Loughborough University

LOUGHBOROUGH UNIVERSITY

Programme Specification

BA Textiles: Innovation & Design

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at http://www.lboro.ac.uk/admin/ar The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

Awarding body/institution; Loughborough University

Department; School of the Arts

Teaching institution (if different); Not Applicable

Details of accreditation by a Not Applicable professional/statutory body;

Name of the final award; B.A. Honours

Programme title; Textiles: Innovation & Design

UCAS code; WJ24

Date at which the programme July 2011 specification was written or revised.

1. Aims of the programme:  To provide an intellectually stimulating environment in which students can develop the critical, conceptual and practical skills of the Textile Designer/Artist/Practitioner  To promote a forward thinking culture where students approach their work with a sense of enquiry, individuality and innovation  To pursue independent research and develop a personal visual language which can be applied to a range of Textiles practice  To ensure that students have first hand experience of the processes involved in the planning and production of contemporary Textile outcomes  To ensure the practice of Design, Art & Craft informed by awareness of historical and contemporary practice  To create a framework of experience that allows the student to make informed decisions about their future directions  To promote understanding of the link between concept, knowledge and specialist practice and it’s application within the context of employment and continued professional development  To create an environment where independent judgement and decision making is undertaken, and a strong critical awareness promoted, based on a knowledge of personal strengths and weaknesses  To ensure that students are able to contextualise their work with reference to theoretical, historical, cultural, political and ethical issues  Demonstrate the ability to engage in critical analysis of text, images and objects as appropriate, and find select and use contemporary, historical, theoretical, visual and material sources for research & writing  To facilitate individual conceptual practice in a stimulating environment  To maintain and develop professional and external links and relationships in appropriate industrial and commercial contexts

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

 The Benchmark Statement for Art and Design: http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/  The Framework for Higher Education Qualifications  University Learning and Teaching Strategy  Teaching and learning policies of the School of the Arts  Periodic Programme Review  The QAA Policy Statement on a structured and supported process for personal development" (see PDP outline section in the School of the Arts student handbook: http://www.lboro.ac.uk/departments/ac/Studenthandbook/contents.htm)

3. Intended Learning Outcomes

3.1 Knowledge and Understanding:

On successful completion of this programme, students should be able to: demonstrate knowledge and understanding of:  The generation of ideas, research, concepts and solutions in response to internally/externally set briefs or within a self-initiated period of study  The ability to conduct personal research demonstrating a critical and questioning attitude to history and material culture  Selection and experimentation with a broad range of materials and processes appropriate to the production of a range of Textiles outcomes  The interaction between intention, process, outcome and context, and methods of presentation and dissemination  Professional and Enterprising practice in Textiles and other design and craft related specialisms.  The implication and potential for the Textiles discipline offered by developments in current and emerging technologies  Independent, confident and innovative approaches to Textiles production

2 Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Core knowledge and understanding is acquired by lectures, seminars and guided independent study. The practically oriented knowledge is imparted through studio based projects and practical workshops. Assessment is through coursework alone, including substantial independent and written projects and seeks to identify how much knowledge and understanding is demonstrated by the students work and presentation. Formative feedback, both verbal and written, is delivered at regular group and individual tutorials within each module and summative feedback follows assessment at the end of each semester. 3.2 Skills and other attributes:

a. Subject-specific cognitive skills: On successful completion of this programme, students should be able to:  Demonstrate an understanding of the breadth and variety of opportunity within the Textiles discipline and be able to apply a suitable methodology to realise their own creative goals.  Articulate their experiments and outcomes with reasoned arguments, and demonstrate good oral and visual communication skills appropriate to individual concepts and application  Critically analyse the aesthetic and functional dynamics of design  Show independence of concept through discovery, creativity and problem solving  Identify opportunities for continuing professional development through further study or employment Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated: Cognitive skills are promoted through seminars, practical workshop projects, group tutorials and supervised independent study.

