Academic Partnerships Template
Plymouth University
Academic Partnerships
Cornwall College
Camborne
Programme Quality
Handbook for
FdA Contemporary Creative Practice
2014 – 15
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Contents
1.
Welcome and Introduction to FdA Contemporary Creative Practice. ...................................................... 3
2.
Programme Specification ........................................................................................................................... 4
3.
Module Records ....................................................................................................................................... 20
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1. Welcome and Introduction to the FdA in Contemporary Creative Practice.
Welcome to the Foundation Degree in Contemporary Creative Practice
The FdA in Contemporary Creative Practice is an exciting and vibrant new course, built upon years of
existing good practice to be found in the HE Arts and Media Department at Cornwall College. The course
aims to be a unique blend of traditional, contemporary and innovative approaches to learning. At its core
the FdA Contemporary Creative Practice is a vision of undergraduate education that offers you a sustained
and consistent emphasis on your identity as a learner and a practitioner through the seamless integration
of personal development with student learning. The course works with the blurring of the boundaries
between the ‘traditional’ fields of practice that has become a key feature of the creative industries in the
21st century (www.creativegraduates.com) . Today’s artists and designers aren’t pigeon-holed by material
or approach. They are highly flexible individuals, shifting between different patterns of work. Our course
responds to the professional reality of contemporary art & design, preparing students to respond
creatively within a range of professional situations.
The course is committed to equipping each student with exactly the right practical studio based skills for
them to be able to complete work effectively in their chosen art & design specialism. This may, for
instance, involve training in specific design centred software or practical print and 3D studio based skills.
The course is theme led and issue based rather than a discipline specific module based curriculum, in order
to encourage conceptual and interdisciplinary thinking and practice. This way of working will also embed
values of citizenship and enable you to recognise your potential as an agent for change. This curriculum
model calls for an open approach to student learning by emphasising student engagement through the
move from a learning to a discovery paradigm through the obliteration of traditional course boundaries –
the course thus becomes a platform from which to launch a search for understanding rather than defining
the limits of discovery.
The course has been designed with the full support from the faculty of Arts at the Plymouth University and
with advice from local, regional and national employers and practitioners in the broad fields of art and
design. The subsequent development of the course has been guided by two key drivers


