Template for Student Handbook

Foundation Degree in Contemporary Art & Professional Studies Student Handbook 2013– 2014

Foundation Degree in Contemporary Art & Professional Studies

Campus: Weston College University Campus, Loxton Road, Weston-super-Mare, North Somerset BS 23 4QU.

Foundation Degree in Final Award Contemporary Art & Professional Studies

Intermediate awards available Credit for modules passed

WWC2 UCAS code

Details of professional body accreditation None

Relevant QAA Benchmark statements Art and Design

Date specification last up-dated Dec 2008

Introduction

Can you learn to be creative?

We believe that the acquisition of skills and specialist knowledge is a key that allows us to unlock our creativity. This provides us with a means by which to look afresh at both the natural world and at the debates that inform and represent cultural perspectives.

However we also believe that the once clear distinction between the Fine and Graphic Arts is blurring, resulting in new discourses about the nature of consumerism in Art and the application of design.

In response to this, the Contemporary Art & Professional Studies course at Weston will encourage you to engage with challenging ideas, develop practical skills for a contemporary setting, become more aware of the commercial potential of your work and develop the skills necessary to market it to a chosen audience.

You will be a student of Bath Spa University studying at Weston College University Campus

This site houses Art, Design and Music Foundation Degrees, within a spacious purpose built facility with well-equipped studios and workshops. At the conclusion of your Foundation Degree, you will have the opportunity to apply to upgrade your degree to a B.A. (Hons) at either Weston College or Bath Spa University.

What will I study?

The course focuses on three areas: professional, practical and theoretical skills development with a strong emphasis on drawing and links to the creative industries.

Programme structure

A Foundation Degree is studied for a minimum period of 2 years full time and three years part time. Maximum period of study is 4 years full time and 6 years part time.

Course Content

Taught workshops in a variety of 2 and 3D media combine with studio based and contextual modules, to realise your unique creative practice. These include:

 Projects.  Studio work.  1:1 and group tutorials.  Lectures and seminars.  Demonstrations.  Work based placements.  Critiques, cultural visits and research.  E learning.  Visiting speakers from the creative industries.

You will have the support of a personal tutor throughout your studies as well as the opportunity to attend workshops in creative essay writing. Learners in receipt of a DSA (Disabled Students Allowance) will be entitled to further support (identified during their needs assessment). Further information regarding the DSA can be obtained from Bath Spa University or Weston College Student Support Services or from the Learning Support Departments at either institution.

Will I be able to gain practical experience?

Contemporary Art & Professional Studies places an emphasis on the commercial and public aspects of art practice and to this end; you will gain firsthand experience of the creative industries by working alongside art/design practitioners and pitching for ‘live’ projects and commissions with creative partners, businesses, or institutions.

If you are interested in: becoming a professional, practicing artist/designer

If you enjoy: Painting, sculpture, installation digital media, surface design and manipulation and theoretical explorations.

If you want: to gain employment within the creative industries and develop relevant entrepreneurial skills.

Then this is the course for you. 3

What will I study?

This course is being run on a full time and part time basis.

A full time student will attend college for 3 days/week on taught modules with additional self directed studio time. A part time student will attend college for 2 days/week on taught modules with additional self directed studio time.

There is a maximum of three mandatory modules of 40 credits per full time year for both 1st and 2nd years, comprising two practical units and one theoretical unit, in visual cultural history and critical theory.

During your second year of study you will be expected to either undertake a work-based placement with a company or an institution of your choice or alternatively find a commission. In each case, you will draw upon practical and business skills learnt throughout the course and by its completion; you will be in a position to professionally promote, market and stage a final exhibition of your work.

Which modules will I study?

You can view a full guide to the modules you have to study as part of your FdA below and module guides will be given to students, at the start of the course.

Year 1 Modules.

During your first year of study as a full time student you will study three modules of 40 credits. These three modules will include:

1. ‘Work Shops + Practical Studio Based Work’. 2. The ‘Creative industries: Commissions, Site Specific, Public Art’. 3. Practice and Theory.

1. ‘Work Shops + Practical Studio Based Work’.

Creative and practical workshops, set by creative industry practitioners will introduce you to a range of practical and technical skills in 2 and 3D media. These are designed to increase understanding and awareness of the relationship between ideas and materials in preparation for self- directed study, future work placement and public commissions.

Drawing and documentation in a variety of sketchbooks/logbook forms should evidence your evaluation of visual experimentation and decision- making.

See module descriptors for learning outcomes and assessment.

2. The ‘Creative industries: Commissions, Site Specific, Public Art’

Through seminars with creative practitioners and staff members and visits to galleries and design companies, you will be introduced to the various components of the creative industries. This is designed to increase your awareness of local and national opportunities and will prepare you with the skills to write proposals, read contracts and make professional presentations.

You will be encouraged to work both independently and collaboratively in response to industry led briefs or commissions, based on your subject area. Emphasis will be on professionalism, time-lining, meeting deadlines, and the development of relevant business/entrepreneurial and communication skills.

You will be encouraged to think creatively, critically, ethically and practically, about how to approach site-specific problems arising from commission briefs. Your work should show an appropriate interaction between intention, process and outcome.

See module descriptors for learning outcomes and assessment.

3. Practice and Theory

This module will begin with an overview of significant movements in the 19th & 20th Centuries that impacted upon the intellectual, scientific and cultural life of Europe, developing countries and America. This will then move to an exploration of modern deconstructive methodologies that can be used to reveal the ways in which these new perspectives were expressed.

The result of this will be to consider your own practice within an historical and contemporary context, explore the need for ideas and meaning within your work and search for a means of expression through the medium of drawing.

See module descriptors for learning outcomes and assessment.

Year 2 Modules

During your second year of study as a full time student you will study three modules of forty credits. These three modules will include:

1. Professional Practice & Work Placement. 2. Evidence of Study 3. Major study

1. Professional Practice & Work Placement

During this module you will be expected to either undertake a work-based placement (for the equivalent of 10 working days) with a company or an institution of your choice or alternatively, find a commission. In each case, you will draw upon practical and business skills learnt throughout the course after which, you will be in a position to professionally promote, market and stage a final exhibition of your work.

This should be taken as the opportunity to reflect upon and put into practice, the problem solving, decision making, marketing and presentation skills you will have developed in theory, during your course so far. It will also allow you to identify and professional development necessary to promote yourself, and access an appropriate career pathway.

Guidance notes will provide you with a framework of the statuary regulations you need to abide by during the placement and you will be briefed on how to observe, record and present evidence of your undertaking.

See module descriptors for learning outcomes and assessment.

2. Evidence of Study

In this module, a lecture and seminar series (together with 1:1 and group tuition) will investigate those critical theoretical tools that will help you to clarify, review and evaluate your aims and objectives in a more personal way.

See module descriptors for learning outcomes and assessment.

3. Major study

Working alongside earlier evidence of study modules, this unit centres upon the development of self-directed practical work in relation to its theoretical context.

In preparation for a final exhibition, you will be required to promote, market and stage your show(s) in venues internal and external to the College.

See module descriptors for learning outcomes and assessment.

Career opportunities open to me if I study a Foundation Degree in Contemporary Art & Professional Studies.

Your career opportunities include:

 Professional artist/designer  Self employment.  Running your own creative business  Employment within the creative industries.  Public art commissions  Architectural landscaping  Commissioned work.  Community and institutional commissions.  Gallery/Museum curating.  Scene painting and prop making.  Interior design.  Therapeutic industries  Teacher training.  Progression to the final year of BA (Hons) in ‘Creative Arts’ at Bath Spa University, or alternatively Weston College’s ‘Work-based Learning’ BA (Hons).

Learning Environment

Learning is encouraged and supported through participation in a wide variety of activities including lectures, seminars, workshops, visits and work base learning. Each module has 4 hours formal contact per week, but you should allow yourself an additional 10 hours each week for personal study (student-centred learning). During your self-directed study time, you can use your studio space and access the workshops.

Assessment

Students are assessed by a combination of continuous, formative assessment (coursework) and an end of module summative assessment.

A variety of assessment methods will be used during the course and will occur at different points within each module, these assessment models comply with national qualification frameworks, subject benchmark statements, and code of practice section 6. Assessment criteria will include:

Formative Assessment provides the learner with feedback about your performance and how you can improve. This feedback, together with group critiques and self-reflection, helps you to learn more effectively and reach the intended learning outcomes.

Summative Assessment indicates your success against the expected learning outcomes of the module.

Context, Contextual, Contextualisation You should demonstrate an understanding of other artist’s work and ideas, both historical and contemporary, which relate to and informs your own work creatively and intellectually.

Work experience/placement opportunities We recognise and value the importance of work based and placement learning, especially the current and the future benefits of these experiences, such as development of valuable transferable Key Skills. You will be expected to undertake a commission or work placement for a minimum period of 10 working days, which could be with a company or institution. This placement may be arranged by the College or by you, with the College’s approval. ‘Work based learning’ enables you to experience the application of the skills you have learnt on the course, in a professional work-place setting. During this work placement you will be provided with guidance as to how to maximise the benefits from the experience.

Project work Project work emphasises the necessity for independent research, the acquisition of source material and the application of knowledge and skills you have learnt during the programme, which you can then incorporate within your own self-directed enquiry. Projects are designed to enable you to develop individual solutions to creative problems and represent them coherently.

Added value

While studying at Weston College on this Foundation Degree you will have:  Extensive personal support from a friendly and caring staff.  Open door policy.  A good practical and theoretical education.  Availability of careers advice and support.  Purpose built studio and workshop facilities  Excellent student support services.  Highly qualified and motivated staff

How we support you  One to one tutorials  Group Tutorials  Seminars  Lectures  Specialist technical support  Materials posted on Minerva  Lectures by visiting professionals and practitioners

We also provide HE Student Advice and Guidance, which covers the following core services:

 Counselling.  Disability Support  Welfare.  Accommodation.  Health Issues.  Tutor Support.

You are allocated a member of staff as an Academic Tutor and this is your first port of call, if you need any help or advice on course matters. If you need any advice on anything else (personal or financial matters, for example) your College Tutor can recommend the right person on campus to approach, e.g. Student Support Services, who can help you with any problems including health, employment, and much more. You are also represented on the FdA Contemporary Art & Professional Studies staff/student liaison committee. Representatives are chosen at the beginning of the year. These committees only meet three or four times a year, but it is vital that you feed ideas into ‘management’ and be a part of how the course is run. At the end of each module you will be provided with a short student evaluation form, on which you can make more detailed comments on individual modules.

There will also be annual self-assessment reports completed by the course co-ordinator that will be forwarded to the board of studies at Weston College and Bath Spa University. Finally, you will have the opportunity to be represented on the Bath Spa University AQSC (Academic Quality Standards Committee) sub-committee.

Course aims - What will you learn?

What is this programme designed to achieve?

You will achieve skills and knowledge that are applicable to the creative industries workplace. You will learn to apply these key concepts and principals, to problems arising in both the employment and creative context or transfer these skills to other areas of higher educational study or alternative employment options.

This programme is designed to give you the opportunity to:

Progress to further study and gain employment skills necessary to flourish in a variety of creative employment options.

What will you learn?

With a Foundation Degree in Contemporary Art & Professional Studies you will have developed a sound understanding of the principles in this field of study, and you will have learnt to apply these principles more widely. Through this, you will learn to evaluate the appropriateness of different approaches to solving problems. Your studies will have a vocational orientation, enabling you to perform effectively within your chosen field and you will have developed the qualities necessary for employment in situations requiring you to exercise your personal responsibility and decision-making.

Knowledge

You will achieve knowledge and understanding of:

 Theory underpinning art and design in different settings;  Different approaches to art and design which inform current practices, including the historical aspects of art and design;  Regulatory and legislative frameworks, in conjunction with the creative industries;  The curriculum framework for art and design theory and practice as applied to careers in art;  A variety of materials and processes, which support practical work;  Critical and analytical response to both theory and practice;  Self-evaluation, reflection and self-management;  Team-work and inter-agency working;  The theory and principles related to art and design research linked to your chosen pathway in preparation for an extended essay, thesis or dissertation.

Thinking Skills

You will develop Intellectual (thinking) skills that will enable you to:

 Develop knowledge of past and present art and design practices, in order to contextualise your work;  Realise the contextual setting for the discipline and related theories within historical, contemporary and cultural settings;  Develop critical judgement of your own work and that of others;  Communicate skills in both visual and written form;  Achieve the appropriate integration of theory and practice required to reinforce critical and intellectual engagement with the subject;  Demonstrate proficiency in observation, investigation enquiry, visualisation, and/or making.

Subject-Based Practical skills

Practical skills

Your practical skills will show how you have:

 Demonstrated the knowledge, skills and attitudes relevant to good art and design practice;  Carried out effectively and efficiently the role expected of an Art and Design Practitioner in an employment setting;  Worked collaboratively and individually in order to extend your individual development and learning;  Experienced a variety of employment tasks to support your development and learning;  Learnt through working in consultation with others including: colleagues, other professionals and commissioning bodies;  Demonstrated a thorough understanding of difference and diversity within the Art and Design subject;  The ability to manage and organise your self-directed time, resources, records and information in all aspects of the course;  The ability to solve set problems in a creative way but also to develop the ability to identify and to redefine problems and raise and address issues.

Skills for life and work (general skills)

Transferable skills – will enable you to:

 Communicate ideas, principles theories, arguments and analysis effectively in speech and writing;  Communicate to a variety of audiences using multi-media tools as appropriate;  Critically analyse information and evidence from a variety of courses;  Use ICT to support your own development and during practical placement. Work as a member of a team;  Carry out and complete, in depth, practical work extending into an exhibition and linking to theoretical frameworks;  Solve theoretical and practical problems that have occurred, or are likely to occur when working as an Art Practitioner;  Reflect on, evaluate and improve your own practice and engage in professional development activities as appropriate.

Skills for life and general skills

 The development of your own style of independent learning.  The ability to communicate ideas and experiments to others and to debate relevant issues.  IT skills.  Communication skills.  Teamwork.  Time management.  Confidence.

Learning Environment

Assessment

Students are assessed by a combination of continuous, formative assessment (coursework) and an end of module summative assessment.

A variety of assessment methods will be used during the course and will occur at different points within each module. These assessment models comply with national qualification frameworks, subject benchmark statements, and code of practice (section 6). Assessment criteria will include:

ASSESSMENT METHODS

A variety of assessment methods will be used during the course and will occur at different points within each module. These will include:

Diagnostic Assessment. This is used to show your preparedness for a module or a programme and in addition to other possible problems identifies; for you and the lecturer, strengths as well as potential gaps in your knowledge, understanding and skills expected at the start of the programme.

Formative Assessment provides the learner with feedback about your performance and how you can improve. This feedback together with group critiques and self-reflection helps you to learn more effectively and reach the intended learning outcomes.

Summative Assessment indicates your success against the expected learning outcomes of the module.

Synoptic Assessment enables you to reflect upon the accumulated knowledge learnt during a module and relate its relevance to other subject areas.

Assessment will be carried out in a variety of ways using submission and evidence of study, including:

 2D or 3D finished artwork and preparation and research work, to include sketchbooks, worksheets, maquettes/samples and influences;  Essays;  Seminar PowerPoint presentations;  Seminar reports, journals and case studies;  Practice in the workplace including diary entries, logbooks, photographic records and/or sound recordings.

Practical assessment in the workplace, will be assessed by lecturers in college, but based on information gained from art practitioners / business.

Studio Work

There is an assessment at the end of each module. Work is graded using the Grade Related Criteria (see appendix) and all work is given equal attention. In Level 1 work is assessed by the module co-ordinators and other members of staff and will be internally verified. In Level 2 work is assessed by the module coordinator and other members of staff and will be internally verified and then moderated by an external examiner. The final modules will take the form of an exhibition.

Work experience/placement opportunities

We recognise and value the importance of work based and placement learning, especially the current and the future benefits of these experiences, such as development of valuable transferable Key Skills. You will be expected to undertake a commission or work placement for a minimum period of 10 working days, which could be with a company or institution. This placement may be arranged by the College or by you with the College’s approval. ‘Work based learning’ enables you to experience the application of your skills you have learnt on the course in a professional work-place setting. During this work placement you will be provided with guidance as to how to maximise the benefits from the experience.

Project work

Project work emphasises the necessity for independent research, the acquisition of source material and the application of knowledge and skills you have learnt during the programme, which you can then incorporate within your own self-directed enquiry. Projects are designed to enable you to develop individual solutions to creative problems and represent them coherently.

Added value

While studying at Weston College on this Foundation Degree you will have:

 Extensive personal support from a friendly and caring staff.  Open door policy.  A good practical and theoretical education.  Availability of careers advice and support.  Purpose built studio and workshop facilities.  Excellent student support services.  Highly qualified and motivated staff.

How we assure the quality of this programme

Before this programme started Before the programme started, the following was checked;  There would be sufficient qualified staff to teach the programme;  Appropriate resources would be in place;  The overall aims and objectives were appropriate;  The content of the programme met national benchmark requirements;  The programme met any professional/statutory body requirements;  The proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, and learning and assessment strategy and student support mechanisms.

This is achieved through a process of programme approval, which involves consulting academic experts including some subject specialists from other institutions.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

 External examiner reports (considering quality and standards);  Statistical information (considering issues such as the pass rate);  Student and employer feedback.

Drawing on this and other information, programme teams undertake annual monitoring. The process is further monitored by the Bath Spa University's Quality and Standards Committee.

Once every six years an in-depth review of the whole area is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.

Teaching Quality Information

At the end of the academic year you will be invited to complete the National Student Survey [NSS] the results of which will be available to students to monitor the learning & teaching of the institution.

The role of the programme committee

This programme has a Programme Committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The Committee has responsibilities for the quality of the programme. The Programme Committee plays a critical role in the College’s Quality Assurance Procedures.

The role of external examiners

The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:  To ensure the standard of the programme;  To ensure that justice is done to individual students.

Listening to the views of students

The following methods for gaining your feedback are used on this programme:  Module evaluations;  Student representation on programme committees (meeting each term);  Personal tutor, course co-ordinator;  Staff student liaison committee; You are notified of the action taken through;  Tutors, course co-ordinators and student services;  Staff student liaison committee.

Listening to the views of others

The following methods are used for gaining the views of other interested parties:

 Feedback from former students.  Employer advisory board and from work based learning providers.

We also provide HE Student Advice and Guidance, which covers the following core services:  Counselling  Disability support  Welfare  Accommodation  Health issues  Tutor support You are allocated a member of staff as an Academic Tutor and this is your first port of call if you need any help or advice on course matters. If you need any advice on anything else (personal or financial matters, for example) your College Tutor can recommend the right person on campus to approach, e.g. Student Support Services who can help you with any problems including health, employment, and much more. You are also represented on the FdA Applied Art and Design staff/student liaison Committee. Representatives are chosen at the beginning of the year. These committees only meet three or four times a year but it is vital that you feed ideas into ‘management’ and be a part of how the course is run. At the end of each module you will be provided with a short student evaluation form on which you can make more detailed comments on individual modules.

How we support you

 One to one tutorials  Group Tutorials  Seminars  Lectures  Specialist technical support  Materials posted on Minerva  Lectures by visiting professionals and practitioners

Before this programme started

Before the programme started, the following was checked:

 There would be enough qualified staff to teach the programme;  Adequate resources would be in place;  The overall aims and objectives were appropriate;  The content of the programme met national benchmark requirements;  The programme met any professional/statutory body requirements;  The proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

The programme structure

Introduction

All programmes are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study); therefore a 40-credit module equals 400 hours.

Credits are assigned to one of 3 levels:

 4 - equivalent in standard to the first year of a full-time undergraduate degree programme;  5 - equivalent in standard to the second year of a full-time undergraduate degree programme;  6 - equivalent in standard to the third year of a full-time undergraduate degree programme.

Credit Rating

The overall credit rating of this programme is 240 credits.

Typical Duration

The duration of this programme is 2 years full-time (FT), or 3 years part- time (PT).

How the teaching year is divided

The teaching year begins in mid-September and finishes at the end of June. A typical FT student will take 120 credits over the academic year and a part-time (PT) student, a maximum of 80 credits.

What you will study when

This programme is part of a modular degree scheme. A typical full-time student will take 3 modules per year.

Modules are defined as:

 All module are Core - Must be taken

The following are the core and optional requirements for this programme

Level Title Credits Status Status Single Major

4 Work Shops + Practical Studio Based Work 40

4 Creative industries: Commissions, Site 40 Specific, Public Art

4 Practice and Theory 40

5 Professional practice & work placement. 40

5 Evidence of study 40

5 Major study (studio work) 40

Requirements for gaining an award

In order to gain a Foundation Degree you will need to obtain a minimum of 240 credits including:

 A minimum of 120 credits at level 4 or higher  A minimum of 120 credits at level 5 or higher

(A Foundation Degree is linked to a named Honours degree onto which you may progress after successful completion of the Foundation degree.)

Degree Classification

Foundation Degree in Contemporary Art & Professional Studies

Equality of Opportunity

We want to ensure that your needs are met. If you require this information in any other format, please contact:

Student Support Services Tel: 01225 876215 Email: [email protected]

Bath Spa University welcomes diversity amongst its students, staff and visitors, recognising the contributions that can be made by individuals from a wide range of backgrounds and experiences.

Our aim is that all staff and students, both existing and potential, should receive equal and fair treatment in all aspects of University life. The University seeks to ensure that a suitable working and studying environment is provided, which is free from discrimination and where all members of the University community are treated with dignity and respect and are valued as individuals.

The following Student Handbook is designed to provide you with a central point of reference, containing detailed information concerning your course. We want to ensure that the needs of all students are met in every aspect of every course that we offer. A key way in which we ensure this is to monitor student feedback on each academic module undertaken. The results of this provide us with essential information on our progress to ensuring equality of access and opportunity for all students.

Should you have any concerns at any time regarding your course, any of the information contained within this Handbook, or any other aspect of University life, you should discuss this in the first instance with Anna Lowther-Harris (Curriculum Manager) anna.lowther- [email protected] who will assist you in identifying the types of support available to you. Examples of these types of support are:-

 Arranging appropriate teaching and examination arrangements;  Assisting with the provision of scribes, readers, note takers or interpreters;  Assisting you with applications for financial assistance;  Assisting you with any concerns you may have regarding any work experience you may undertake;  Helping you to identify technology and other support appropriate to individual needs;  Advising on study and arranging loan of equipment;  Liaising with members of academic staff in relation to access to the curricula.

There are also a range of support mechanisms offered by Bath Spa University, such as Student Welfare Services and Careers Advice. Details of how to access these services can be found at www.bathspa.ac.uk/services/student%2Dsupport/

Equal Opportunities Policy

The following provides information concerning the Bath Spa University Equal Opportunities Policy. Please take the time to familiarise yourself with it as it is relevant to everybody.

Bath Spa University Equal Opportunities Policy Statement

Bath Spa University is fully committed to being an equal opportunities employer and providing equality of opportunity for all its staff and students, applicants and visitors. The University will not tolerate unfair or unlawful discrimination on the grounds of gender, ethnicity, colour, disability, religion, nationality, age, occupation, marital status or sexual orientation or any distinction which is not relevant to the employee/employer relationship or its student body.

Responsibilities

Promoting and maintaining equal opportunities is the responsibility of everyone, although it is recognised that management have additional responsibilities to ensure that the policy is carried out.

The University Management will ensure that:

 All staff and students are aware of the equal opportunities policy and our procedures for making a complaint;  The implementation of equal opportunities is effectively monitored;  An Equal Opportunities Strategy and Action Plan is produced and reviewed;  Staff, Students and Union representatives are provided with appropriate forums to discuss and deal with equal opportunities issues;  All staff are provided with appropriate equal opportunities training;  A network of trained Harassment Advisors is available to provide advice and guidance;  Procedures are in place for the fair appointment, promotion and development of staff, the fair selection and teaching of students, free from unjustifiable discrimination.

All staff and students are expected to:

 Support and implement the equal opportunities policy; and  Ensure that their behaviour and/or actions do not amount to discrimination or harassment.

Staff and students of the University are expected to comply with this policy and are expected to promote a culture free from unfair discrimination, prejudice and all forms of harassment and bullying. Any incidents of discrimination, harassment or bullying will be investigated and may be grounds for dismissal or expulsion.

University policy on anonymous marking The Modular Scheme uses a standard assessment report sheet for all coursework assignments. You should complete and attach one of these report sheets to all pieces of work that you submit. The report sheets can be obtained from the Student Programmers Office at the Newton Park Campus. Your tutors at Weston College will also have a supply of these forms. When the tutor returns the assignment after marking, the assessment report will have comments and a grade. The marking tutor also retains a copy, so a record is kept of all the assignments completed by you. Bath Spa University’s Modular Scheme continues to accept the principle that all coursework will be marked anonymously, unless the nature of the work makes this impossible. In such cases, student-led seminar presentations and assessed practical elements may not be marked anonymously.

University statement on referencing protocol

Introduction The development of a range of cognitive abilities related to aesthetic, moral and social contexts is essential to all artists and designers. To acknowledge different perspectives is a personal life-skill and an essential part of human conditioning and therefore the understanding of the context of practice is an essential part of the programme, informing critical awareness. It is important that all your written work conforms to approved academic formats.

Essay presentation

A digital copy of your essay must be sent to Minerva. Without this your submission is regarded as incomplete. The Creative Arts subjects within the school of Art and Design use the Harvard referencing system, and all written work should conform to this. Further details of the Harvard system are available from the BSU library website (go to www.bathspa.ac.uk – Services – Information Skills or click on the following direct link: http://www.bathspa.ac.uk/services/library/using-the- library/how-cite-referencess-harvard-04-2007.pdf General guidelines • All written work must be word-processed • Use A4 paper • Print on one side of the paper only • Use double spaced lines • Give wide, clear margins • All pages must be numbered • The essay title must be written in full at the top of page 1 • All essays must contain a bibliography • The bibliography and references must use the following approved format

References in your essay

You must provide the sources of all ideas and opinions you take from other writers, either by direct quotation or in paraphrase. If you do not acknowledge a source, it might be assumed that you were trying to pass off those words or ideas as your own. Deliberate plagiarism is regarded as a very serious offence in this University and in academic writing generally.

References to other writers should be acknowledged in brackets and in your bibliography. You should reference after the author’s name, whether you are paraphrasing ideas or quoting directly, and give the page number. You do not need to acknowledge your sources for widely held views or for well-known historical facts; but if you take significant ideas from another writer, even if you put them into your own words, you must acknowledge the source.

QUOTING OR CITING SINGLE AUTHORED TEXTS or MULTI AUTHORED BOOKS

Example: As art historian Robert Hughes (2005: 10) points out in his introduction to modern art, The Shock of The New, the planners of the Paris world fair wanted something even more spectacular than the Crystal Palace, to make concrete the feeling of a new age. [Your reference in curved brackets informs the reader of the year in which the source was published and the page number on which the quote may be found.]

Use of quotations from books and journals

If your quotation from a book or journal is fewer than 40 words put it in the body of the text with quote marks around it - don’t italicise or bold quotes. If the quotation is over forty words in length it should be set in an indented block by using the Tab key, rather than quoted in the text. The block should be single-spaced (i.e. not double-spaced like the rest of your text). For example: [I]t is into pure duration that we plunge back, a duration in which the past, always moving on, is swelling unceasingly with a present that is absolutely new….We must, by a strong recoil of our personality on itself, gather up our past which is slipping away, in order to thrust it undivided, into a present which it will create by entering. The freest individual has an integrated past and is capable of utilising the greatest number of memories to respond to the challenges of the present – like a dancer. The quotation should not have quotation marks unless they report speech or another written account (i.e. a quotation within the passage you are citing). The spelling and punctuation of the original must be copied exactly, even if it uses American spellings.

If you omit words this should be made clear by the use of three dots (ellipsis), although this is not necessary at the beginning and the end of a quotation. If you add anything of your own, or change a word, it should be enclosed in square brackets. For example:

I have taught you to loathe the libraries and the museums [in order] to….awaken that divine intuition which is the characteristic gift of the Latin races. By means of intuition we plan to overcome the apparently irreducible hostility which still separates our human flesh from the metal of motors.

Bibliography - books and journals

At the end of your essay you must always give a bibliography which lists all the authors and their books or articles from which you have taken quotations or ideas, plus any other sources not directly used in your essay but forming background reading and research to the essay topic. The authors’ surnames should be in alphabetical order, followed by the first name initials

When listed in your bibliography or list of references at the end of your essay or dissertation, the full details will be given as follows:

SINGLE AUTHORED TEXTS Hughes, R. 2005. The Shock of the New Art and The Century Of Change. Thames and Hudson. [Note that the title of the book is given in italics]

MULTI AUTHORED TEXTS and EDITED WORKS Lynton, N. 1998. Expressionism. In Concepts of Modern Art, ed. N. Stangos, pp 30-49. [Note that here the title of the chapter is given without italics, but that italics are still used for the title of the book itself. Note also that page numbers are given for the article itself].

JOURNAL ARTICLES Henderson, L D. (1981). Italian Futurism and “The Fourth Dimension. Art Journal, 41, 317-323. [Authors are given as before, but titles of journal articles are given without quotation marks, and must be followed by the title of the journal italicised. Note that the journal title is followed by its volume number, and then by the page numbers].

INTERNET SOURCES Stanford Humanities Review. 1999. Nietzsche’s Will To Power [online] available from: www.stanford.edu/group/SHR/7-1/ html/body_antonello.html.[accessed 14.05.2008]

For internet sources, you should cite:

 The author(s) if given. NB: The ‘author’ may be an organisation if no personal author is given].  Year of publication or creation, if given.  Title of page, if given.  Site name [online].  Publisher or organisation.  available from: (give full URL address).  accessed: ( give actual date you visited the site).

Foreign language accents and titles

Accents are part of the spelling and should never be omitted. If you are using Microsoft Word or similar word-processing programmers, select ‘Insert’ from the Main Menu and click on the Symbol option, you can then choose the letter with its accent, click Insert, and it will put the letter at the cursor point in your text.

Page numbering

All word-processing programmers have automatic page numbering. Again, click on Insert from the Main Menu and choose Page Numbers.

University policy statement on plagiarism/unfair practice

Unacceptable academic practice, particularly in assessment, is known as Unfair Practice. Unfair Practice may take a variety of forms, which cannot all be covered in detail here, but the most common are cheating in formal examinations and the plagiarism of coursework. Others include collusion with other students for the production of written work, impersonation in examinations, or submission of fraudulent mitigating circumstances evidence. The penalties for unfair practice are severe (see below), and if students are in any doubt about what constitutes acceptable academic practice they must consult their tutors for advice.

Plagiarism is defined in the Oxford English Dictionary as ‘the taking and using as one’s own, of the thoughts, writing or inventions of another’. It does not matter whether the source was an original document, a book or article, or a fellow student.

Plagiarism can take a variety of forms:

1. Copying sections from one or more books or articles without acknowledgement of the source(s). Note the phrase ‘one or more’. It is still plagiarism if you reproduce sections from several sources rather than one, in a ‘cut and paste’ approach

2. Excessive dependence upon one or a limited number of sources is plagiarism if the sources are inadequately referenced, even if the exact wording used by the original author(s) has been modified.

3. Collusion with other students. Students should be aware of the distinction between ‘collaboration’ and ‘collusion’. Some assignments encourage or require students to collaborate with fellow students and submit joint work. The majority, however, assess individual work, and do not permit collusion. Students should never submit joint work unless it is clearly required by the module’s written documentation, and in such cases students should always seek clarification from their tutors as to the level of collaboration that is acceptable.

You should ensure that your work (whether paper-based or on computer disk) is not made available to other students. Failure to secure work adequately can mean that you may be implicated in an accusation of plagiarism.

You are expected to present your own words; your own analysis and your argument. It is acceptable to use the work of others to support arguments and analysis, and tutors will be able to inform you as to what constitutes good practice and to give help with subjects such as referencing and the provision of footnotes. If you are in any doubt about what constitutes good practice rather than plagiarism, you must consult your tutors for advice.

It is not acceptable to submit the same piece of work for different assessments or modules, nor may you re-use work originally submitted at another institution for which credit has already been obtained. This constitutes ‘double counting’. You may legitimately draw on the same body of material for more than one assignment, but it is never acceptable to submit the same work. If in any doubt about acceptable practice, you should consult your tutors for advice before submission.

Students should be in no doubt that plagiarism is CHEATING, and is a very serious offence in higher education. Pleas that a student was not aware of the offence or its consequences, or did not understand what constitutes plagiarism, will not be accepted under any circumstances. Plagiarism will result in a penalty even when it is unintended or unwitting.

The University is concerned that you get proper credit for your work. This means making sure that you are properly assessed in relation to the learning outcomes specified for your modules, and also in relation to other students. Proper assessment is compromised when students engage in unfair practice, in particular when they plagiarise, or otherwise present others' work as their own.

To help prevent this practice, the University subscribes to a Plagiarism Detection Service (PDS). This compares work submitted to it with millions of pages of internet-based material -- including work uploaded to the service by other students at Bath Spa University and in other universities. For every module, the University submits to the PDS any work where copying is suspected, and also a random selection of other work.

Penalties for Unfair Practice

Where an accusation of unfair practice has been substantiated to the satisfaction of the Unfair Practice sub-committee, the accusation is said to be established. The sub-committee shall judge the seriousness of the offence and exercise its discretion in applying an appropriate penalty. In determining the appropriate level of penalty to be applied, the subcommittee will consider the extent of the unfair practice, the degree of deception involved, whether the student has been subject to a previous accusation of unfair practice, and any admission and explanation by the student of the unfair practice.

The sub-committee will apply a penalty in the following range:

In cases of unwitting plagiarism only, that is when it is agreed that the student cannot reasonably be expected to have realised that plagiarism had occurred:

1. A maximum mark of 40% shall be applied for the assessment item, and a warning letter will be issued.

Where unfair practice which is not unwitting plagiarism is established:

2. Failure in the assessment item, leading to a referral. There will be a maximum mark of 40% for the module on reassessment.

2b. Failure in the module without the right of reassessment. There will be a maximum mark of 40% for the module on retake.

2c. Failure in the module without the right of assessment. There will be a maximum mark of 40% for the module on retake (also see note below).

3. Failure in the assessment item, leading to a referral. There will be a maximum mark of 40% for the module on reassessment, to be counted for degree classification purposes.

3b. Failure in the assessment item, leading to a referral. There will be a maximum mark of 40% for the module on reassessment, to be counted for degree classification purposes (see also note below).

4. Failure in the assessment item, leading to a referral. There will be a maximum mark of 0 (zero) for the module on referral, to be counted for degree classification purposes.

5. Failure in the module without the right of reassessment. There will be a maximum mark of 0 (zero) applied, to be counted for degree classification purposes. Students will be able to take an additional module as a part-time student at their own expense in order to redeem credit, but the mark of 0 (zero) will remain.

6. Failure in the module without right of reassessment. There will be a maximum mark of 0 (zero) applied, to be counted for degree classification purposes. There will be no right to redeem credit. Under this penalty, the student will be unable to achieve their intended course outcome, but may be entitled to a lesser award (e.g. Ordinary Degree, Dip HE, Cert HE).

7. Failure in programme of study. There will be no right to redeem credit or progress. Students will be entitled only to the appropriate exit award for the amount of credit earned before failure (e.g. Ordinary Degree, DipHE, Cert HE).

8. Failure in programme of study. There will be no right to redeem credit or progress. No award of any kind will be made.

In cases 2c, 3b and 4 – 8 above, a note will be placed on the student’s academic record that an accusation of unfair practice was established, and this will appear on any transcript the University is asked to produce for job references, entry to other higher education institutions etc.

Students should note that where evidence becomes available subsequent to the recommendation of the Examination Board, a case may be reopened at any time.

Students are advised to take a particular note of the provisions of this section. Plagiarism in particular has increased in recent years, partly due to the accessibility of information on the Internet. Students should not imagine that cases of Unfair Practice will not be detected. Every case of Unfair Practice, however minor the scale of the case, is taken very seriously by the University and the above procedures will be applied in all cases.

STAFF PROFILES

Director of Higher Education Anthony Murray

Head of Faculty Sarah Clark

Applied Art and Design Staff

Curriculum Manager – Applied Art and Design and Graphic Design Michael Parr

Course Co-ordinator – FdA Applied Art & Design Terence Wilson-Fletcher

Lecturers 2D Terence Wilson-Fletcher Associate Lecturer 100%

Lecturers 3D Ian Shipton Part-time 40%

Lecturer (Ceramics) Simon Taylor Associate Lecturer 60%

Lecturers (Print) Gail Mason Part-time 40%

Lecturer (Contextual Studies) Terence Wilson-Fletcher Associate Lecturer 100% Chris Holman Part-time (Additional Learning Support)

A database of part-time staff is held by the Faculty Head and is constantly being updated. This will be used to provide back up and specialist input when required. As the reputation and status of the faculty continues to grow, so does the list of available visiting lecturers.

Support Staff

Faculty PA Kelly Podbury Clerical Assistant Sheila Sperring

Technical Staff Wendy Denton Computing Michal Wegrzyn Photography Andrew Beavan 3D Tracey Stokes Print

Bath Spa University Link Tutor Martin Thomas

Module outlines: Year 1 Modules

Code AR 4501-40

Title Work Shops + Practical Studio Based Work

Subject area Art and Design

Pathway Foundation Degree

Level Level 4

Credits 40

Contact time 135

Pre-requisites None

Acceptable for Foundation Degree Students

Excluded combinations

Core/Optional Core

Module Co- T Wilson-Fletcher, Simon Taylor, Ian Shipton and ordinators Gail Mason.

Description & Aims

In this module, taught workshops will introduce you to a range of creative, practical and technical skills, pertaining to: ILT ceramics, print, 2D, 3D, lens and time based media.

The active learning that forms part of this module will be gained through a series of project based workshops. These will be designed to develop your creativity and increase your understanding of the relationship between ideas and materials. This in turn will help to prepare you for self-directed study, future work placement and public commissions.

Your evaluation of visual experimentation and decision-making will be documented through drawing, sketchbooks and logbooks.

Outline Syllabus & Teaching & Learning Methods

 Taught workshops that includes health and safety awareness and regulations.  Guidance on developing general research skills/sketch books, journals, logbooks  Instruction and support materials available from Minerva, Internet, E journals.  Tutor demonstrations  Staff and Student presentations  Frequent group critiques  1:1 tutorials.  Peer and self evaluation  Visits and links with creative partners.

Intended Learning Outcomes How assessed*

By the end of this module you will be able to:

 Employ a range of practical workshops skills Portfolio that demonstrate experimentation with materials, techniques and processes

 Demonstrate an understanding of the Portfolio relationship between ideas, practice and Journal/Log Book materials.

 Discover the medium(s) most suited to capture Portfolio your concerns.

 Apply the skills learnt to creative problem Portfolio solving.

 Demonstrate your ability to research, record Sketchbooks and evaluate information Log book.

 Demonstrate an awareness of health and safety regulations

Assessment Scheme Weighting %

Formative assessment.

An indicator of your development to date, together Work in progress with targets set through discussions with your tutor. – to include These, together with written and verbal feedback from portfolio, staff; student critiques; seminars and tutorials will sketchbooks & enable you to evaluate your progress in relation to the logbooks demands of the course, and to make choices for your future practice.

Summative assessment

You will provide evidence of:

 The skills you have acquired through creative 40% workshops, together with a supporting Portfolio workshop journal.

 The ability to demonstrate the application of 40% skills; critically and creatively, to a studio Portfolio project.

 Supporting materials such as sketchbooks, 20% journals etc that will demonstrate your ability to Supporting plan, prioritise and manage techniques as well material as reflect upon and articulate your ideas.

Generic transferable key skills

 Literacy: Writing essays and undertaking set projects, keeping sketchbooks, notebooks and blogs.

 IT: Minerva VLE, Internet research, word processing, email, creative IT packages.

 Numeric: Calculating and measuring materials for creative projects, business planning and management.

 Communication: Basic literacy, oral and written presentations, business presentations, tutorial seminars and critiques.

Reading Lists/Key Texts & Websites

Brandon Taylor, Art Today, Laurence King Publishing, 1856694232, 2004. Kai Althoff, et al, Drawing Now: Eight Propositions, The Museum of Modern Art, New York, 0870703625, 2002 Ralph Mayer, The Artist's Handbook of Materials and Techniques, Faber and Faber, 0571143318, 1991. Mandy Bonnell, Printmaking on a Budget, A & C Black Publishers Ltd, 0713673494, 2008 http://www.artnet.com http://www.london-galleries.co.uk/ http://www.artquest.org.uk http://www.khake.com/page42.html

See Module Guides for comprehensive lists, journals, catalogues and web addresses

Learning Resources

 Workshops

 Library

 Minerva VLE/Internet

 Study trips and visits

Code AR 4502-40

Title Creative industries: Commissions, Site Specific, Public Art

Subject area Art and Design

Pathway

Level 4

Credits 40

Contact time 135

Pre-requisites None

Acceptable for

Excluded combinations

Core/Optional Core

Module Co-ordinator Ian Shipton

Description & Aims

During this module, you will be introduced to the ‘Creative Industries’, through seminars with visits to galleries and design companies.

This module will enable you to become aware of the various creative art opportunities both locally and nationally. It will provide you with an understanding of the preparation of contracts, proposals and professional presentations.

Emphasis will be placed upon your professionalism in the meeting of deadlines, and the development of relevant business/entrepreneurial and communication skills. Through this, you will produce a body of work that demonstrates the ability to generate ideas and create imaginative and ethical solutions; independently and/or collaboratively, in response to Industry led briefs or commissions.

Outline Syllabus & Teaching & Learning Methods

 Taught workshops & demonstrations  Seminars, lectures  1:1 Tuition  ‘Health and Safety’ awareness and site specific considerations.  Critiques  Creative assignment/case study  Self-directed study  Presentations  Visit to galleries/creative workplaces

Intended Learning Outcomes How assessed*

By the end of this module you will be able to:

 Demonstrate a familiarity with a variety of Folder creative art opportunities, locally and nationally

 Identify prospective target markets Folder

 Have a working knowledge of contracts Folder

 Write proposals Folder

 Make professional presentations Presentations

 Develop relevant business/entrepreneurial and Folder/portfolio communication skills

 Present a body of work that demonstrates the Folder/portfolio ability to manage a project and plan for any eventualities likely to arise during a commission

Assessment Scheme Weighting %

Formative assessment:

An indicator of your development to date, together with targets set through discussions with your tutor. These, together with written and verbal feedback from staff and visiting practitioners; student critiques; seminars and tutorials will enable you to evaluate your progress in relation to the demands of the course, and to make choices for your future practice.

Summative assessment:

 You will present a folder of evidence that exhibits 30% relevant business communication skills and your ability to manage a project from conception to completion.

 Deliver professional presentations such as 10% PowerPoint.

 Make an exhibition of your practical and creative 60% solutions to a site specific, commission or brief.

Generic transferable key skills

 Literacy: Writing essays and undertaking set projects, keeping sketchbooks, notebooks and blogs.

 IT: Minerva VLE, Internet research, word processing, email, creative IT packages.

 Numeric: Calculating and measuring materials for creative projects, business planning and management.

 Communication: Basic literacy, oral and written presentations, business presentations, tutorial seminars and critiques.

 Team work: Collaboration on business projects/commissions, group critiques, study trips, seminars and workshops.

Reading Lists/Key Texts & Websites

 Artists Newsletter, Art in America, Art Monthly, Contemporary, Frieze, Parkett.

 Arts Council Website

 Buck, L & Dodd, P (1991) ‘Relative Values: How Art is Promoted, Processed and Perceived’. London: BBC Books.

 Davies, P. and Knipe, T. Ceolfrith. A Sense of Place: Sculpture in Landscape Gallery, Sunderland Arts Centre, 1984.

 Sturken, Marita & Lisa Cartwright. Practices of Looking. Oxford University press, 2001.

 www.artscouncil.org.uk

 See Module Guides for comprehensive lists, journals, catalogues and web addresses

Learning Resources

• Studio

• Workshops

• IT

• Visits

• Library

• Gallery spaces

• Businesses

Code AR 4503-40

Title Practice and Theory

Subject area Art and design

Pathway Foundation Degree

Level Level4

Credits 40

Contact time 135

Pre-requisites None

Acceptable for Foundation Degree Students

Excluded combinations

Core/Optional Core Terence Wilson-Fletcher Module Co-ordinator

Description & Aims

You will be introduced to an overview of visual cultural history and critical theory that will enable you to begin to situate your practice, and the target audience it addresses.

The emphasis will be on the development of research, study skills and verbal and written communication which, together with various approaches to drawing, will allow you to develop a framework of practical and theoretical methodologies through which you will speak to your audience

Outline Syllabus & Teaching & Learning Methods

 Introduction to an overview of visual cultural history and deconstructive methodologies  The module will be delivered through taught sessions, seminars, lectures and demonstrations  1:1 Tuition  Tutor demonstrations  Self-directed study  Presentations

Intended Learning Outcomes How assessed*

At the end of this module you will be able to:

 Develop skills and approaches to drawing most Portfolio suited to your creative sensibilities through which you communicate your intentions.

 Situate your own practice in terms of visual ) cultural history and critical theory ) )  Consider the audience to whom you communicate ) Report those intentions ) )  Consider the means by which you communicate ) )  Evaluate your creative and intellectual Presentation development in the form of a presentation.

Generic transferable key skills

 Literacy: Writing essays and undertaking set projects, keeping sketchbooks, notebooks and blogs.

 IT: Minerva VLE, Internet research, word processing, email, creative IT packages.

 Numeric: Calculating and measuring materials for creative projects, business planning and management.

 Communication: Basic literacy, oral and written presentations, business presentations, tutorial seminars and critiques.

 Reflection and evaluation: Self and peer group assessment, reflective journals, case studies, business planning.

Assessment Scheme Weighting %

Formative assessment:

Summative assessment:

You will present a body of work, including sketchbooks, 70% preparatory work and finished pieces that demonstrate your ability to explore, experiment with and use various approaches to drawing.

You will also be required to submit a 2000 word report 20% that situates your practice within a particular historical, critical and cultural context.

Accompanying power-point presentation 10%

Reading Lists/Key Texts & Websites

 Berger, J. ‘Ways of Seeing’. London: BBC Publications, 1974.

 Harrison, Charles & Paul Wood. Art in Theory. Blackwell Publishing.

 Sheila Cottrell, The Study Skills Handbook, Palgrave MacMillan, 0230573053, 2008

 See Module Guides for comprehensive lists, journals, catalogues and web addresses

Learning Resources

Studio

Library

Minerva VLE

Internet

Year 2 Modules

Code AR 5501-40

Title Professional practice & work placement.

Subject area Professional practice & work placement.

Pathway Art and Design

Level Foundation Degree

Credits 5

Contact time 135

Pre-requisites

Acceptable for AR1504, AR1505, AR1506

Excluded Foundation degree students combinations

Core/Optional

Module Co-ordinator Gail Mason

Description & Aims

You will undertake a work placement for a minimum period of 10 working days. This could be with a company or an institution (or alternatively might be commission based) and can be arranged either by the college or by you, with the approval of the college.

Work-based learning will provide you with the opportunity to put into practice, key skills that are transferable to all employment options. These skills include: creative/critical thinking, problem solving, decision making, prioritising, interpersonal and presentation skills.

Within a framework of statuary regulations, you need to abide with during the placement, you will be briefed on how to observe, record and present evidence of your experience.

Work-based learning will allow you to reflect upon the skills gained over the last year. Building upon your previous knowledge, you will be introduced to marketing techniques and the production of promotional materials through which you will identify the information necessary to promote yourself and either achieve employment within the creative industries or access other career pathways.

Outline Syllabus & Teaching & Learning Methods

Teaching and learning:  Seminars and lectures  Group work and discussions  Work based learning.  Group Seminars  1:1 Tuition  Tutor demonstrations, which will also stress health and safety awareness and the statuary regulations you need to comply with during work based projects.

Intended Learning Outcomes How assessed*

At the end of this module you will be able to:

 Employ in a work placement setting, those key Portfolio creative, critical thinking and presentation skills; developed during previous modules  Document and present work in a professional Portfolio/journal manner  Gain knowledge, skills and confidence from Portfolio/journal working alongside professionals  Reflect upon and identify the knowledge and Journal professional development necessary to promote yourself, gain employment or access other career pathways.  Create marketing material Marketing material Generic transferable key skills

 Literacy: Writing essays and undertaking set projects, keeping sketchbooks, notebooks and blogs.  IT: Minerva VLE, Internet research, word processing, email, creative IT packages.  Numeric: Calculating and measuring materials for creative projects, business planning and management.  Communication: Basic literacy, oral and written presentations, business presentations, tutorial seminars and critiques.  Reflection and evaluation: Self and peer group assessment, reflective journals, case studies, business planning.  Planning and time management: Meeting deadlines for commissions, assessments and project work.

Assessment Scheme Weighting %

Formative assessment:

An indicator of your development to date, together with 50% targets set through discussions with your tutor. These, together with written and verbal feedback from staff and employers; student critiques; seminars and tutorials will enable you to evaluate your progress in relation to the demands of the course, and to make choices for your future practice.

Summative Assessment:

 Feedback from employers, together with a logbook 50% and folder, evidencing practical work undertaken during a placement.

 A Professional portfolio/ICT of evidence demonstrating your ability to promote yourself, including CV, digital portfolio, business cards, website etc.

Reading Lists/Key Texts & Websites

 Artists Newsletter, Art in America, Art Monthly, Contemporary, Frieze, Parkett

 Arts Council website.

 Hartley, John. Creative Industries. Wiley Blackwell, 2004.

 Sturken, Marita & Lisa Cartwright. Practices of Looking. Oxford University press, 2001.

 www.artscouncil.org.uk

 See Module Guides for comprehensive lists, journals, catalogues and web addresses

Learning Resources

Studio

Library

Work based venue.

Minerva VLE/internet

Code AR 5502-40

Title Evidence of study

Subject area Art and Design

Pathway Foundation Degree

Level 5

Credits 40

Contact time 135

Pre-requisites AR1504, AR1505, AR1506

Acceptable for Foundation degree students

Excluded combinations

Core/Optional Core

Module Co-ordinator T Wilson-Fletcher

Description & Aims

During this module a series of lectures will be delivered in order to place particular emphasis upon the importance of methods and theories with which to clarify and review your personal aims and objectives.

Outline Syllabus & Teaching & Learning Methods

 Workshops  Studio based seminars  Lectures, debates and weekly readings  1:1 Tutorials  Research, presentation and writing skills  Presentations by visiting practitioners, staff and students  Reflective evaluation  Group critiques

Intended Learning Outcomes How assessed*

Teaching and learning:

At the end of this module you will be able to:

 Put into practice the relevant skills and knowledge Exhibition gained during this module to analyse and evaluate your creative practice and show an understanding of research methodologies.

 Present material in the form of notebooks, Portfolio sketchbooks and preparatory studies that will contribute to and inform your final exhibition.

 Produce a 4,000-word essay that supports and Essay promotes, through a sustained argument, your own creative practice employing critical methodologies.

 Produce an accompanying 15-minute PowerPoint PowerPoint presentation that demonstrates your critical Presentation. awareness, and ability to coherently present your ideas using IT.

Generic transferable key skills

 Literacy: Writing essays and undertaking set projects, keeping sketchbooks, notebooks and blogs.

 IT: Minerva VLE, Internet research, word processing, email, creative IT packages.

 Numeric: Calculating and measuring materials for creative projects, business planning and management.

 Communication: Basic literacy, oral and written presentations, business presentations, tutorial seminars and critiques.

 Reflection and evaluation: Self and peer group assessment, reflective journals, case studies, business planning.

Assessment Scheme Weighting %

Formative assessment:

An indicator of your development to date, together with targets set through discussions with your tutor. These, together with written and verbal feedback from staff and employers; student critiques; seminars and tutorials will enable you to evaluate your progress in relation to the demands of the course, and to make choices for your future practice.

Summative assessment  A body of work that demonstrates research in the 50% form of notebooks, sketchbooks and preparatory studies/finished pieces which will contribute to work for your final exhibition.  A 4000 word essay 40%  A 15-minute PowerPoint presentation. 10%

Reading Lists/Key Texts & Websites

 Allison, B. ‘A Guide to Dissertation Preparation’. Leicester Polytechnic, 1983.  Berger, J. ‘Ways of Seeing’. BBC Publications, 1974.  Chipp, H.B. ‘Theories of Modern Art: A Source Book by Artists and Critics’. University of California, 1968.  Hall, Stuart. Representation. Cultural Representation and Signifying Practices. Sage Publications, 2003.  Hall, P ‘Accessing Visual Art Exhibitions’.  Hanfling, Oswald. Philosophical Aesthetics An Introduction. Blackwell, 1995.  Grosenick, U. ‘Women Artists in the 20th and 21st Century’. Taschen, 2001.  Schwarbsky, B.‘Vitamin P: New Perspectives in Painting’. London, 2001.  Selden, Raman. A Readers Guide to Contemporary Literary Theory. Harvester Wheatsheaf, 1989.  Sturken, Marita & Lisa Cartwright. Practices of Looking. Oxford University press, 2001.  Swarzt, D. Culture and Power: Sociology of Pierre Bourdieu. Chicago University Press, 1998.  See Module Guides for comprehensive lists, journals, catalogues and web addresses

Learning Resources

Studio

Library

Minerva VLE

Visits

Seminars and lectures

Code AR 5503-40

Title Art and design

Subject area Major Study

Pathway Foundation Degree

Level 5

Credits 40

Contact time 135

Pre-requisites AR1504, AR1505, AR1506

Acceptable for Foundation degree students

Excluded combinations

Core/Optional Core

Module Co-ordinator Gail Mason/ T Wilson-Fletcher.

Description & Aims

This module will culminate in a final exhibition of your work, which will include promotional material that may include fliers, leaflets, brochures or a digital portfolio. Together with an accompanying artists/designers statement, this will visually and intellectually situate your creative/design practice.

In this way the module inks with evidence of study to build upon earlier modules. Seminars and critiques, together with 1:1 tutorials, will encourage a deepening synergy, between your creative practice and its theorisation, in preparation for your final exhibition.

Outline Syllabus & Teaching & Learning Methods

 Self directed study  Seminars/lectures/discussions  1:1 and group discussions  Peer evaluation  Self-reflection.

Intended Learning Outcomes How assessed*

At the end of this module you will be able to:

 Visually and intellectually situate your Exhibit creative/design practice for your target audience. Folder

 Write an exhibition proposal. Exhibit Folder

 Employ promotional materials to advertise your Folder work that may include fliers, leaflets, brochures, website etc, using ICT as appropriate.

 Stage your show in venues internal and external to Folder the college.

Generic transferable key skills

 Literacy: Writing essays and undertaking set projects, keeping sketchbooks, notebooks and blogs.

 IT: Minerva VLE, Internet research, word processing, email, creative IT packages.

 Numeric: Calculating and measuring materials for creative projects, business planning and management.

 Communication: Basic literacy, oral and written presentations, business presentations, tutorial seminars and critiques.

 Reflection and evaluation: Self and peer group assessment, reflective journals, case studies, business planning.

 Team work: Collaboration on business projects/ commissions, group critiques, study trips, seminars and workshops.

Assessment Scheme Weighting %

Formative assessment:

Summative Assessment:

 Exhibition 85%

 A folder to include an artist statement and 15% promotional media etc.

Reading Lists/Key Texts & Websites

Gerhard Richter, The Daily Practice of Painting, Thames & Hudson Ltd, 0500278369, 1995 Suzi Gablik, Has Modernism Failed?, Thames & Hudson, 0500273855, 1985 Lucy Lippard, Six Years: The Dematerialization of the Art Object from 1966 to 1972, University of California Press, 0520210131, 1997 Linda Weintraub, Making Contemporary Art: How Today's Artists Think and Work Thames & Hudson, 0500284237, 2003

See Module Guides for comprehensive lists, journals, catalogues and web addresses

Learning Resources

Studio Library Minerva VLE/internet Lectures and seminars One to one tuition Visits

Assessment methods

Type/Module

40 40 40 40 40 40

------

AR4501 AR4502 AR4503 AR5501 AR5502 AR5503

Indicative – summative / / / / / /

Tutor-marked individual assignments / / / / / / including projects, reports, journals, folders portfolios and essays

Tutor-marked individual assignments / / including case studies, problem-solving exercises, design tasks, fieldwork

Tutor-marked individual assignments / / / / / / including learning logs, diaries, notebooks, sketchbooks

Tutor-marked individual assignments / / / / including presentations, exhibitions and PowerPoint’s

Tutor-marked synoptic reports, projects /

Indicative – formative

Negotiated learning contracts/tutorials / / / / / /

Work-based employer assessment /

Visiting art/design practitioners/speakers / / / / /

Library and Information Services

Learning Resource Centres:

The Library on the Knightstone site has a well-stocked general Library area with study spaces and a drop-in computer area and is open to HE students.

The Knightstone Library has over 90 computers and also has scanners, a TV viewing area, photocopier, laminator and a range of reference materials. Library staff are always available in the Centre, to support students with general information needs and skills.

The Library on the University Campus site provides users with access to computers, study spaces and a wide range of resources linked to course requirements.

The Centres hold over 28,000 resources including books, journal articles, DVDs and CDs. In addition students have free access to Inter Library Loans. Resources are supplemented by the e-library, which has an HE Zone (linking to partner institutors) and is accessible via our Virtual Learning Environment – Moodle.

Any student or member of staff can request resources for the three centres – either in person or online – this is in addition to the resources purchased from specific course reading lists.

All students on Higher Education courses will be offered a series of workshops on study skills including searching for resources, using Online resources, planning and writing assignments, and writing bibliographies and references.

The Library have staff within the team who are members of Weston College’s HE Management Team and have strong links with the libraries at our partner Universities.

Appendix

APPENDIX 1

1. Essays:

Level 4

- Able to analyse the question - Clear indication of how it will be answered - Appropriate content - Develops a line of argument, makes a case - Supports from further reading (at least 6 appropriate sources) - Reaches an appropriate conclusion - Correct referencing procedure - Accurate use of English - Word processed/accurate word-count

Tutor sets titles and helps with structure. Emphasis on marking at this level to be on content and structure.

Level 5

As for 1 plus the following…

- Engage in difference lines of argument - Evaluate different cases - Develop a critical approach - At least 8 appropriate references including journal articles/websites - Write in an appropriate academic style

Student has some choice of content but within tutor approved title.

2. Oral Presentations:

Level 4 Content - Relevance of content to given/chosen topic - Identification of key elements - Visual materials support topic - Appropriate use of written English in materials/handout

Skills - Confidence in speaking - Use of resources e.g. OHP, projectors, PowerPoint presentation - Some audience involvement - Quality of spoken English

Additional Criteria for Group Presentation - Collaborative approach to preparation for presentation - Contributions from all group members during presentation

Level 5 Content - Relevance of content to topic - Discussion of key elements - Coherence of presentation - Visual materials to elaborate on topic - Handout

Skills - Confidence, use of voice range of presentational methods, use of resources - Use and quality of resources - Quality of spoken English

Additional Criteria for Group Presentation - Critical reflection on collaborative approaches to presentation - Distinct and equal contributions from all.

3. Written Tasks during Contextual Studies Sessions

Level 4 - Identify key issues under discussion - Identify key points in lectures and readings - Raise questions about ideas presented in lectures, readings, seminars - Begin to make connections between difference elements of the module - Begin to develop own lines of argument - Identify key elements of own learning - Demonstrate knowledge of some key ideas associated with area of study - Accurate use of English - Correct referencing procedures

Level 5

Content

- Able to discuss the key issues - Analyse ideas presented in lectures and readings - Critically reflect on module content drawing upon some further reading - Apply some underlying concepts to other contexts by drawing links between difference elements of module - Reflect critically upon process of own learning - Demonstrate knowledge and critical understanding of some of the key ideas associated with area of study - Writing in appropriate personal/academic style - Appropriate references and correct referencing procedure

4. Thesis Preparation

Level 4 only

Abstract

- Clear account of findings of investigation, represented in a single paragraph

Rationale

- Clear statement of reason for choice of topic in relation to own background knowledge and experience

Literature

- An account of literature relevant to topic - Should include some primary sources

Methods

- Clear statement of specific question being investigated and methods used to answer it - Commentary on why selected methods are appropriate

Findings

- Clear presentation of data which is accessible to reader - Presents answer to question posed

Conclusions

- Discusses findings in terms of question posed and wider implications - Refers to discussions in literature section

5. Assessment in the workplace

Level 4

- Engage as part of a team or with the mentor. - Assess learning environment in a given context. - Try a variety of methods used in the work placement. - Identify problem areas. - Identify positive areas within the work place experience. - Document what your contribution is to the work placement. - What have you gained from this experience? - Document the experience through keeping a daily diary/log and visual/photographic record. Write an evaluation.

Level 5

At Level 5 you will be expected to meet the Level 4 criteria with the addition of the following:

- Liaise with external agencies yourself. - Demonstrate development in your professional practice. - Gain confidence in the employment market. - Gather networks and contacts to assist with future career development.

6. Assessment of Studio Practice

See the ‘Marking Criteria’ in the following Appendix 2.3.

APPENDIX 2.

MARKING CRITERIA

The following assessment criteria have been adopted for all assessment items. They will be amplified and/or refined by more specific criteria, which will be set out in the documentation for each specialised subject area.

Bath Spa University’s Academic Quality and Standards Committee have decided that Foundation Degrees awarded by the University will be classified as follows:

A mark of 39.45 – 59.44 is equal to a PASS A mark of 59.45 – 69.44 is equal to a PASS with MERIT A mark of 69.45 and above is equal to a PASS with DISTINCTION

The mark will be calculated as the average mark for the modules passed at level 5. First year module marks do not count towards the classification.

APPENDIX 3

Attendance/Withdrawals

Attendance

Attendance at all lectures, seminars, tutorials, and workshops is expected.

Absence through illness

You must inform the Faculty PA (01934 411681) or Curriculum Manager (01934 411644) immediately of any absence due to sickness. If the absence exceeds eight days a medical certificate should be sent to the Curriculum Manager. In cases of prolonged absence every effort is made to assist, e.g. by giving advice on home-based study and on options available to ensure satisfactory completion of the course.

Students, unless they live locally, normally register with a local practice for the duration of the course.

Leave of Absence

Students who wish to have leave of absence for any reason should request this from the Curriculum Manager at least five working days in advance or, in cases of emergency, as far in advance as possible. In some circumstances it may be necessary to consult the Head of Faculty.

Mitigating Circumstances

It is essential for the Bath Spa University College/Weston College authorities, to have full information about absences. In cases where the reasons for absence are serious and have a significant impact on a student’s ability to study, Boards of Examiners may need to be advised by Registry in relation to the student’s assessment (see Regulations).

Registers of Attendance

All students are required to register their attendance each day by signing the appropriate sheet displayed in the studios. Weekly registers will form the basis for the college register, which will provide an attendance figure for the whole course and for reference at examiners’ meetings or to answer queries regarding grants from Local Authorities, who should be notified after any four week period of absence.

Information on Withdrawals If you decide to withdraw from your course you should inform your Curriculum Manager/Registry in writing immediately in a letter which gives a) Your name b) Course c) Year of study d) Last date of attendance at college e) Reason for withdrawing

All information given in this letter will be treated confidentially and the College will inform Local Authorities accordingly.

APPENDIX 4.

THE QUALITY FRAMEWORK AND SELF ASSESSMENT

The Quality Framework seeks to underpin Weston College’s mission of “Quality Learning for Future Success”, and its commitment to customers whether they are full-time or part-time, at the main College or one of the annexes, or if they are on a work-based or distance learning programme. The intention is to continuously seek to improve the quality of the provision and subsequently provide customers with the best possible experience at Weston College and the University Campus In order to achieve this, the Quality Framework model shows how the various quality systems support an integrated approach to the management of the College and the curriculum, whilst underlining the centrality of the quality ethos to the effectiveness of the provision. The Quality Framework seeks to involve the interests of all stakeholders at all levels. The Development plans at Section and Faculty level inform the Corporate Team of key issues to consider when putting together the overall strategic plan, which in turn informs the College Development Plan agreed with the Skills Funding Agency on an annual basis. The Development Plan for (or Business Plan) itself then becomes the benchmark for measuring effectiveness in delivering a quality provision.

The model for Self-Assessment is described below:

The course will be monitored through Weston College’s Quality Assurance Framework (refer to Appendix 4) along with an Annual Subject Review, which will be carried out by the Centre for Development and Participation.

4.1 An Integrated Approach to Quality in the Curriculum

Self-Assessment and its monitoring and development capability is at the centre of an integrated approach to Quality at Weston College. The Quality system is ongoing and produces an annual Self Assessment Report (SAR); each Faculty producing its own SAR. The SAR will provide a basis for the College Development Plan, which in turn will inform the Strategic Planning Process as well as identify key requirements for Operational Planning at Faculty and Corporate level. This will then support and inform quality at course level. The system is de facto geared towards continuous improvement. An important part of Weston College’s Quality Assurance Framework is the use of Student Questionnaires to provide feedback on the experience of students as they progress through the course (refer to Appendix 5) and are carried out in November and May, with all students involved in the process. Central to Self Assessment is the Course Review process, which is an integral part of the Curriculum Team’s brief for the course. Everyone will be able to participate in the review of the course; the Curriculum Manager will act as the organiser of this activity. Evidence will be gathered from a range of sources including External Examiners/Verifiers Reports; Reports from Examination Boards; Annual Teaching Observations;

Issues raised through the Student Quality Committee, which consists of course representatives from across the College; issues raised through Curriculum Management Meetings; findings of the Annual Course Review carried out by Bath Spa University College and student achievement and retention rates.

4.2 Student Complaints and Appeals Procedure

Complaints about the course can be made through the tutor as initial contact. If this is not satisfactory the College has a complaints policy and procedure outlined below:

The College has a well-established Complaints and Appeals procedure, which the student may access on any issue affecting their time at College. The full procedures are available from the College Library staff, Customer Services Manager or the Course/Personal Tutor.

4.3 Feedback to Issues Raised by Students

There are numerous opportunities for regular feedback to be given to students regarding issues that are raised. One mechanism is through the tutorial process either through whole group feedback or one to one as appropriate. An example of where this would occur would be following the collation of the Student Questionnaires when the tutor would discuss the findings with the group as a whole.

There are also Student Representatives who are members of the Student Quality Committee and are able to raise course specific and collegiate issues with feedback provided by Customer Services.

Student Representatives also meet with course staff formally at Curriculum meetings at least once each term.

APPENDIX 5

EQUALITY AND DIVERSTIY

Policy Statement

“Weston College is committed to the principles of Equality and Diversity for its learners, customers, employees and contractors. This commitment underpins and impacts on every area of activity and influences how the College works and what it does. The College is opposed to any for of discrimination and will regularly monitor policy and practice. It recognises that to redress any previous or present inequalities positive action will have to be taken in appropriate areas”.

Introduction to the Equality and Diversity Policy

A written policy for Equality and Diversity will be available to everybody, including the Board of Governors, the Corporate and Senior Management Teams, employers, outside partners, all learners and employees plus the community. The College will also ensure that information about this policy is included in all learner, staff and external handbooks for guidance in learning and working at the College, so that each person owns the responsibility of promotion and implementation of Equality and Diversity. The policy and its outcomes will be monitored and evaluated regularly. The Equality and Diversity Policy has been developed within the framework of existing legislation. This commitment to continual evaluation will ensure that all new or anticipated legislation will be reviewed and incorporated within the policy as appropriate. Section A lists legislation reflected in the Policy, although this is not limited.

Definition of Terms  Direct Discrimination occurs when a person is treated less favourably than others on the grounds of their gender, sexuality, race, nationality (including citizenship), ethnic or national origins, religion, marital status or disability.  Indirect Discrimination occurs when a rule or condition or requirement, which applies equally to everyone, has a disproportionately adverse effect on people from any disadvantaged group.  Victimisation occurs when a person is discriminated against for taking action under any named Act, or supporting such action by another.  Harassment occurs when a person is subjected to unwelcome or inappropriate behaviour that undermines, demeans, offends, insults or injures them; creates an unpleasant working or learning environment; and/or threatens their job security, promotion prospects or the outcome of their studies.

Quality issues in Equality and Diversity

The College must:

 Reflect the needs of all learners, ensuring the College meets the diverse learning needs of learners from all targeted/under- represented groups.

 Agree targets as appropriate to increase access and participation to learning from specific groups of learners; to close equality gaps in learning and job outcomes.

 Recognise that close and full involvement in the College of women and men from all targeted/under-represented groups will help strengthen and deepen its roots in the local community.

 Understand that to widen participation and promote inclusive learning the College needs to breakdown organisational learning and social barriers.

 Develop the reputation and practice that will attract the very best job applicants from all backgrounds.

 Attract partnerships from a variety of agencies such as the Skills Funding Agency, North Somerset Council, Connexions, Lifelong Learning Partnership, local schools, private sector employers as well as voluntary organisations and community groups represented targeted/under-represented groups.

 Recognise that the Learning & Skills Council and other funding bodies will require the College to demonstrate its commitment to Equality and Diversity and responsiveness to the needs of under- represented groups in their local communities. The Equality and Diversity Policy and implementation strategy will ensure the College meets these criteria and that funding applications are positively received.

Sources of Indicative Evidence to measure and evaluate Equality and Diversity

Equality and Diversity will underpin and impact on the College Strategic Plan, which is clear and responds to the needs of the local community.

High quality performance in relation to Equality and Diversity will be indicated by the following:

 Teaching and learning are planned effective to meet the needs of all learners

 Learners achievements are measured by targets

for retention and completion of work

 Curriculum content, organisation and management enables learners to achieve nationally approved standards for training and education

 There is support for learners including impartial guidance, on opportunities when they leave, To be measured good support on personal issues by Self

 Resources and accommodation are used to best Assessment effect in promoting learning for all Reports and reported through  There are high standards and arrangements for the “Leadership quality assurance in Equality and Diversity and Management” section  Management aims, objectives, targets and criteria for Equality and Diversity as embodied in

strategic and operating plans are supported and understood by all staff

 The Corporation who oversee the College’s Equality and Diversity strategic direction will regularly evaluate their own performance and that of the College

 Any evidence through analysis of under representation and/or under achievement by a particular group of learners will be addressed as far as is reasonably possible.

SECTION A: LEGISLATION

This policy reflects, but is not limited to, legislation from the following Acts:-

 Race Relation Act 1976 (Amendment 2000)  Sex Discrimination Acts of 1975 and 1986  Rehabilitation of Offenders Ct 1974  Criminal Justice and Court Services Act 2000  Children Act 1989  Protection of Children Act 1999  Human Rights Act 1999  Anti-Harassment Act 1997  Disability Discrimination Act 1995 (Amendment 2000)  Public Order Act 1986  Disabled Persons (Employment) Acts 1944 and 1958  Equal Pay Act 1970 (and 1983 Amendment)  Employment Rights Act 1996  Health, Safety and Welfare at Work Act 1974  Special Educational Needs and Disability Act 2001  Employment Act 2002  Adherence to new legislation in respect of sexual orientation and religious beliefs

SECTION B: STATEMENT OF INTENT ON SEXUAL ORIENTATION

Position Statement Weston College is working actively to create a supportive and inclusive environment for all women and men, which is conducive to excellent practice in education, training and employment. We will actively combat discrimination, sexual harassment or unfavourable treatment in every area of College life.