The assessment of cognitive skills is embedded in the assessment of coursework and conforms to a School-wide assessment policy intended to evaluate the student’s critical judgement: how much the student knows about the media and ideas that relate to the course. Formative feedback, both verbal and written, is delivered at regular group and individual tutorials within each module and summative feedback follows assessment at the end of each semester

b. Subject-specific practical skills: On successful completion of this programme, students should be able to:  Undertake research into Art & Design concepts, process and contexts  Direct research skills into written assignments and verbal presentations  Confidently use specialist equipment necessary for the preparation of yarns fibres, dyes and materials , and confidently work with a range of Textiles processes  Demonstrate experimentation with materials and processes appropriate to Textile outcomes and final applications and produce evidence of technical and materials research

3  Demonstrate a high standard of technical expertise in the Textile conclusions  Manipulate and develop imagery through to textiles outcomes using CAD

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated: Practical skills are promoted through studio practice (thinking through making) and workshop based teaching and exploration, others are developed through enquiry and self discovery. In year 1 students are encouraged to recognise and develop individual strengths and to direct these towards a chosen pathway in year 2 – Print, Weave orMulti- Media. In year 2 projects continue to offer breadth but with more specialised application and in the final year students are encouraged to undertake a negotiated self-directed project under the supervision of the staff team, which may take either a specialised approach or develop more hybrid outcomes. Assessment is via coursework consisting of drawings, designs, fabric samples, prototypes and finished outcomes, visual research books and written assignments and presentations including the final year assessment show Visiting lecturers discuss their own professional practice and give professional and business advice. The assessment of practical skills is embedded in the assessment of coursework and conforms to a School-wide assessment policy intended to evaluate the student’s critical judgement: how much the student knows about the media and ideas that relate to the course.

c. Key/transferable skills: On successful completion of this programme, students should be able to:  Manage self learning: initiate independent research and source areas of investigation, organise and plan work schedules, manage workloads and meet deadlines, plan time to make the best use of equipment and resources.  Communication: present work both visually and orally to a high standard, interact effectively with others through collaboration and negotiation, write on a given or chosen topic either in essay form or project brief, and display design work to exhibition standard.  IT: Demonstrate information technology skills in word processing and the appropriate computer software applications with which to develop design and practice  Team working: co-ordinate the use of common resources, share responsibility for a task with others.  Numeracy: produce specifications sufficient to reproduce fabric samples, show an understanding of the calculations involved in the use of specialist equipment.  Problem solving: analyse information, and through selection and experimentation make informed judgements and decisions. Evaluate and recognise areas of personal strength and needs. Formulate reasoned responses to the critical judgement of others.  Identify opportunities for continuing professional development through further study or employment 4 Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Key skills are promoted through projects in studio and critical and historical studies and embedded in module assessment. The assessment of key and transferable skills is embedded in the assessment of coursework and conforms to a School-wide assessment policy intended to evaluate the student’s critical judgement: how much the student knows about the media and ideas that relate to the course.

4. Programme structures and requirements, levels, modules, credits and awards: Full details can be found in the Programme Regulations at: http://www.lboro.ac.uk/admin/ar/lps/progreg/year/1112/

The academic year is 2 semesters of 15 weeks each. Weeks 1-12 are normally for teaching and weeks 13-15 for assessment. During weeks 13-5 (inclusive) of semester 1 students are expected to be in attendance to prepare their work for assessment and to conduct research and development for the semester 2 modules.

5. Criteria for admission to the programme: http://www.lboro.ac.uk/prospectus/ug/courses/index.htm

6. Information about assessment:

All modules are assessed by 100% coursework.

Part A and Part B assessment is for progression to the second and third year respectively. Second and third year results are weighted 20:80 in calculating final degree classification.

Students follow modules weighted at 120 credits per year. In order to progress to the next year of the programme, or to be awarded a degree at the end of Part C, students must pass all modules.

Any student who fails to meet these module requirements has the automatic right of reassessment on one occasion only. Specific reassessment details can be found in the programme regulations.

7. What makes the programme distinctive? There are many opportunities for professional practice within the Textiles sector, and a whole variety of career choices. The Textiles: Innovation and Design programme aims to develop individual, innovative and informed approaches to the subject and this philosophy is fundamental to much of the teaching at Loughborough.