Changing ways of working: flexible working, portfolio careers and the increased use of freelancers
Industry sector skills gaps: presentation, networking skills, negotiating skills needed for client and
contract management and developing business networks and partnerships, selling skills/marketing
and PR which are a particular challenge for micro businesses and practitioners.
These key drivers have been answered in their broadest sense by the interdisciplinary content of the
curriculum and the form of learning that focuses on the professional identity of the individual student. The
use of Communities of Practice and the Sustainable Practice and Creative Enterprise (SPaCE) initiative will
ensure that students are engaging with peers and external agencies throughout the course and
importantly this will take place at points which are appropriate for you and your practice. The teaching and
learning schedule and assessment plan enables students to be proactive in their learning and stresses
presentation and negotiation skills.
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This programme has been designed to equip you with the skills and knowledge base required to work in
your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake
additional vocational and academic qualifications.
This Programme Quality handbook contains important information including:
 The approved programme specification
 Module records
Note: the information in this handbook should be read in conjunction with the current edition of the
College Student handbook available at (college to add link) which contains student support based
information on issues such as finance and studying at HE along with the University’s Student Handbook https://www1.plymouth.ac.uk/studenthandbook and your Teaching, Learning and Assessment Handbook
available on your programme virtual learning environment.
2. Programme Specification
On the following pages you will find the specification for your programme; this provides a detailed
overview of the programme as a whole. It explains what you will learn and how you will be assessed
throughout the two stages of your Foundation Degree. The Programme Learning Outcomes Map specifies
the knowledge and skills you will develop at each stage of your Foundation Degree.
PROGRAMME SPECIFICATION
Awarding Institution:
Teaching Institution:
Accrediting Body:
Final Award:
Intermediate Awards:
Programme Title:
UCAS Code:
JACS Code
Benchmarks
Plymouth University
Cornwall College
N/A
FdA Creative Practice
Certificate of Higher Education (CertHE)
FdA Creative Practice
W290
W290
Informed by Foundation Degree Qualification Benchmark in Art and Design
and also relevant QAA subject benchmark(s)
Date of Approval:
April 2011
Admissions Criteria:
Qualification(s) Required for Entry to the FdA
Comments
Candidates must have at Level 2:
At Level 2
Key Skills requirement/Higher Level Diploma
and/or
GCSEs required at Grade C and above
Level 2 Communication
Normally 4, to include an Art subject, and English
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Plus at least one of the following Level 3 qualifications:
A Levels required:
Advanced Level Diploma
BTEC National Certificate/Diploma
HNC/D
VDA: AGNVQ, AVCE, AVS
Access to HE or Year 0 provision
International Baccalaureate
Irish/Scottish Highers/Advanced Highers
Work Experience
Other non-standard awards or experiences
APEL/APCL possibilities
Interview/portfolio requirements
Minimum of 1 Art
AS at Grade A, or 1 Art
A2 at Grade B (120 UCAS Points)
Art and Design
Pass
in Art and Design
Pass in any relevant art-based subject
Advanced in Art & Design
In Art, Pass
24 points required
1 Pass in an Art or Design based subject. 120 Tariff
points.
Mature students without formal qualifications will be
considered by portfolio of relevant artwork
Experience in the Arts, accompanied by portfolio of
recent artwork
This must be applied for before the start of the
programme. Please refer to Plymouth University
Academic regulations
www.plymouth.ac.uk
All students are expected to attend an interview
where possible. Interviewees should bring a portfolio
of their work – trial pieces and evidence of idea
generation are more important at this stage than
finished pieces. E-portfolios are acceptable for
students unable to attend personally, it will also be
necessary for the student to provide additional
written material, sent online, to back up their Eportfolio application.
Independent Safeguarding Agency (ISA) / Not initially. However it may be required for some
Criminal Record Bureau (CRB) clearance work-based learning placements.
required
Aims of the Programme:
The programme is intended to:
1.
2.
3.
4.
5.
6.
Foster critical enquiry, reasoning and ethical judgement
Develop appropriate and practical creative skill sets
Consolidate written and oral communication skills
Encourage creative, conceptual thinking and idea generation
Promote collaborative problem solving
Develop integrative learning.
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Programme Intended Learning Outcomes:
By the end of this programme the student will be able to:
1.
2.
3.
4.
5.
6.
7.
Be an effective, practical and appropriately skilled member of the creative industries
Understand the validity of evidence and seek to understand the perspective of stakeholders
Effectively communicate using written and oral presentation
Exercise responsible scholarship by understanding oneself as an agent of action
Determine how to locate relevant information; sort, analyse and utilise that information
Work in teams and appreciate the importance of peer contribution
Look beyond the obvious boundaries of a problem by thinking creatively and expansive
Brief Description of the Programme
The FdA in Contemporary Creative Practice is an exciting and vibrant new course, built upon the years of
existing good practice to be found in the HE Arts and Media Department at Cornwall College. The course
aims to be a unique blend of traditional, contemporary and innovative approaches to learning. The FdA
offers students sustained and consistent emphasis on their identity as learners and practitioners through
the seamless integration of personal development with student learning. The curriculum is enquiry driven
to provide a student centred active education and its design deliberately encourages an enquiring attitude.
The course works with the blurring of the boundaries between the ‘traditional’ fields of practice that has
become a key feature of the creative industries in the 21st century (www.creativegraduates.com)1. The
course is theme led and issue based rather than a discipline specific module based curriculum, in order to
encourage conceptual and interdisciplinary thinking and practice. All students will also be thoroughly
tutored in the necessary practical skills to be able to operate effectively in their chosen creative specialism.
This way of working embeds values of citizenship and enables students to recognise their potential as an
agent for change.
This curriculum model calls for an open approach to student learning by emphasising student engagement
through the move from a learning to a discovery paradigm through the obliteration of traditional course
boundaries – the course thus becomes a platform from which to launch a search for understanding rather
than defining the limits of discovery. Students will be able to author their educational experience and
become life-long learners. King and Magolda (2004) advocate self-authorship as a central goal of higher
education. They explain how possessing an internal foundation “yields the capacity to actively listen to
multiple perspectives, critically interpret those perspectives in the light of relevant evidence and the
internal foundation, and make judgements accordingly” (King and Magolda 2004, p. xxii) 2 . The
development of the course has fore-grounded the goal of self-authorship.
1
Creative Graduates Creative Futures (2010) www.creativegraduates.com
2
King. P. and Baxter Magolda. M. (2004) Learning partnerships: Theory and models of practice to educate for self-authorship.
Sterling VA: Stylus.
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Teaching methods and assessments
A: Development of Knowledge and Understanding
Learning and Teaching
Strategy/Method
By the end of the programme the student will be able to
demonstrate knowledge and understanding of:
(Examples are shown. Compile specific
lists for the programme)
(The bullets below offer examples of the type of text. Add detail
that is relevant to the programme)
Primary

the major theories of the discipline(s) and an awareness of
a variety of ideas, contexts and frameworks
 the wider social and environmental implications of area(s)
of study and is able to debate issues in relation to more
general ethical perspectives
 The reciprocal relationship between creative output and
the wider socio/cultural matrix
 The responsibilities of the practitioner
 A preparedness to experiment




NB: Benchmark References
Assessment
4.2 4.3 4.4.1 4.4.4 4.4.5
Key knowledge and understanding is
assessed via a combination of essays,
presentations, and seminar
performances.
B: Cognitive and Intellectual Skills
Learning and Teaching
Strategy/Method
By the end of the programme the student will be able to:
Primary
(for example)
 critique rival theories and frameworks
 analyse and synthesise
 Intelligently apply appropriate principles in assessing policy
or practice
 demonstrate problem solving and research skills
 take appropriate risks and be able to evaluate the
outcomes of experimentation
 develop an appreciation between medium and message



Lectures and tutorials
Directed independent study
Learning from work experience
Skills workshops
Secondary


Case studies
Problem-solving exercises
Skills workshops
Tutorial/seminar discussions
Feedback via coursework
assessment process (essays etc)
Secondary
For example:
 Policy and practice analysis in crits
and tutorials
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NB: Benchmark References
Assessment
3.5 3.11 4.2 4.3




Essays/projects/dissertations
Coursework/groupwork on practical
application questions
Portfolio
Final pieces
C: Key Transferable Skills
Learning and Teaching
Strategy/Method
By the end of the programme the student will be able to:
Primary

Library and other research
exercises
Group work awareness and
practice
Computer-based learning and
assessment
(for example)
 interact effectively within a team / learning group,
 manage learning using resources for the discipline
 communicate effectively in a manner appropriate to the
discipline (in standard English oral, written, using ICT)
 take responsibility for own learning with minimum
direction
manage information with the ability to select appropriate data
from a range of sources and develop appropriate research
strategies
Secondary
 Class and seminar interactions
and feedback
NB: Benchmark References
Assessment
3.8 4.4.1 4.4.4






Coursework of all types
Assessed discussions
Group work assessments
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D: Employment Related Skills
By the end of the programme the student will be able to:






Recognise strengths and areas for improvement
Present ideas confidently to a variety of audiences
Work to deadlines
Locate opportunities for practice
Work effectively in groups
Demonstrate the application of knowledge to varying
contexts
E: Practical Skills
By the end of the programme the student will be able to:



Demonstrate a high level of discipline specific skills
Present ideas appropriate to the context and audience
Work effectively in groups
Learning and Teaching
Strategy/Method




Projects
Designated tasks
Lectures and tutorials
Learning from work
NB: Benchmark References
Assessment
5.4.2 4.4.3 4.4.4 3.8


Project work
Competence in a range of
communication techniques
Distinctive Features of the Foundation Degree

Engagement with employers through the Sustainable Practice and Creative Enterprise (SPaCE)
initiative

Interdisciplinary working mirrors developments within the creative industries

The flexibility within the curriculum enables students to develop a highly individualised professional
identity

Students are encouraged to recognise themselves as agents for action

Communities of Practice develop networking skills
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Learning Outcomes Maps for FdA Creative practice at HE Levels 4 and 5
Learning Outcomes Map
Level 4
1. Graduate Attributes and Skills
Core Programme Intended Learning Outcomes
Programme Aim
Programme
Learning Outcome
Related Core
Modules
Knowledge/ Understanding
Students will be able to demonstrate a knowledge of the underlying
concepts and principles associated with their area(s) of study, and an
ability to evaluate and interpret these within the context of that (those)
area(s) of study.
In particular:
 the major theories of the discipline(s) and an awareness of a variety of
ideas, contexts and frameworks
 the wider social and environmental implications of area(s) of study and
is able to debate issues in relation to more general ethical perspectives
 The reciprocal relationship between creative output and the wider
socio/cultural matrix
 The responsibilities of the practitioner
 A preparedness to experiment
1 , 2, 4, 6
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1, 2, 3, 6
CORC1041
CORC1044
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2.
Cognitive / Intellectual Skills (generic)
Students will be able to demonstrate an ability to present, evaluate, and
interpret qualitative and quantitative data, to develop lines of argument
and make sound judgements in accordance with basic theories and
concepts of their subject(s) of study. They will also be able to demonstrate
the ability to evaluate the appropriateness of different approaches to
solving problems related to their area(s) of study and/or work.
In particular to:
 critique rival theories and frameworks
 analyse and synthesise
 Intelligently apply appropriate principles in assessing policy or practice
 demonstrate problem solving and research skills
 take appropriate risks and be able to evaluate the outcomes of
experimentation
 develop an appreciation between medium and message
1, 3, 4,
1, 3, 4, 6
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CORC1041
CORC1044
CORC1042
CORC1043
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3.
Key / Transferable Skills (generic)
Students will be able to demonstrate an ability to communicate accurately
and reliably, and with structured and coherent arguments. Students will
also be able to demonstrate an ability to take different approaches to
solving problems.
In particular to:
 interact effectively within a team / learning group,
 manage learning using resources for the discipline
 communicate effectively in a manner appropriate to the discipline (in
standard English oral, written, using ICT and visual communication)
 take responsibility for own learning with minimum direction
 manage information with the ability to select appropriate data
from a range of sources and develop appropriate research strategies
4.
2, 3, 5
2, 3, 5
CORC1013
CORC1045
1, 2, 3, 5
CORC1013
CORC1042
CORC1043
CORC1045
Employment-related skills
Students will be able to demonstrate an ability to undertake further
training and develop new skills within a structured and managed
environment and the qualities and transferable skills necessary for
employment requiring the exercise of personal responsibility.
In particular to:
 Recognise strengths and areas for improvement
 Present ideas confidently to a variety of audiences
 Work to deadlines
 Locate opportunities for practice
 Work effectively in groups
 Demonstrate the application of knowledge to varying contexts
1, 2, 5, 6
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5.



Practical Skills (subject specific)
Demonstrate a high level of discipline specific skills
Present ideas appropriate to the context and audience
Work effectively in groups
2, 4, 5, 6
2, 3, 5
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CORC1042
CORC1043
CORC1045
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Foundation Degree Intended Learning Outcomes Map
1.
Level 5
Graduate Attributes and Skills
Core Programme Intended Learning Outcomes
Programme Aim
Programme
Learning
Outcome
Related Core Modules
Knowledge/ Understanding
knowledge and critical understanding of the well-established principles of
their area(s) of study, and the way in which those principles have
developed; knowledge of the main methods of enquiry in their subject(s)
and ability to evaluate critically the appropriateness of different
approaches to solving problems in the field of study. They will also be
able to demonstrate an understanding of the limits of their knowledge,
and how this influences analyses and interpretations based on that
knowledge.
In particular:
 the major theories of the discipline(s) and an awareness of a variety of
ideas, contexts and frameworks
 the wider social and environmental implications of area(s) of study and
is able to debate issues in relation to more general ethical perspectives
 The reciprocal relationship between creative output and the wider
socio/cultural matrix
 The responsibilities of the practitioner
 A preparedness to experiment
1 , 2, 4, 6
1, 2, 3, 6
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CORC2102
CORC2011
CORC2014
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2.
Cognitive / Intellectual Skills (generic)
Students will be able to demonstrate an ability to apply underlying
concepts and principles outside the context in which they were first
studied.
In particular:
 critique rival theories and frameworks
 analyse and synthesise
 Intelligently apply appropriate principles in assessing policy or practice
 demonstrate problem solving and research skills
 take appropriate risks and be able to evaluate the outcomes of
experimentation
 develop an appreciation between medium and message
1, 3, 4,
1, 3, 4, 6
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CORC2012
CORC2014
CORC2013
CORC2015
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3.
Key / Transferable Skills (generic)
Students will be able to demonstrate an ability to evaluate critically the
appropriateness of different approaches to solving problems in the field of
study; use a range of established techniques to initiate and undertake
critical analysis of information, and to propose solutions to problems
arising from that analysis and effectively communicate information,
arguments, and analysis, in a variety of forms, to specialist and nonspecialist audiences, and deploy key techniques of the discipline
effectively.
In particular:
 interact effectively within a team / learning group,
 manage learning using resources for the discipline
 communicate effectively in a manner appropriate to the discipline (in
standard English oral, written, using ICT and visual communication)
 take responsibility for own learning with minimum direction
 manage information with the ability to select appropriate data
from a range of sources and develop appropriate research strategies
2, 3, 5
2, 3, 5
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CORC2015
CORC2012
CORC2013
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4.
Employment-related skills
Students will be able to demonstrate an ability to apply subject principles
in an employment context possibly different from that in which they were
first studied; undertake further training, develop existing skills and acquire
new competencies that will enable them to assume significant
responsibilities within organisations and demonstrate the qualities and
transferable skills necessary for employment requiring the exercise of
personal responsibility and decision making.
In particular:
 Recognise strengths and areas for improvement
 Present ideas confidently to a variety of audiences
 Work to deadlines
 Locate opportunities for practice
 Work effectively in groups
 Demonstrate the application of knowledge to varying contexts
5.



1, 2, 5, 6
1, 2, 3, 5
CORC2011
CORC2013
CORC2014
2, 4, 5, 6
2, 3, 5
CORC2013
CORC2014
Practical Skills (subject specific)
Demonstrate a high level of discipline specific skills
Present ideas appropriate to the context and audience
Work effectively in groups
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Programme Structure Diagram
College: Cornwall College
Year: 2014/2015
PU Course Code: 4304
Programme: FdA Contemporary Creative Practice
Mode of Attendance: Full Time
Total Credits: 240
Stage 1
Module Code
Module Title
CORC1041
CORC1042
CORC1043
CORC1044
CORC1045
CORC1013C
Visual Language and Research
Materials and Processes 1
Materials and Processes 2
Ideas at Work
Extramural Project
Personal and Employability
Skills Development (PESD)
Module Code
Module Title
CORC2011
CORC2012
CORC2013
CORC2014
CORC2015
Evaluation
Practice in Context
Consolidation
Professional Identity
Negotiated Project
No. of
Credits
20
20
20
20
20
20
Core /
Optional
Core
Core
Core
Core
Core
Core
No. of
Credits
20
20
20
30
30
Core /
Optional
Core
Core
Core
Core
Core
Stage 2
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Academic Partnerships Template
College: Cornwall College
Year: 2014/2015
PU Course Code: 4304
Programme: FdA Contemporary Creative Practice
Mode of Attendance: Part Time (Indicative)
Total Credits: 240
Year 1
Module Code
Module Title
CORC1041
CORC1042
CORC1044
CORC1013C
Visual Language and Research
Materials and Processes 1
Ideas at Work
Personal and Employability
Skills Development (PESD)
Module Code
Module Title
CORC1043
CORC1045
CORC2011
CORC2012
Materials and Processes 2
Extramural Project
Evaluation
Practice in Context
No. of
Credits
20
20
20
20
Core /
Optional
Core
Core
Core
Core
No. of
Credits
20
20
20
20
Core /
Optional
Core
Core
Core
Core
No. of
Credits
20
30
30
Core /
Optional
Core
Core
Core
Year 2
Year 3
Module Code
Module Title
CORC2013
CORC2014
CORC2015
Consolidation
Professional Identity
Negotiated Project
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3. Module Records
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