideas, experiences and outcomes. 200 notional learning hours compromising of 20 hours lectures, 40 hours of demonstrations, supported workshops and group tutorials and 140 hours tutor-directed learning. Learning Outcomes

1. Explain how COSHH regulations for Lab environments work in practice. 2. Explain how the Zone System can be used to test analogue materials based on scientific processes. 3. Produce a range of technical prints to a given brief. 4. Demonstrate a range of skills in making a series of finely printed black and white prints based on a chosen genre. 5. Present selected prints in accordance with standards recognised by museums. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, and contributing to discussions and awareness of interdependence with others. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in

21 practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Adams, A. (1995). The Camera. Bulfinch. . Adams, A. (1995). The Negative. Bulfinch. Adams, A. (1995). The Print. Bulfinch. Clarke, G. (1997) The Photograph. Oxford University Press. Cotton, C. (2004). The Photograph as Contemporary Art. Thames & Hudson. Johnson, C. (2012). The Practical Zone System for Film and Digital Photography. Focal Press. Langford, M.J. (2011). Advanced Photography. Focal Press. Langford, M.J. (2010). Basic Photography. Focal Press. Mextorf, L. (2007). Out of the Camera: Analogue Photography in the Digital Age. Kehrer Verlag. Wells, L. (2004). Photography: A Critical Introduction. Routledge. http://filmphotographyproject.com/content http://www.kodak.com/global/en/consumer/education/lessonPlans/darkroom/fullCourse.shtml Pre-requisite Co-requisite None None Contextual Studies (Core) Award: FdA Photography Teaching Period: Semesters 1 and 2 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Neil Coombs ASC Category: 10 Deputy: Tom Wood Language of Tuition: English Overall Aims and Purpose This module aims to introduce learners to the fascinating history of photography, the different forms it has taken and its relation to current practices. This will help inform personal photographic practice and provide a clear idea of how to contextualise work in a historical framework and to begin to recognise how photography plays a part in the construction of meaning. This module introduces learners to the cultural history which informs current thought and debate in Photography. Emphasis is on research and study skills and learners acquiring source material and knowledge. Presentation skills will also be applied in a practical context. This unit is underpinned by a comprehensive lecture and outside visits programme. Indicative Content  The invention of photography (its precursors, national identities)  19th Century photographic practice  Modernism in relation to photography (advertising, photojournalism, America, Europe, major art movements)  The impact of digital technologies on the production, distribution and exhibition of photography. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation

22 of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied. Assessment Methods Individual 10 minute presentation on a key development in the history of photography. 1,000 word equivalent, 40%, LO 2. Individual essay (or equivalent individual project e.g. a clearly structured blog, audio or video production) that explores the relationship between a key development in the history of photography and contemporary practice. 1,500 words, 60%, LO 1, 3 and 4. Teaching and Learning Strategy This module is delivered through a combination of formal lectures seminars, and gallery visits. 100 notional learning hours comprising 20 hours of formal lectures, 10 hours of gallery visits and 70 hours of tutor-directed learning. Learning Outcomes

1. Undertake research into a topic relating to photography using a range of appropriate sources. 2. Identify and explain the significance of key developments in the history of photography. 3. Explore the relationship between a key development in the history of photography and contemporary practice. 4. Present research following appropriate conventions. Employability Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, and contributing to discussions and awareness of interdependence with others. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Badger, G. & Parr, M. (2014). The Photobook: A History, Volumes 1 – 3. Phaidon Badger, G. (2011). The Genius of Photography. Quadrille. Barthes, R. (1993). Camera Lucida. Vintage. Bate, D. (2009). Photography: Key Concepts. Berg. Cotton, C. (2009). The Photograph as Contemporary Art. Thames & Hudson. Durden, M. (2014). Photography Today. Phaidon Hacking, J. (2012). Photography: The Whole Story. Prestel Johnson, W. (2012). A History of Photography - from 1839 to the Present. Taschen Lubben, K. (2014). Magnum Contact Sheets. Thames & Hudson Sontag, S. (1973). On Photography. Penguin Books. Wells, L. (2002). The Photography Reader. Routledge. Wells, L. (2009). Photography: A Critical Introduction. Routledge. Pre-requisite Co-requisite None Research and Study Skills

23 Digital Workflow and Image Correction (Core) Award: FdA Photography Teaching Period: Semester 1 Credit Value: 20 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Geoff Wedge ASC Category: 10 Deputy: Darryl Lonsbrough Language of Tuition: English Overall Aims and Purpose This module aims to develop skills and understanding in sourcing, creating, developing and managing digital images for specific purposes. Learners will work with a range of input devices and software programs and be encouraged to explore approaches to digital imaging that considers layout, design, and digital distribution. In addition, learners will learn and adopt workflows with digital imaging equipment and software to produce digital images for a specified purpose. This could be applied to many different sectors, for example working on images intended for editorial, websites, mobile devices, illustration or exhibition in galleries. Learners will also be encouraged to explore approaches to developing digital imagery that incorporate creativity and sound technical skills. The evidence for each learning outcome will include learner generated notes, images, their evaluation and supporting material that demonstrates knowledge and understanding. Indicative Content The list of topics that will be covered within this module includes the following:  Digital camera settings, modes and camera handling.  Mac and Photoshop introduction to develop both jpeg and RAW workflow.  Film scanning.  Printing and output. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied. Assessment Methods Individual visual portfolio containing photographs that have been treated using specific software. The portfolio will include a minimum of 6 images printed by the student, at least one of which will be printed at A2 size. 60%, LO 1, 2 and 3. Individual written assignment that explains technically how the digital images from the first assignment have been used to meet task requirements. 2,000 words of annotation and commentary, 40% LO4. Teaching and Learning Strategy Delivery will be based on a program of demonstrations of software and hardware. In addition, theory sessions will facilitate learning in related subject areas; for example file size, formats, resolution, colour issues, in addition to supporting essential skills using current image editing and DTP software. 200 notional learning hours of which 50 hours will be classroom based, 10 hours for visits and 140 hours of tutor directed student learning.

24 Learning Outcomes

1. Demonstrate the effective use of digital input and workflow to screen and print based output. 2. Store, organise and manage images using appropriate software, techniques and devices. 3. Use software to manipulate images to specific output requirements. 4. Explain how digital images have been used to meet task requirements. Employability Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, and contributing to discussions and awareness of interdependence with others. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Butler, Y. (2005). The Advanced Digital Photographers Workbook. Focal Press. Ephraums, E. (2004). Black & White Photography with Photoshop. Argentum. Evening, M. (2015). Adobe Photoshop CC for Photographers. Focal Press. Fraser, B. & Schewe, J. (2010). Image Sharpening. Peachpit Press. Prakel, D. (2010). The Fundamentals of Creative Photography. AVA Publishing. Steinmueller, U. & Gulbins, J. (2013). Fine Art Printing for Photographers: Exhibition Quality Prints with Inkjet Printers. 3rd Edition. Rocky Nook. Kelby, S. (2015) The Adobe Photohop Lightroom CC Book for Digital Photographers 1st Edition. Voices that matter.

Lynda.com Adobe TV Pre-requisite Co-requisite None

25 Editing & Sequencing Award: FdA Photography Teaching Period: Semesters 2 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Tom Wood ASC Category: 10 Deputy: Tim Williams Language of Tuition: English Overall Aims and Purpose This module involves the development and presentation of the final first year portfolio of practical work. The learner will develop outcomes from the skill building modules in order to present a set of photographs that have clear intention, are sequentially arranged, include text, rely on a specific format and demonstrate relevant production values. Presentation can be in a variety of formats such as a portfolio, book, wall piece, visual projection, moving image or digital portfolio. The module will be supported by a lecture programme and will also draw much of the required interfacing of ideas and practice from the contextual studies programme. Indicative Content

 Techniques for editing images.  Strategies for selecting images.  Processes for presenting images.  Concepts for sequencing images. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied.

Assessment Methods Individual portfolio of practical work. The portfolio will contain a minimum of 10 images and will be presented as either a book, wall piece, visual projection, analogue portfolio or digital portfolio, 80%, LO1 and 3. Written evaluation of portfolio. 500 words, 20% LO2. Teaching and Learning Strategy

The module will use lectures, workshops and practical activities to explore the editorial process. Group tutorials will offer the opportunity to share and exchange ideas, experiences and outcomes. Formative assessment will be carried out within individual subject areas. Summative assessment will be carried out through a formal presentation. 100 notional learning hours compromising of 10 hours lectures, 20 hours of demonstrations, supported workshops and group tutorials and 70 hours tutor-directed learning.

Learning Outcomes

26 1. Select a body of work, moving or still image,that is appropriate for sequential arrangement. 2. Explain personal editorial decisions including layout and format in relation to a body of work. 3. Arrange images in a sequentially cohesive order and present in a considered format such as book or projection.. Employability Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, and contributing to discussions and awareness of interdependence with others. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading

Berger, J. (2016). Another Way of Telling. Bloomsbury Publishing. . Berger, J. (2008). Ways of Seeing. Penguin. Penguin Classics. Bowen, C. (2013). Grammar of the Edit. Focal Press. Clarke, G. (1997) The Photograph. Oxford University Press. Cotton, C. (2014). The Photograph as Contemporary Art. Thames & Hudson. De Soto, D. (2014). Know Your Onions: Graphic Design: How to Think Like a Creative, Act Like a Businessman and Design Like a God. Bis Publishers.Livingstone, M. (1984). Duane Michals: Photographs, Sequences, Texts, 1958-84. Moderrn Art Oxdford (Department Copy) Mercado, G. (2010) The Filmmaker's Eye: Learning (and Breaking) the Rules of Cinematic Composition. Focal Press. Read, S. (2013) Exhibiting Photography: A Practical Guide to Displaying Your work. Focal Press. Salkeld, R. (2013). Reading Photographs. Fairchild Books. Short, M. (2011). Basics Creative Photography 02: Context and Narrative. AVA Publishing. Willumson, G. (1992). W. Eugene Smith and the Photographic Essay. Cambridge University Press. Pre-requisite Co-requisite None None

27 Employability-based Learning 1: Applying Theory in Practice Award: FdA Photography Teaching Period: Semester 2 Credit Value: 20 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Darryl Lonsbrough ASC Category: 10 Deputy: Susanne Pook Language of Tuition: English Overall Aims and Purpose This module aims to enable learners to carry out a number of employment related tasks, negotiated jointly with employers/industry representatives and Grŵp-based staff. Indicative Content

 Workplace practices in photography  How theory works in practice.  Use of new ideas as transformational tools that leads to new levels of awareness, through reflection;  Making sense of the practical relevance of knowledge, skills, concepts and theories;  Relevance and context of knowledge, skills, concepts and theories  Development of insight and understanding, through analysis. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied.

Assessment Methods An individual portfolio of linked and progressive exercises 5,000 words equivalent, 100%, LO1 – 4.

Individual SWOT analysis and CV, 500 words, 10%, LO1, group task plan that articulates its organisation, preparation and implementation 1,500 words, 30%, LO2, individual reflective and evaluative journal of own contribution to group weekly activity, 1,000 words, 20%, LO3 and 4 and a 20 minute group presentation that analyses the completed task in terms of the process and the fitness for purpose of the end product. 2,000 words equivalent, 40% LO5. Teaching and Learning Strategy The module will build upon previous knowledge, skills, concepts and theories and encourage the student to apply them in a workplace context (or simulation) through lectures/workshops, supported by group and individual tutorials. 200 notional learning hours comprising 30 hours classroom-based and 170 hours tutor/employer-directed student learning. Within the 30 classroom-based hours, 12 hours will be frontloaded for direct tutor input supplemented by individual/small group tutorial support throughout the module.

Learning Outcomes

28 In the context of photography provide evidence of an ability to:

1. Apply communication skills effectively to take advantage of new opportunities at work. 2. Apply knowledge, skills, concepts and theories gained at Level 4 into work-based contexts and explain how they operate in practice. 3. Explain the contribution made by others in a work-based context, recognising interrelationships that enable common goals to be achieved. 4. Summarise the enhanced contribution made in work-based contexts as a result of applying new knowledge and skills appropriately. 5. Demonstrate enhanced insight and understanding, through analytical comment, based upon specific examples. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Essential reading: Bedford, D. and Wilson, E. (2012). Study Skills for Foundation Degrees. 2nd edition. Routledge. Davies, R. and Sigthorsson, G. (2013). Introducing the Creative Industries: From Theory to Practice. SAGE Publications Ltd. Recommended reading: Cottrell, S. (2008). The Study Skills Handbook. 3rd edition. Palgrave Macmillan. Cottrell, S. (2013). The Study Skills Handbook.4th edition. Basingstoke, Palgrave. Greetham, B. (2013). How to Write Better Essays. 3rd edition. Palgrave Publications. Pre-requisite Co-requisite

29 Location Photography Award: FdA Photography Teaching Period: Semester 2 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Darryl Lonsbrough ASC Category: 10 Deputy: Geoff Wedge Language of Tuition: English Overall Aims and Purpose This module aims to develop learners’ understanding and develop skills in location photography techniques. The emphasis will be on planning and preparation in relation to the site, lighting, equipment and visual style. Learners will research various approaches to location photography in order to recognise technical and visual strategies associated with particular disciplines, such as landscape photography, fashion, advertising, and photojournalism etc. Students will devise and execute a location photography project, creating a portfolio of images. Indicative Content

 Risk assessment for location photography.  Planning and preparation for location photography.  Photographing on location.  Selecting and evaluating location work. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied Assessment Methods Individual risk assessment and pre-production records. 500 words equivalent, 20%, LO1, 2 and 3. Individual portfolio of practical work based upon images from a minimum of 4 location visits. The portfolio will consist of at least 4 print-ready images (300dpi at A3 size) 60%, LO 4. Individual written reflection 20%, 500 words, LO 5. Teaching and Learning Strategy

This module will comprise of a series of lectures, demonstrations and workshops relating to Location Photography. The module encourages the student to combine conceptual and theoretical thinking. The nature of location photography requires the image-maker to select equipment and manage complex situations to make the most of creative and technical opportunities. The practical assignment requires the photographer to research locations before commencing the project. 100 notional learning hours of which 10 hours will be classroom based, 10 hours location based, 10 hours of workshop activity/tutorial and 70 hours tutor directed student learning.

30 Learning Outcomes

1. Research locations for a photographic shoot and carry out risk assessments. 2. Plan, assess and select lighting and photographic equipment for a location shoot. 3. Generate photographs on location that correspond to stated intentions. 4. Reflect upon the success of location photography in relation to preparation and planning. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Crewdson, G. (2008). Beneath the Roses. Harry N Abrahms. Lange, S. (2006). Bernd and Hilla Becher: Life and Work. MIT Press. Malpas, P. and Minnitt, C. (2009). Finding the Picture: A Location Photography Masterclass. London: Argentum. Smith, J. (2007). Lighting for Outdoor & Location Photography. Amherst Media. Tuck, K. (2008). Minimalist Lighting: Professional Techniques for Location Photography. Amherst Media. Wright, T. (2004). The Photography Handbook (Media Practice). London: Routledge. Mowbray, M. (2015). Speedlight Studio, The: Professional Portraits with Portable Flash AMHERST MEDIA, INC. Pegram, B. (2014) Light A Model : Studio and Location Lighting Techniques for Fashion Photography. Amherst Media. https://www.youtube.com/user/snapfactory https://www.youtube.com/channel/UC8Pksdbj37CdE00kmE7Z1dw Pre-requisite Co-requisite None None

31 Research and Study Skills Award: FdA Photography Teaching Period: Semesters 1 and 2 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Neil Coombs ASC Category: 10 Deputy: Tom Wood Language of Tuition: English Overall Aims and Purpose This module aims to develop the study skills of the learners, enabling the production of sound academic writing, the introduction of critical thought and basic research skills. It will enable students to develop skills in academic writing, the use of academic conventions, information research, reflection and the management and organisation of their work. Indicative Content

 Academic writing including essays and reports with reference to how they are structured and compiled using appropriate language.  Use of academic conventions within work, notably Harvard citation and referencing.  Information research using appropriate resources such as MOODLE, the University Online Library, Grŵp e-resources via Athens such as Infotrac and methods of recording research effectively.  Reflective writing and practice, including theories and models that underpin such practice and the importance of reflective practice to learning.  Time management including effective planning and prioritisation of tasks. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied.

Assessment Methods An individual portfolio of linked and progressive tasks demonstrating appropriate research, referencing and academic writing. 100%, LO1 – 4.

Tasks: The portfolio consists of four tasks all of which need to be completed. The exercise tasks are as follows with percentage mark allocations.

1 (25%) Developing effective writing skills using academic conventions. (500 words) 2 (25%) Retrieving relevant information from a range of sources. (500 words) 3 (25%) Planning and Writing Essays. (1000 words) 4 (25%) Reflecting on your own practice and the practice of others. (500 words)

Teaching and Learning Strategy

32 Lectures / workshops will concentrate on developing knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and case studies. 100 notional learning hours comprising 20 hours classroom-based lectures, 5 hours of seminars/tutorial sessions and 75 hours tutor directed student learning.

Learning Outcomes

1. Explain how research informs and can enhance practice. 2. Demonstrate the ability to retrieve relevant information from a range of sources and to reference it appropriately. 3. Demonstrate understanding and use of theories and models of reflection and an awareness of the value of reflection to learning. 4. Provide evidence of effective academic writing in a range of forms and the appropriate use of academic conventions. Employability Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading

Collins, H. (2013). Creative Research: The Theory and Practice of Research for the Creative Industries. AVA Publishing. Cottrell, S. (2013). The Study Skills Handbook.4th edition. Basingstoke, Palgrave. Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd edition. Palgrave Macmillan. Cottrell, S. (2010). Skills for Success: The Personal Development Planning Handbook. 2nd edition. Palgrave Macmillan. Cottrell, S. (2008). The Study Skills Handbook. 3rd edition. Palgrave Macmillan. Greetham, B. (2008). How to Write Better Essays. 2nd edition. Palgrave Macmillan. Pears, R. and Shields, G. (2008). Cite them right: the essential referencing guide. 7th edition. Pear Tree Book. Pre-requisite Co-requisite Contextual Studies

33 Studio Photography Award: FdA Photography Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Darryl Lonsbrough ASC Category: 10 Deputy: Tim Williams Language of Tuition: English Overall Aims and Purpose This module aims to introduce learners to the studio as a ‘space’, and the idea of ‘studio practice’, based on the technical, theoretical and creative considerations within that space. Emphasis is on technical understanding of studio lighting and equipment, and the many creative possibilities of the studio environment within specified and considered frameworks. Through this module, learners will understand the importance of natural and artificial light within photography; the management of controlled spaces and external environments, and learn how to consider all of these factors within a vocational and creative context for future study and investigation. Indicative Content  Studio introduction – health & safety.  Studio lighting introduction, technical considerations  Studio photography, introduction to theoretical and creative debates. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied. Assessment Methods Individual risk assessment and pre-production records. 500 words equivalent, 20%, LO1 Individual portfolio of images based upon a studio set constructed by the student that demonstrates appropriate use of light. The portfolio will consist of a range of images and one fully resolved print-ready image 60%, LO2. Individual evaluation and written reflection 20%, 500 words, LO3.

Teaching and Learning Strategy

The module will be delivered through a series of workshops designed to build on the learner’s knowledge and experience from previous sessions based within the studio environment. Practical sessions will be also interlaced with lectures on both the technical and creative considerations of Studio Practice. 100 notional learning hours comprising 10 hours of lectures, 20 hours of tutor-led workshops and 70 hours of tutor-directed learning. Learning Outcomes

1. Demonstrate an understanding of how health and safety applies to the studio environment. 2. Construct a set in the studio and light in a variety of ways to produce creative outcomes. 3. Evaluate photographs in relation to each of the lighting arrangements.

34 Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Child, J. &Galer, M. (2008). Photographic Lighting Essential Skills. Focal Press. Evening, M. (2015)Adobe Photoshop CC for Photographers. Grey, C. (2012) Studio Lighting Techniques for Photography AMHERST MEDIA, INC. Smith, J. (2013) Step-by-Step Lighting for Studio Portrait Photography: Simple Lessons for Quick Learning and Easy Reference AMHERST MEDIA, INC. https://www.youtube.com/user/snapfactory https://www.youtube.com/channel/UC8Pksdbj37CdE00kmE7Z1dw

Pre-requisite Co-requisite None None

35 The Print Award: FdA Photography Teaching Period: Semester 2 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: W640 Module Leader: Tom Wood ASC Category: 10 Deputy: Tim Williams Language of Tuition: English Overall Aims and Purpose The module draws on skills developed in both the Analogue and Digital Workflow and Image Correction modules. The learner will pay particular attention to output quality by understanding the photographic print as a realisation of creative vision. There will also be an emphasis on finish and presentation. Understanding the importance of the print as an expressive tool is the key purpose of this unit. Learners will be made aware of the archival process in printing and will apply this in their own work. Indicative Content

 Techniques for digital printing  Techniques for analogue printing  Archival processing  Museum quality  Technical critical judgement Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied. Assessment Methods Individual presentation (10/15 minutes) that requires students to contextualise their photographs, within the tradition of museum-quality fine printing and as a result of exercising technical critical judgement. 1000 word equivelant, 20%, LO2 and 3 Students will present 10 high quality prints selected from a range of self- generated analogue and digital photographs (5 of each). 1500 words equivelant, 80%, LO1and 2. Teaching and Learning Strategy

The module will use lectures, workshops and practical activities to explore the print process. Group tutorials will offer the opportunity to share and exchange ideas, experiences and outcomes. Formative assessment will be carried out through practical. Summative assessment will be carried out through a formal presentation. 100 notional learning hours compromising of 10 hours lectures, 20 hours of demonstrations, supported workshops and group tutorials and 70 hours tutor-directed learning. Learning Outcomes 1. Produce fine quality digital and analogue prints to include in a portfolio. 2. Demonstrate the use of archival processing in relation to museum standards. 3. Demonstrate technical critical judgement through analysis.

36 Employability Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Adams, A. (1995). The Camera.Bulfinch. . Adams, A. (1995). The Negative. Bulfinch. Adams, A. (1995). The Print. Bulfinch. Clarke, G. (1997) The Photograph. Oxford University Press. Cotton, C. (2014). The Photograph as Contemporary Art. Thames & Hudson. Johnson, C. (2012). The Practical Zone System for Film and Digital Photography. Focal Press. Keefe, L.E. (1987). Life of a Photograph: Archival Processing, Matting, Framing and Storage. : Butterworth- Heinemann Langford, M.J. (2011). Advanced Photography. Focal Press. Langford, M.J. (2010). Basic Photography. Focal Press. Schewe, J. (2013). The Digital Print: Preparing Images in Lightroom and Photoshop for Printing. Peachpit Press.Schewe, J. (2015). The Digital Negative: Raw Image Processing in Lightroom, Camera Raw, and Photoshop. Peachpit Press Steinmueller, U. & Gulbins, J. (2008). Fine Art Printing for Photographers. 2nd Edition. Rocky Nook. Wells, L. (2004). Photography: A Critical Introduction. Routledge. Pre-requisite Co-requisite Analogue Process None Digital Workflow and Image Correction

37 10.1 Level 5 Module Descriptors

Digital Portfolio Award: FdA Photography Teaching Period: Semesters 1 and 2 (Year 2) Credit Value: 10 credits Campus: Rhos Level: 5 JACS Subject Code: W640 Module Leader: Darryl Lonsbrough ASC Category: 10 Deputy: Neil Coombs Language of Tuition: English Overall Aims and Purpose This module will explore the range of possibilities for developing interactive digital portfolios. Learners will consider their individual professional practice and explore a number of stand-alone and web-based options for constructing a digital portfolio. Learners will develop and construct a digital portfolio considering issues such as image editing for the digital domain, copyright maintenance, ease of distribution, the relationship between text and image plus the importance of making the portfolio editable and flexible according to intended target audience. Indicative Content

 Screen-based image preparation including copyright and metadata considerations  Interface and navigation design for target audiences and devices  Analysis and evaluation of the digital portfolio Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied.

Assessment Methods Individual production of an appropriate digital interface for an identified target audience that showcases a student’s own images, in contemporary formats. 2,000 words equivalent, 80%,LO 1 and 2. Individual written evaluation and analysis of the design and functionality of the digital portfolio. 500 words, 20%, LO 3. Teaching and Learning Strategy

The module will use lectures to introduce the importance of a digital presence for photographers. Lectures will explore techniques for preparing images for the digital domain and introduce the range of possibilities for digital portfolios. Learners will use the tutor-directed learning time to prepare and construct a digital portfolio. Summative assessment will be carried out through a formal assessment of the learners’ digital portfolios. 100 notional learning hours compromising of 30 hours lectures and 70 hours tutor-directed learning.

38 Learning Outcomes

1. Prepare to screen resolution a portfolio of your own images that reflect your specialist practice. Using contemporary formats and giving consideration to design and visual language, design a website that serves your specialist practice. 2. Analyse and evaluate the design and functionality of the digital portfolio. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, and contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Baron, C. L. (2009). Designing a Digital Portfolio (Voices That Matter). New Riders. Bender, D. (2012). Design Portfolios: Moving from Traditional to Digital. Fairchild Books. Clazie, I. (2010). Creating Your Digital Portfolio: The Essential Guide to Showcasing Your Design Work Online. How Books. Gillespie, T. (2010). Wired Shut: Copyright and the Shape of Digital Culture. MIT Press. Thomas, G. (2003). Beyond the Lens: Rights, Ethics and Business Practice in Professional Photography. London: Association of Photographers. McCrea, S and Llorente, M (2014) Show Your Work! : How to Make a Digital Portfolio. Create Space Independent Publishing Platform; 1 edition Pre-requisite Co-requisite Professional Practice None Exhibition Management

39 Employability-based Learning 2: Professional Reflection and Personal Development Award: FdA Photography Teaching Period: Semester 2 (Year 2) Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: W640 Module Leader: Susanne Pook ASC Category: 10 Deputy: Darryl Lonsbrough Language of Tuition: English Overall Aims and Purpose This module aims to provide learners with the opportunity to analyse the value of their learning within vocational and work-specific contexts. In so doing, it will require learners to reflect upon their learning experience in terms of how it has enhanced their academic and vocational knowledge and skills, self-esteem and current and future employability. This will enable learners to link their increased effectiveness in a range of work-based tasks and contexts to their extended and enhanced knowledge and skills sets.

In addition, the module will focus upon the creation of a comprehensive and vocationally-relevant personal and professional development plan, arising from forward reflection. The plan will identify a range of future academic and vocational developmental needs, specific to and within a range of work-based and employability contexts, which result in the identification of attainable goals. The plan will also identify and establish how progress towards stated goals may be measured. Indicative Content

 How learning enhances performance in a range of vocational and work-specific contexts.  The value of reflection as a tool for improving self-awareness and critical thinking skills.  Personal and professional development planning.  Reflecting forward.  The measurement of progress towards goals. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied. Assessment Methods Individual portfolio that contains a reflective account and a personal and professional development plan. The reflective account will focus upon recognising the value of the learning experience in terms of increased effectiveness in specific work-based tasks and broader employability contexts. The personal and professional development plan will set attainable future work-based and employability goals and establish a mechanism for the measurement of progress towards them. Reflective account: 2,500 words, 50%, LO 1. Personal and professional development plan: 2,500 words, 50%, LO 2. Teaching and Learning Strategy Lectures/workshops and individual tutorials will concentrate on identifying and reflecting on key personal and professional learning needs. Students will build upon learning from previous studies. 200 notional learning hours comprising 30 hours classroom-based and 170 hours tutor/employer-directed student learning will be facilitated via the Grwp’s Ffoto Agency. Within the 30 classroom-based hours, 12 hours will be frontloaded for direct tutor input supplemented by individual/small group tutorial support throughout the module.

40 Learning Outcomes Within the context of photography provide evidence of your ability to: 1. Recognise, through reflection, the value of your learning experience in terms of your increased effectiveness in a range of work-based tasks and employability contexts. 2. Create a vocationally-relevant personal and professional development plan that sets attainable work- based and employability goals and establishes how they may be measured. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading

Barringer, B., & Ireland, D. (2012). Entrepreneurship: Successfully Launching New Ventures. Pearson Education Ltd. Bolton, G.E.J. (2005). Reflective Practice: Writing and Professional Development. 2nd edition. Sage Publications. Bragg, M., & Bragg, A. (2005). Developing New Business Ideas: A Step-by-step Guide to Creating New Business Ideas Worth Backing (Financial Times Series). Pearson Ltd. Branson, R. (2006). Screw it, Let’s do it. Virgin. Collins, H. (2010). Creative Research: The Theory and Practice of Research for the Creative Industries. AVA Publishing. Davies, R. and Sigthorsson, G. (2013). Introducing the Creative Industries: From Theory to Practice. SAGE Publications Ltd. Johns, C. (2009). Becoming a Reflective Practitioner. 3rd edition. Wiley and Blackwell. Moon, J.A. (2004). A Handbook of Reflective and Experiential Learning. Routledge. Moon, J.A. (2006). Learning Journals - A Handbook for Reflective Practice and Professional Development. 2nd edition. Routledge. Osterwalder, A., & and Pigneur, Y. (2010). Business Model Generation. New Jersey: John Wiley and Sons.

Pre-requisite Co-requisite Employability-based Learning 1

41 Exhibition Management Award: FdA Photography Teaching Period: Semesters 1 and 2 (Year 2) Credit Value: 10 credits Campus: Rhos Level: 5 JACS Subject Code: W640 Module Leader: Tim Williams ASC Category: 10 Deputy: Neil Coombs Language of Tuition: English Overall Aims and Purpose This module aims to develop skills and understanding in exhibition management through student interaction with individuals and organisations, participating in the exhibition process, both as manager and contributor. A range of exhibiting/presentation techniques will be assessed in relation to the preparation and installation of work for exhibition. In addition, students will be expected to collect and analyse information about exhibited work and to discuss this information in relation to a variety of audiences. Indicative Content

Management, preparation and curatorial planning for exhibitions. Legal, health and safety considerations in relation to implementing exhibition design and installation. Exhibition review and evaluation (for existing (other) and personal exhibitions).

o Range of exhibitions in galleries and other public spaces through independent research o Contact with individuals, organisations and site specific visits o Range of possibilities as well as the potential limitations in relation to both practical and conceptual applications in planning and realising a physical exhibition. o Approaches to Gallery / public spaces for exhibiting individual work (although potential exists for working as part of a group, collaborating equally to the process of planning and exhibition implementation). Assessment Criteria Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied. Assessment Methods Course work will include a set assignment to source and agree an exhibition space where learners will plan and implement an exhibition of course related work. Formative assessment of learner needs is on-going; summative assessment will be based on successful exhibition planning, design and implementation on completion of the module. Exhibition of photographs. 60%, LO2. Proposal and criteria for exhibition to include evaluation. 1,000 words, 40%, LO1 and 3. Teaching and Learning Strategy The module will use lectures, workshops and gallery visits to explore exhibition management. Group tutorials will offer the opportunity to share and exchange ideas, experiences and outcomes. Formative assessment will be carried out through practical work and summative assessment will be carried out through a formal presentation. 100 notional learning hours compromising of 10 hours lectures, 20 hours of demonstrations, supported

42 workshops and group tutorials and 70 hours tutor-directed learning. Learning Outcomes

1. Show balanced judgement when proposing a venue and criteria for exhibition, including making appropriate arrangements to have an exhibition. 2. Demonstrate professional standards in working to deadlines whilst, preparing and installing work for exhibition. 3. Evaluate the success of an exhibition against proposed criteria, making use of quantitative and qualitative statements. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Adamson, G. Antonelli, P. Basualdo, C and Blazwick, I. (2007). What Makes a Great Exhibition? University of the Arts, Philadelphia Exhibitions Initiative,US. Ferguson, W.B. (1996). Thinking About Exhibitions. Routledge. O’Neil, P. (2012). The Culture of Curating and the Curating of Culture(s). MIT Press. Read S. (2013). Exhibiting Photography: A Practical Guide to Choosing a Space, Displaying Your Work, and Everything in Between. Focal Press. Cotton, C. (2009). The Photograph as Contemporary Art (World of Art). Thames & Hudson. http://digital-photography-school.com/how-to-plan-show-and-promote-a-photography-exhibit/ http://www.paul-mellon-centre.ac.uk/whats-on/forthcoming/exhibiting-contemporary-art-post-war Pre-requisite Co-requisite Digital Portfolio Professional Practice

43 Professional Practice (Core) Award: FdA Photography Teaching Period: Semester 1 (Year 2) Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: W640 Module Leader: Susanne Pook ASC Category: 10 Deputy: Tim Williams Language of Tuition: English Overall Aims and Purpose The module will enable learners to research practices within their specialist area and to develop strategies for marketing and promoting their own work. The emphasis will be on future progression to employment or further study. Learners will be expected to prepare for progression by offering critical reflection on their current practice and to evaluate future career paths. CV writing, web platforms, business planning, interview and presentation skills are key elements that will underpin a presentation to a career panel at the end of this module. Indicative Content

 Contextualising personal practice.  Identifying progression routes.  Strategic approaches to progression.  Building a professional portfolio.  Presenting a professional portfolio. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied. Assessment Methods Individual 10 minute presentation describing personal practice and strategic planning for appropriate progression routes. 20%, LO1 and 2. Development of a professional portfolio including a digital platform and other promotional material. 60%, LO3. Individual 10 minute presentation of a professional portfolio to a career panel. 20%, LO4. Teaching and Learning Strategy This module is delivered through a combination of formal lectures, seminars, group and individual tutorials. Guest speakers specialising in career and academic progression will play an important role in supporting this module. 200 notional learning hours compromising of 25 hours lectures, 35 hours of demonstrations, supported workshops and group tutorials and 140 hours tutor-directed learning.

Learning Outcomes

44 1. Identify personal practice and appropriate progression routes. 2. Devise strategic approaches to the promotion of own work. 3. Construct a professional portfolio that contains samples of your work that exhibit and reveal the quality and variety of your learning, your accomplishments, your skills, and your experiences. 4. Present a portfolio to demonstrate a fitness for professional use in a range of possible progression routes to apply for jobs; apply to college or training programs; get a higher salary; show transferable skills, and to track personal development. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Crawford, T. and DeLaney, C. (2017) Starting your career as a freelance photographer. United States: Allworth Press,U.S.

Richard, D. (2013) How to start a creative business: The jargon-free guide for creative entrepreneurs. United Kingdom: David & Charles. Thomas, G. (2003). Beyond the Lens: Rights, Ethics and Business Practice in Professional Photography. London: Association of Photographers.

White, L. (2013). Photography Business Secrets: The Savvy Photographer's Guide to Sales, Marketing, and More. Wiley.

Websites

Association of Photographers: http://www.the-aop.org/index

Pre-requisite Co-requisite Digital Portfolio None Exhibition Management

Research Methods and Study Skills

45 Award: FdA Photography Teaching Period: Semesters 1 and 2 (Year 2) Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: W640 Module Leader: Neil Coombs ASC Category: 10 Deputy: Tom Wood Language of Tuition: English Overall Aims and Purpose The module aims to enable students to apply a range of research skills appropriate to study of the creative industries in general and photography in particular. It will require students to demonstrate enhanced skills in academic writing and information research and to apply a range of valid research methodologies and instruments. Students will also develop an understanding of ethics and learn how to give consideration to the importance of ethics in research. In addition, the module will focus upon the construction of convincing arguments through the application of valid research, analysis and evaluation. Indicative Content  Research skills appropriate to the chosen discipline.  Academic writing and information research, to include reviewing literature, critical evaluation and analysis.

 Research methodologies and instruments relevant to the chosen research area including devising and refining a research question, qualitative and quantitative research methods such as questionnaires, focus groups and interviews.

 Consideration to the notion of the importance of ethics in research, in particular the notion of ‘informed consent’ and how ethical guidelines need to be considered and thought through in relation to the whole research process.  The construction of convincing arguments, using academic language skills including how to analyse and interpret academic literature and the present work using appropriate academic language and structures. Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied.

Assessment Methods Individual written assignment to demonstrate academic writing and argument that enables students to apply a range of research skills appropriately within a chosen discipline. The research proposal will demonstrate enhanced skills in academic writing and information research applying a range of research methodologies, developing an understanding of ethics whilst giving consideration to the notion of the importance of ethics in research and incrementing and formulating a convincing argument within a research outline. 5,000 word equivalent, 100%, LO1 – 5. Teaching and Learning Strategy Lectures/workshops will concentrate on diagnosing and developing research and reflective skills. Students will build upon learning from the study skills module and will continue to develop a progressive approach to their studies and personal development via a range of exercises, including presentations, debates, individual

46 activity, problem solving and individual research tasks. 200 notional learning hours comprising 50 hours classroom-based and 150 hours tutor/employer-directed student learning. Learning Outcomes

1. Apply a range of research skills appropriately within a chosen discipline. 2. Demonstrate enhanced skills in academic writing and information research. 3. Apply a range of valid research methodologies and instruments. 4. Develop an understanding of ethics and give consideration to the notion of the importance of ethics in research 5. Construct convincing arguments. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines.

Indicative Reading Blaxter, L. Hughes, C. and Tight, M. (2010). How to Research. 4th edition. Buckingham. Open University Press. Collins, H. (2013). Creative Research: The Theory and Practice of Research for the Creative Industries. AVA Publishing. Cottrell, S. (2013). The Study Skills Handbook.4th edition. Basingstoke, Palgrave. Cottrell, S. (2008). The Study Skills Handbook.3rd edition. Basingstoke, Palgrave. Kumar, R (2010) Research Methodology: A Step by Step Guide for Beginners. London. Sage Publications. Mann, S. (2010) Study Skills for Art, Design and Media Students. London: Longman.

Pre-requisite Co-requisite

47 Specialist Practice Award: FdA Photography Teaching Period: Semesters 1 and 2 (year 2) Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: W640 Module Leader: Tim Williams ASC Category: 10 Deputy: Neil Coombs Language of Tuition: English Overall Aims and Purpose This module offers an opportunity for learners to develop a bespoke pathway for year 2. Learners present a proposal at the beginning of the second year, outlining their intentions against outcomes. The aims are to develop learners’ skills and understanding in the preparation and contextualisation of their specialist photographic practice, through independent self-directed study and critical reflection. Indicative Content

 Selection and analysis of work from the first year of the course  Writing a proposal for photographic project  Generate a body of photographic work  Evaluation of work produced  Exploration of future progression routes Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied.

Assessment Methods Individual written proposal for specialist practice based upon Level 4 study. 500 words, 10% LO 1. Based upon tutor agreement of an area of specialist practice, students will contextualize, propose and present a portfolio of photographs. 70% LO 2. Individual written essay that evaluates work produced and considers future progression routes for self- development. 1,000 words, 20% LO 3 Teaching and Learning Strategy The module will use lectures, workshops and practical activities to explore specialist pathways. Group critiques will offer the opportunity for formal formative assessment at three points during the module. The use of group tutorials will also provide the learners with the opportunity to share and exchange ideas, experiences and outcomes. 200 notional learning hours compromising of 20 hours lectures, 40 hours of demonstrations, supported workshops and group tutorials and 140 hours tutor-directed learning.

Learning Outcomes

1. Reflect on work produced at Level 4 to generate a proposal for specialist practice. 2. Produce a body of photographic work that investigates a specific area of expertise. 3. Giving consideration to possible progression routes for future self-development, evaluate the work

48 produced.

Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading

Clarke, G. (1997). The Photograph. Oxford: Oxford University Press. Cotton, C. (2014). The Photograph as Contemporary Art. London: Thames and Hudson. Pritchard, L. (2012). Setting Up a Successful Photography Business: How to be a Professional Photographer. London: A & C Black. Marquardt, C. (2016). The Film Photography Handbook: Rediscovering Photography in 35 mm, Medium, and Large Format. Rocky Nook Salkeld, R. (2013). Reading Photographs. Fairchild Books. Thomas, G. (2015). Beyond the Lens: Rights, Ethics and Business Practice in Professional Photography. London: Association of Photographers. Wells, L. (2015). Photography: A Critical Introduction. London: Routledge. Wright, T. (2004). The Photography Handbook. London: Routledge. Pre-requisite Co-requisite None None

49 The Book Award: FdA Photography Teaching Period: Semesters 1 and 2 (Year 2) Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: W640 Module Leader: Neil Coombs ASC Category: 10 Deputy: Tim Williams Language of Tuition: English Overall Aims and Purpose This module aims to build on the narrative image sequencing and desktop publishing skills introduced over the first year of the course. Students will examine the book as a tool for distributing and promoting their work alongside considerations of narrative and design consistency in book production. Topics covered will include page layout and book structure, short-run book production, print on demand publishing, e-publishing and on- line distribution. Students will also consider the relationship between word and text alongside the distinctions between creative, academic and media writing. Students will design and print a book based on their chosen specialist pathway. Indicative Content

 Introduction to self-publishing platforms  Investigating the visual and textual language of photo books  Exploring page layout and book structure  Generate images and text for book  Image editing and sequencing  Forms of production and distribution for photo books Assessment Criteria

Threshold: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is limited. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is narrow. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is restricted. Good: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is sound. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is broad. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is broad. Excellent: The student’s ability to critically review, consolidate and extend a systematic and coherent body of knowledge is extensive. The student’s utilisation of specialised skills across an area of study; and their evaluation of new concepts and evidence from a range of sources is wide ranging. The student’s capacity to transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations is varied. Assessment Methods Self-published photo book. 3,000 words equivalent, 60%, LO 3 and 5. Individual presentation on the development of the book and final outcome. 10 minutes. 20% LO 1, 2, 4 and 6. Evaluation of the book project. 1,000 words, 20% LO 6. Teaching and Learning Strategy The module will use lectures, workshops and practical activities to explore book design and methods of distribution. Group critique will offer the opportunity for formal summative assessment at completion of the module. The use of group tutorials will also provide the learners with the opportunity to share and exchange ideas, experiences and outcomes. 200 notional learning hours compromising of 20 hours lectures, 40 hours of demonstrations, supported workshops and group tutorials and 140 hours tutor-directed learning.