5 The programme offers students the opportunity to develop a good knowledge of Textiles culture and practice introducing fundamental skills in Part A including research, drawing, design development, critical, contextual and historical understanding . Part B allows students to opt for a specialised pathway which develops an in-depth knowledge of thinking, processes and practices within a specific discipline: Printed Textiles, Woven Textiles and Multi-Media Textiles. At Part C students are encouraged to develop that knowledge but more hybrid approaches are supported, particularly making use of new and emerging technologies. Much of the learning is based on the principle of individual negotiation and consultation with staff, in order to develop ideas and critical debate. The opportunity for a year in industry is becoming an increasing popular choice with students and offers the opportunity to undertake a work placement in a professional environment for one year, between parts B and C of the programme, leading to the supplementary award of Diploma in Professional Studies. Apart from the award, students may have the opportunity to gain work experience, both in the UK and overseas. Participation in national competitions is promoted as are collaborative projects with such major companies as such as Reebok, Nissan Design Europe and Swarovski Crystal. Students from the programme demonstrate knowledge and understanding of the subject through the opportunity to exhibit design work at an international trade fair: Indigo, Paris, where many sales to industry and contacts are made and work experience and job opportunities are developed. The programme has an excellent record of success in national competitions such as the Bradford Textile Society Annual Awards and students consistently win major prizes and placement opportunities at the Annual New Designers show in London and the annual National Texprint awards.. Recent graduates are presently employed as designers and buyers in major national and international Fashion and Interior companies, as stylists for Fashion and Interior magazines, and a whole range of other Textiles and Textiles related employment, whilst others are self employed as freelance designers and textile artists. A significant number of our students continue their studies at either MA or PhD level at Loughborough or on other post graduate courses in the UK.

The quality of the Programme is endorsed by the external examiners who are consulted at each stage of the examination process who view and comment on papers, coursework and undertake viva voce examinations during their summer visit. All new members of Staff in the School of the Arts participate in the University Probation system which has been accredited by the Higher Education Academy.

The primary focus of work on School of the Arts programmes can be characterised as ‘thinking through making’ in some of the best specialist workshop facilities available in an HEI. The facilities and technical support are excellent, and the programme is distinct in the range of equipment available for student use. In the woven textiles workshops apart from a wide range of traditional hand looms our Dataweave Electronic Jacquard Loom uses Scotweave Design software and this enables students to receive the most advanced training in the use of CAD technology for woven textiles; there is also a Tronrud Engineering TC1 digital 6 jacquard loom available for student use allowing them to experience the broadest range of design possibilities through advanced cloth production. Students may also have the opportunity to experience a full range of Printed Textiles processes, supported by a well equipped dye lab and print room, digital textile printing facilities are available and there is a fully equipped stitch workshop featuring the latest CAD embroidery equipment and access to laser cutting and marking equipment.

8. Particular support for learning: i) Departmental Support

The department has an integrated structure for the management, appraisal and planning of teaching and learning. This is comprised of a Co-ordinator of Learning and Teaching who chairs the department Learning and Teaching committee and provides departmental coordination and leadership in the development and management of teaching quality and contributes to shaping departmental policy in learning, teaching and assessment within the context of the Institutional learning and teaching strategy and Strategic Plan. Programme Co-ordinators have responsibility for the academic content and the general organisation of the course, and the academic welfare of the students. Personal Tutors are responsible for matters relating to academic welfare and there is a tutor to co-ordinate support for international students

The Department prepares a handbook for students, given as hard copy and which is also available via the internet with important information including the management structure of the department, programme and module specifications and general points relating to coursework, assessment and student advice and support. Students are also assigned a personal tutor who is responsible for their personal welfare and who arranges to see them regularly during the first semester. Thereafter the personal tutor arranges to see their tutees at important times, such as after assessment, at the start of a new year or when problems have been raised in respect to the tutees by teaching staff, the Programme Coordinator or Learning and Teaching Coordinator. The Responsible Examiners for each module meet with students after every semester to discuss performance, to give constructive feedback and to indicate possible additional sources of help. ii) Technical Support The School has well equipped workshops with experienced technical staff in all programme areas, which are available to all students, irrespective of their programme specialisation. In addition, it is often possible to find specialised technical advice from staff in other university departments. University Support Facilities http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm

7 9. Methods for evaluating and improving the quality and standards of learning: http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm