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This module is an introduction for students to Fine Art studio practice, promoting an awareness of its context and expanding on skills acquired in the Workshop module. Students are introduced to a range of practical approaches and to the importance of visual research. The aim of the module is to develop a framework of working methods that will apply throughout the course. The main concern is to equip students with the ability to research from primary (and secondary) visual sources and to demonstrate their ability and skill in drawing (in/from/towards) increasingly sustainable and sophisticated studio-based work. Through extended practical projects and discussion, students are encouraged to develop an explorative, and increasingly individual, sense of enquiry. Students are also encouraged to develop a critical approach to their own work and the work of other artists, informed by investigations of contemporary and historical visual art practice. The module concentrates on formal and cultural concerns in order to equip students with the necessary framework of practice and criticism for progression onto Studio Practice 2.
The main principle of this module is to encourage; critical observation through the use of drawing/sketchbooks/ other media; an understanding of the importance of research and the development of ideas through practice.
The curriculum content of this module is best described with reference to the project (as set out in detail in the project brief and weekly timetable at the end of this booklet). An understanding of the context of practical work is facilitated through discussion of contemporary and historical examples of visual artwork related to studio practice – this is supported by a research journal. (FAL 140 and FAL120 also inform the work in the studio.) During this module students receive induction into research methods and access to information in the Learning Resources Centre.
Project (Example) Drawing from, Drawing in, Drawing towards
Stage 1 Investigate and Analyse
Stage 2 Transcribe and Respond
Stage 3 Process as Art - Research and Develop
Learning Strategy
Learning in this Studio Practice Module is experiential, mainly through project work. It is supported by tuition in the form of individual and group tutorial discussion and group critiques. Studio tuition focuses on the development of formal understanding and abilities in individual decision-making and interpretation. Initial, tutor-defined projects lead to increasingly student-defined, self-directed work. Students are expected, throughout, to inform their work with an increasing grasp of techniques and skills (informed by study in the Workshop module) and a growing understanding of context (supported by study in the Contextual Module, personal research, gallery visits, etc.). Students should work with greater independence as the module progresses.
Students take part in a number of study activities, typically these include:
¨ Practical exercises (e.g. drawing classes)
¨ Independent practical work in the studio
¨ Personal research, both visual & contextual
¨ Individual tutorials (see note below)
¨ Level 4 Tutor Group tutorials with Personal Tutor
¨ Studio Practice group tutorials & Group critiques
Critiques: A timetable of critiques will be arranged, involving groups of students (sometimes from different levels). These allow peer group learning & exchange of ideas/working practice.
Tutorials: In addition to studio practice group tutorials students will be assigned a personal tutor who will work with you in individual and Level Group tutorials.
Assessment Form & De-briefing Tutorial: An assessment form provides feedback on student assessment/progress. This form is usually discussed in a de-briefing or ‘feedback’ tutorial after completion of the module.
At the conclusion of this module students should be able to:
Art Practice
¨ adapt and apply visual research methods
¨ develop process as a tool of experiment and enquiry
Critical Skills
¨ apply critical thinking to process and materials
Key Skills
¨ manage time to accommodate workload
¨ demonstrate solutions to set problems
¨ present work verbally and visually.
Reassessment Scheme |
Weighting % |
Students failing this module will be asked to develop those areas of their practice that have not met the required assessment criteria. This new work will be assessed alongside existing work presented in the original submission. Discussion and advice on the re-assessment task will be undertaken at a feedback tutorial with your Personal Tutor at the end of the semester. Dates for re-assessment deadlines will be confirmed by the Exam Board. |
100 |
Welcome to Evaluating Sport, Exercise and Health.
The aim of the module is to provide you with a foundation in quantitative study and research skills and thus support you with work in your other sport, exercise and health sciences modules.
You will experience a wide range of learning modalities through which to develop your study skills including: practical data collection, computer laboratories, group seminars and group and individual tutorials will all be used in this module.
This module enables students to reflect on their work placement experience through the
delivery of workshops, tutorials and self-directed learning opportunities. The module focusses on
drawing on reflective practice theory and subject literature in determining student’s knowledge
and progress towards their self-directed learning objectives. It will also allow students through
their reflections to formulate ideas of their professional strengths and weaknesses and potential
career progression. As such the module will seek to encourage students to plan for the transition
from university to work or other related goals. Students will be sign posted to student career
services and academic advisors for complimentary support and guidance
Module content
The module introduces and explores basic concepts in sociolinguistics, i.e. the relationships between language and human society over time and space. The module enables you to select and specialise in an area of particular interest to you. Case studies are drawn mainly from English (as this has been the focus of much research), but all sessions make reference to other contexts and you are encouraged to draw on your own knowledge and experience.
Learning strategies
The module is delivered via tutor-led input followed by interactive seminar workshops which include opportunities for group discussion. You are expected to prepare fully for sessions via guided preparatory reading and/or watching as well as short interactive tasks. Sessions include student-led presentations of relevant research and case studies. Sessions also include critical discussion of sample student essays.
Two additional individual tutorials will support you with selecting topics and planning for your summative assessed essay. The tutorials also provide opportunities to enable you to discuss your work and your progress with the Module tutor.
You are welcome to contact your tutor by email at any point in the working week, and I will be available for short informal consultations before/after sessions on Thursdays and for pre-booked additional tutorial sessions on Thursday afternoons.
Module materials are available on Moodle. PowerPoints for taught sessions will normally be available on Thursdays before the sessions.
This module aims to enable student teachers to understand and apply principles of equality and inclusive practice to their teaching. It should enable them to understand how to establish a classroom environment that actively promotes and provides equitable experiences for, and inclusion of, all learners. | ||
Outline Syllabus & Teaching & Learning Methods | ||
Student teachers will be taught through keynote lectures, seminar discussion and activities. Pre-reading and critical analysis of key research and theory is a significant element of the module, as it provides a springboard into taught sessions. To reflect the Problem-based learning (PBL) approach of the assignment for this module, we aim to develop critical thinking skills and student-led group discussion throughout the module. Student teachers will be supported in their PBL activity through tutorials. The content of this module may differ from above in order to reflect government policy or national priorities. | ||
Intended Learning Outcomes | How assessed | |
Transferable skills
| Presentation | |
Assessment Scheme | Weighting % | |
Formative assessment Student teachers will be required to complete all intersession reading, critical reading analyses and group reading discussions, to actively participate in seminar tasks and discussions and to update their module file. On going tutorials to support the students’ developing understanding of the problem-based learning scenario (see below) will be offered in preparation for the assessment.
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0% | |
Assessment Scheme | Weighting % | |
Summative assessment A student presentation (3500 word equivalent) that responds to given scenario which addresses an aspect of inclusion as outlined in a given scenario.
Assessment Criteria Students will be assessed based on the relevance of their work against the intended learning outcomes of the module; the strength and validity of their argument; the evidence base; and the quality of presentational and structural devices (including standard English). | 100% | |
Re-assessment Scheme | Weighting % | |
Oral presentation (3500 word equivalent). Students will be questioned by a tutor following a presentation that demonstrates their understanding of key ideas from the module.
Assessment Criteria Students will be assessed based on the relevance of their work against the intended learning outcomes of the module; the strength and validity of their argument; the evidence base; and the quality of presentational and structural devices (including standard English). |
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Indicative Reading Lists/Key Texts/Websites/other resources | ||
Reading lists are available via the library online and access through Moodle. |
tutorial resources
resources for tutorials