Weston College recognises that people are often treated unfairly in terms of education, training and employment because of their sexuality. The College’s aim is to eradicate discrimination on the grounds of sexuality and to promote equality of opportunity for all.

Principles

 We strong oppose discrimination on grounds of sexuality and are committed to taking positive action to identify and remove homophobia from College life

 We will act to make lesbianism and homosexuality a visible choice and to encourage possible acceptance of the range of sexual orientation

 Homophobic harassment will not be tolerated in any area of College life. College commitments will be made explicit to new learners and staff and sexual harassment and discrimination will be vigorously challenged through College disciplinary procedures.

We recognise that different forms of disadvantage can interact and the damaging effects this has on an individual or group. At Weston College we will take action to break this cycle.

This statement complements the Equality and Diversity Policy/Learner Guide.

SECTION C: GENDER EQUALITY STATEMENT OF INTENT

Weston College is working actively to create a supportive and inclusive environment for both women and men, which enables full participation and success in learning and employment. We will open up choices by actively combating discrimination in every area of College life. Weston College will not allow sexual harassment or unfavourable treatment in any form.

Weston College recognises that people are often treated unfairly in terms of education training and employment because of their gender. The College aims to eradicate discrimination on the grounds of gender and to promote equality of opportunity for all.

Principles

 We strongly oppose sexism and are committed to taking positive action to identify and remove sexism in College life.

 We will monitor the participation, performance and progress of female and male students and act to address inequalities.

 We will take positive action to encourage learners into non- traditional areas of work or study so that gender stereotyping becomes the exception.

 Sexual harassment will not be tolerated in any area of College life. College commitments will be made explicit to new learners and staff and sexual harassment and discrimination will be vigorously challenged through College disciplinary procedures.

 Employment policies and procedures will be family friendly and opportunities for professional development will be organised to ensure that those with external care commitments have opportunities to participate.

 We recognise that difference forms of disadvantage can interact and the damaging effects this has on an individual or group. At Weston College we will take action to break this cycle.

This statement complements the Equality and Diversity Policy/Learner Guide.

SECTION D: STATEMENT OF INTENT ON RELIGIOUS BELIEFS

Position Statement

The right of freedom of thought, conscience and religion is absolute. Weston College will welcome and support diversity of belief providing the manifestation of those beliefs are not contrary to the College’s values of inclusiveness, transformation and success. Weston College respects the heritage that diversity of belief represents, and recognises that diversity enriches our culture and is the natural outcome of a free society. Weston College is aware that people are often discriminated against because of their religious and political beliefs. Weston College aims to promote tolerance, understanding and the mature development of beliefs and value systems.

Principles

 Members of any religion, or none, will be treated with equal dignity and fairness. Harassment, religious or racial discrimination and incitement to religious hatred will be vigorously addressed through College disciplinary procedures.

 We will ensure that delivery of the curriculum is not dogmatic and encourage students to respect other views, think critically and form their own opinions and value judgements.

 We will respect, and, as necessary, develop provision for the practices, which support the religious needs of students and staff. This may include at request: - The provision of the most common religious dietary requirements and other dietary needs relating to widely-held belief or value systems - The setting aside of a suitable space for prayer, ablution and other religious observances - Welcoming diversity of appearance and clothing, providing Health and Safety requirements have been met, dress conforms to the majority view in society of what constitutes decency, and clothing does not display discriminatory slogans.  Requests for extended unpaid staff leave to meet particular religious or cultural requirements will be considered sympathetically where sufficient notice is provided and the College can maintain the expected standard of customer service during such absence.  The College will evaluate learner and staff feedback to remain alert to patterns of inequality and related concerns, which are not identified through statistical monitoring tools.  We recognise that different forms of disadvantage can interact and the damaging effects this has on an individual or group. At Weston College we will continue to renew our customer care policies. This statement complements the Equality and Diversity Policy/Learner Guide.

APPENDIX 5

WESTON COLLEGE, FACULTY OF CREATIVE ARTS: CODE OF PROFESSIONAL PRACTICE (HEALTH & SAFETY)

GENERAL CODE OF PROFESSIONAL PRACTICE i) ‘Professional Practice’ is defined as having:

a) A responsible and sensitive attitude towards your working environment. b) A caring attitude towards fellow students and staff. c) A professional regard concerning personal organisation including attendance and punctuality, meeting course requirements and course deadlines. ii) Establishing sound professional practice from the onset of the course will ensure high standards of studentship, which will enhance your studies and will ultimately serve you well in professional life whether in a studio, office or public space. As a general rule, the more you attend to good practice instinctively the less ‘attention’ it requires.

GENERAL STUDIO PROFESSIONAL PRACTICE

i) In the studio matters of safety are invariably connected to what one would call basic codes of professional practice. A clean, tidy studio space with an orderly use of materials makes for the most efficient use of your time; gives you (and communicates to lecturers and your peers) a sense of pride in your work, establishes custom and practice that can be maintained later in life and finally demonstrates a social responsibility for the environment that we all share and that in extreme circumstances, such as a major fire, can be a matter of life and death. ii) A few simple ground rules should ensure you and your colleague’s safety and make your studio a pleasant and efficient place in which to work: a) From 1 July 2007 all public places and workplaces became smoke free, therefore no smoking is allowed on the University Campus.

b) For paints that are non-water based, well ventilated areas are essential. c) Although most paints are safe, some are toxic so avoid putting brushes into your mouth and never apply paint to the body. d) Keep all combustible materials off the floor and to the absolute minimum required for your work. e) Cleaning fluids for oil paints and turpentine (genuine), turpentine substitute, and white spirit, are all flammable so care must be taken. Small amounts to be used in a suitable container. They must be disposed of in the correct manner. Larger amounts should be stoppered and stored in a lockable metal cupboard.

f) Keep palettes or equivalent work surfaces cleaned after every work session.

g) Aerosol spraying must be carried out in areas with proper Local Exhaust Ventilation (LEV), not studios.

h) Particular care should be taken with the use of Stanley knives/ scalpels and other sharp cutting instruments. As a general rule cuts should be made away from the body, working on a cutting mat or appropriate surface.

i) Use storage racks for finished work that you are not currently referring to. Store lighter items higher up on shelves.

j) Do not leave puddles of fluids lying on floors; wipe up immediately – use spill kits provided.

k) Studios are to be cleared of rubbish, wash basins kept clean, and work bases left in an acceptably tidy state at the end of each day. Anything left on the floor will be regarded as rubbish and treated as such by the cleaners, unless labelled otherwise.

CODE OF PRACTICE APPLICABLE TO WORKSHOPS i) In the various workshops, as with the studios, matters of safety are invariably connected to codes of professional practice. These codes are comprehensive and relate specifically to the following workshop areas.

Ceramics Computers Photography Printmaking: Etching Printmaking: Screenprinting Multi-Skills ii) Prior to using any of the above workshops, you will be given an introduction to the relevant codes of professional practice. For reference these will be displayed in the respective workshops. It is essential that you adhere to these codes to ensure safe working practice for yourself and your colleagues. iii) Workshop facilities are there to assist you in realising your ideas. When used safely they are a tremendous asset: when abused they can be exceptionally dangerous. iv) Any student found deliberately contravening workshop codes of practice will receive a verbal warning. If they continue to do so they will be suspended from the course and other appropriate action taken.

GENERAL HEALTH AND SAFETY

i) All students should be aware of codes and regulations in any work area they may have cause to use. If you are in any doubt as to the code to apply ask your course tutor.

ii) All persons should follow the College’s Emergency Evacuation Procedure as detailed in the back of this handbook. Students will be acquainted with this by tutors and particular attention should be paid to the ‘Fire Action Notices’ giving instructions in each room.

iii) Students must not interfere with or undertake any change or addition to electrical fittings or apparatus. Suspect apparatus must immediately be switched off and reported to the relevant member of staff or technician.

iv) No workshop activity shall take place other than in the workshop without permission from the relevant member of staff.

v) Flammable or toxic materials must only be used in within the designated areas as instructed.

vi) Butane gas lighters are banned

vii) All doors, corridors, gangways, staircases shall be kept clear and Fire Doors unobstructed.

viii) All fire fighting apparatus must be unobstructed and must not be moved from their designated positions.

ix) Eating and drinking are prohibited in workshop and studio areas.

x) Walkmans, MP3’s and Personal Stereo equipment is NOT to be played in studios or workshops. Music is allowed in the studios but ONLY if played on authorised and safety checked equipment, and at the discretion of the tutor.

xi) All accidents, however, minor, shall be reported to the responsible member of staff and the necessary form filled in and handed to the Head of Department.

xii) There must be no irresponsible behaviour as this can lead to accidents.

xiii) All persons using the workshop/studio areas are required to ensure that the work area is clean and tidy after work. All machines and work areas must be cleaned down and left in a safe condition for the next user.

EMERGENCY EVACUATION PROCEDURE

THESE NOTES SHOULD BE READ CAREFULLY AS IN THE EVENT OF FIRE YOUR LIFE MAY DEPEND ON UNDERSTANDING THEM.

i) Layout of Building

It is particularly important to familiarise yourself with the general layout of the building, noting:-

a) Exits (both those used daily and those used for an emergency).

b) All fire doors are to be closed and not propped open in any circumstance. Designated doors are fitted with hold open devices and labelled.

c) All access corridors are to be kept free of obstruction to allow free flow of people.

d) Fire alarm actuating points are to be indicated to students during induction and labelled.

ii) Action in the Event of The Alarm

Remember, that a life may depend on your taking quick action on the outbreak of fire. In the event of fire, it is essential that everyone understands the procedure to be taken in order that there is no panic and that fire damage and casualties are minimised.

Read the notice - ‘FIRE ACTION NOTICES’ posted in each room.

When the alarm is actuated:-

a) Everyone leaves immediately by the nearest exit.

b) All rooms are empty and that all doors are shut in classrooms/workshops.

c) On vacating the building, everyone will proceed to your designated area, where a check will be made to ensure that everyone is present. Anyone suspected as being missing will be reported to the senior member of staff on duty.

FIRST AID

In the event of a minor problem, seek assistance from any member of staff or the College switchboard, (at Reception, inside the main entrance).

In the event of a major problem dial ‘0’ from any internal telephone, give details of the problem to the switchboard operator and request an ambulance and a First Aider. Do not attempt to move the patient.

If you have an accident, or need first aid treatment, ask the person dealing with the problem to fill in a College Accident Form on your behalf.