50 Learning Outcomes

1. Investigate the language of photo books alongside contemporary means for producing and distributing books. 2. Experiment with page layout and design in order to design and produce a photo book. 3. Produce images and text for a book considering colour management and workflow issues. Evaluate own book production, comparing your work to the work of others. Employability Skills D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Indicative Reading Burgin, V. (1982). Thinking Photography (Communications and Culture). London: Palgrave Macmillan. Ceschel, B. (2015) Self Publish, Be Happy: A DIY Photobook Manual and Manifesto. London: Aperture Himes, D. (2010). Publish Your Photography Book. Princeton: Princeton Architectural Press. Kaneko, R. (2009). Japanese Photobooks of the 1960s and '70s. London: Aperture. Lupton, E. (2008). Indie Publishing: How to Design and Produce Your Own Book. Princeton: Princeton Architectural Press. Parr, M. and Badger, G. (2004). The Photobook Vol 1. a History. London: Phaidon. Parr, M. and Badger, G. (2006). The Photobook Vol 2. a history. London: Phaidon. Parr, M. and Badger, G. (2012). The Photobook Vol 3. a history. London: Phaidon. Pre-requisite Co-requisite None None

51 11. Assessment Overview Table 6: Assessment Methods and Learning Outcomes for FdA Photography at Level 5 Level 5 Module Assessment Individual production of an appropriate digital interface for an identified target audience that showcases a student’s own images, in contemporary formats. 2,000 Digital Portfolio (10) words equivalent, 80%,LO 1 and 2. Individual written evaluation and analysis of the design and functionality of the digital portfolio. 500 words, 20%, LO 3.

Individual portfolio that contains a reflective account and a personal and professional development plan. The reflective account will focus upon recognising the value of the Employability-based learning experience in terms of increased effectiveness in specific work-based tasks Learning 2: Professional and broader employability contexts. The personal and professional development plan Reflection and Personal will set attainable future work-based and employability goals and establish a Development (20) mechanism for the measurement of progress towards them. Reflective account: 2,500 words, 50%, LO 1. Personal and professional development plan: 2,500 words, 50%, LO 2.

Course work will include a set assignment to source and agree an exhibition space where learners will plan and implement an exhibition of course related work. Formative assessment of learner needs is on-going; summative assessment will be Exhibition Management (10) based on successful exhibition planning, design and implementation on completion of the module. Exhibition of photographs. 1,500 words equivalent, 60%, LO2. Proposal and criteria for exhibition to include evaluation. 1,000 words, 40%, LO1 and 3.

Individual 10 minute presentation describing personal practice and strategic planning for appropriate progression routes. 1,000 words equivalent, 20%, LO1 and 2. Professional Practice (20) Development of a professional portfolio including a digital platform and other Core promotional material. 3,000 words equivalent, 60%, LO3. Individual 10 minute presentation of a professional portfolio to a career panel. 1,000 words equivalent, 20%, LO4.

Individual written assignment to demonstrate academic writing and argument that enables students to apply a range of research skills appropriately within a chosen Research Methods and discipline. The research proposal will demonstrate enhanced skills in academic writing and information research applying a range of research methodologies, developing an Study Skills (20) understanding of ethics whilst giving consideration to the notion of the importance of ethics in research and incrementing and formulating a convincing argument within a research outline. 5,000 word equivalent, 100%, LO1 – 5.

Individual written proposal for specialist practice based upon Level 4 study. 500 words, 10% LO 1. Based upon tutor agreement of an area of specialist practice, students will Specialist Practice (20) contextualize, propose and present a portfolio of photographs. 3,500 words equivalent, 70% LO 2. Individual written essay that evaluates work produced and considers future progression routes for self-development. 1,000 words, 20% LO 4 and 5

Self-published photo book. 3,000 words equivalent, 60%, LO 3 and 5. Individual presentation on the development of the book and final outcome. 10 minutes. The Book (20) 20% LO 1, 2, 4 and 6. Evaluation of the book project. 1,000 words, 20% LO 6.

52 Table 7: Assessment Methods and Learning Outcomes for FdA Photography Level 4 Level 4 Module Assessment Individual portfolio explaining how: (1) COSHH regulations for Lab environments work in practice and (2) how the Zone System can be used to test analogue materials based on scientific processes. 1,000 words of Analogue Process (20) annotation and commentary, 20%, LO 1 and 2. Individual portfolio of technical prints produced to a given brief and finely-printed black and white prints (minimum of 8 prints) based on a chosen genre, with selected prints finished and presented according to museum standard. 4,000 words equivalent, 80%, LO 3, 4 and 5.

Individual 10 minute presentation on a key development in the history of photography. 1,000 word equivalent, 40%, LO 2. Contextual Studies 1 (10) Core Individual essay (or equivalent individual project e.g. a clearly structured blog, audio or video production) that explores the relationship between a key development in the history of photography and contemporary practice. 1,500 words, 60%, LO 1, 3 and 4. Individual visual portfolio containing photographs that have been treated using specific Digital Workflow and Image software. The portfolio will include a minimum of 6 images printed by the student, at Correction (20) least one of which will be printed at A2 size. 3,000 word equivalent, 60%, LO 1, 2 and 3. Core Individual written assignment that explains technically how the digital images from the first assignment have been used to meet task requirements. 2,000 words, 40% LO4.

Individual portfolio of practical work. The portfolio will contain a minimum of 10 images and will be presented as either a book, wall piece, visual projection, analogue portfolio Editing and Sequencing (10) or digital portfolio 2,000 words equivalent, 80%, LO1 and 3. Written evaluation of portfolio. 500 words, 20% LO2. An individual portfolio of linked and progressive exercises 5,000 words equivalent, 100%, LO1 – 4.

Employability-based Individual SWOT analysis and CV, 500 words, 10%, LO1, group task plan that articulates its organisation, preparation and implementation 1,500 words, 30%, LO2, Learning 1: Applying Theory individual reflective and evaluative journal of own contribution to group weekly activity, in Practice (20) 1,000 words, 20%, LO3 and 4 and a 20 minute group presentation that analyses the completed task in terms of the process and the fitness for purpose of the end product. 2,000 words equivalent, 40% LO5.

Individual risk assessment and pre-production records. 500 words equivalent, 20%, LO1, 2 and 3. Location Photography (10) Individual portfolio of practical work based upon images from a variety of agreed locations. 1,500 word equivalent, 60%, LO 4. Individual written reflection 20%, 500 words equivalent, LO 5.

Research and Study Skills An individual portfolio of linked and progressive exercises demonstrating appropriate (10) research and study skills and academic writing. 2,500 words equivalent, 100%, LO1 – 4.

Individual risk assessment and pre-production records. 500 words equivalent, 20%, LO1 Individual portfolio of images based upon a studio set constructed by the student that Studio Photography (10) demonstrates appropriate use of light. The portfolio will consist of a range of images and one fully resolved print-ready image. 1,500 word equivalent, 60%, LO2. Individual evaluation and written reflection 20%, 500 words equivalent, LO3. 2,500 words equivalent, 100%, LO 1 -3. Individual presentation that requires students to contextualise their photographs, within the tradition of museum-quality fine printing and as a result of exercising technical The Print (10) critical judgement, students will present 10 high quality prints selected from a range of self-generated analogue and digital photographs (5 of each). 2,500 words equivalent, 100%, LO1, 2 and 3.

Within each module, a range of methods will be used and all assessments, referrals, appeals and unfair practice procedures will follow GLLM’s policy and procedures.

53 FdA Photography Full Time Programme Structure (2 years FT) Year 1 L4 Year 2 L5

120 credits 120 credits

120 credits Certificate of Higher Education (Year 1) 240 Credits for FdA Photography

54 FdA Photography Part Time Programme Structure (3 years PT)

Year 1L4 Year 2 L4/5 Year 3 L5

80 credits 80 credits 80 credits

Contextual Studies S1 and 2 Analogue Process S1 Professional Practice S1

10 credits 20 credits 20 credits

Digital Workflow and Image Contextual Studies Research Methods and Study Correction S1 (PT Only not infill) Skills 2 S1 and S2 20 credits S1 20 credits 10 credits

Editing and Sequencing S2 The Print S1 Specialist Practice S1 and 2 (PT Only not infill) 10 credits 20 credits 10 credits

Employability-based Learning Four week bespoke transition to The Book S1 and 2 1: Applying Theory in Practice L5 for progression boards S2 20 credits 20 credits L5 Location Photography S2 Employability-based Learning 2: Professional Reflection and 10 credits Personal Development S2 20 credits

Studio Photography S1 Exhibition Management S2 (PT Only not infill) 10 credits 10 credits

Digital Portfolio S2 (PT Only not infill)

10 credits

55 12. Statements of Support

Having been part of the of the first review panel for the FdA Photography programme to which I was happy to offer my full support, I was pleased to be invited back to the revalidation panel to see how the course was progressing and to offer my opinion on its future pathway.

The morning’s event was well organised with supporting documents and clear explanations, followed by a lively discussion on all of the topics. It was good to hear the opinion of current and past students who were present at the meeting, as well those offered by Justin Van Marle, a professional photographer of some repute in this area.

As I mentioned in my first letter of support, ‘ the use of employability based-learning and social media and web skills’ was a huge advantage over the original HND qualification and I feel that the addition of a Foto Agency could be a similar step forward for the progress of the FdA programme.

Something else I stated in the original letter was that ‘I was confident that FdA Photography students would become a regular feature for the listings of Oriel Colwyn’. That has certainly been the case as the current programme testifies. Both exhibitions listed for January 2016 highlight the work of Year 2 FdA Photography students. . It is also a strength of the course that the team at Llandrillo consists of practicing photographers and artists, all with a wide background knowledge that they are eager to share

Paul Sampson Professional Photographer and Curator of Theatr Colwyn

Cambrian Photography is a highly regarded business in Colwyn Bay that has been serving professional photographers and the community for over sixty years. We have always had a close association with Coleg Llandrillo and make it our business to help and serve photographic students in their choice of materials and equipment. We are equally keen to offer our professional print and processing services with discounted rates to regular clients and students.

Over the last decade we have noticed a cultural shift in the photographic community of this area aided by venues such as Oriel Colwyn, a gallery dedicated to photography; directed by Paul Sampson who is himself a former student of Coleg Llandrillo. There is also a vibrant on-line community of local photographers that all have some association to the college through the various courses on offer.

We certainly offer our whole hearted support to the FdA Photography course and wish it every success in the future.

Mark Duncalf.

Proprietor, Cambrian Photography, Colwyn Bay.

56 The proposed FdA Photography Foundation Degree is strongly supported by the Arts Council of Wales. It is in keeping with its own strategic objective in supporting and developing at grass roots level the knowledge and skills required by emerging artists and practitioners wanting to work within contemporary arts practice.

The Arts Council has for many years worked alongside the Coleg Llandrillo-based team of lecturers, staff and students and it values the advances the college has made in terms of nurturing students, effectively enabling them to develop and participate in analogue, digital photographic print based creativity and the broader ever expanding on-line digital market. A particular feature is the continuing support by the college in the recruitment of professional and practicing contemporary artists and photographers, thus maintaining a high level of currency and credibility, and that further supports its work with student education.

The cultural and bilingual sensitivity of the FdA Photography puts it in a unique position in North Wales, and facilitates access to its FdA Photography Foundation Degree to a broader cross section of first language Welsh speaking community. It also supports students to gain experience in bilingual project work, in terms of graphic and other visual communication.

From the Arts Council of Wales’ perspective, the continuing links already established by the FdA Photography programme, with significant external professional arts based agencies, galleries and individual artists, evidence careful academic consideration, and demonstrates the foundation degree course’s strengths in terms of its appeal and relevance to potential students and artists. The course’s structure and outward focus beyond the lecture theatre adds considerable value going forward to the award’s robust educational aims and programme specification.

Iolo Williams Arts Council of Wales

Nick Drabble The FdA Photography course at Llandrillo College has allowed me to open up my photographic horizons and potentially realise my goal of becoming a portrait and fashion photographer and re- toucher. Support from the entire team is second to none, as is the standard of the teaching.

Gill Hughes I graduated from the FdA in Photography in July 2015, I returned to full time education as a mature student. I thoroughly enjoyed my time on the course, I felt that there was the right balance of teaching hours to self-study, tutors were always willing to assist outside of these hours if required. The portfolio I produced there allowed me to join Chester University at level 6 of the Fine Art/Photography BA Hons programme. The course gave me the confidence to believe in my abilities and I was delighted to have graduated with a distinction.

Dilys Thompson I started the FdA Photography Course in September as a mature student - rather nervous and wasn’t quite sure what to expect after so many years away from studying and bringing up a large family. So far it has turned out to be the best thing I could have done. I have learnt so much in the first term and have achieved more than I could have imagined already, thanks to the fantastic dedicated team of experienced tutors and their patience and expertise, and the excellent facilities at Llandrillo College.

Derek Crawford My experience of the course has been entirely positive. There is a good balance between exploring the theoretical aspects of creative photography and developing practical skills, with readily available support from a team of very experienced tutors. The facilities available in the department and the college as a whole are excellent. Derek Crawford, 2nd year student (part-time) FdA Photography Coleg Llandrillo.

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