PROGRAMME SPECIFICATION
BA (Hons) Fine Art (Integrated Media)
1
Awarding Institution/Body
Lancaster University
2
Teaching Institution
University Centre at Blackburn College
3
Work-based learning
Not applicable
4
Delivery modes
Full and Part Time
5
UCAS Code
W101
6
Applicable subject benchmarks
Art & Design
7
National Occupational standards
None
8
Specific Benchmark statements
QAA Art & Design 2008
Framework for
Higher Education Qualifications
9
Date of PS preparation/revision
February 2011
10 Educational aims of the programme
General Programme Aims:
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To provide a programme of study that allows self-diagnostic specialist pathways and
responsibility for the personal management of learning and that encourages
students to recognise their own potential.
To create and maintain an educational infrastructure that promotes a broad
spectrum of specialist direction and transferable skills.
To enable the student to access a coherent academic framework that supports the
relationship between theory and practice.
Educational Aims of the Programme:
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To establish the role of the fine artist within the plethora of associated media and
enable linking with related individuals, organisations and sector specialists.
To introduce the fundamentals and principles of fine art including but not exclusive
to; drawing, 2D Studies, 3D media, lens and time based media, sculpture and
printmaking
To provide a stimulating, welcoming and challenging learning experience designed to
prepare students for opportunities in the fine art sector

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To assist and encourage the student in the development of a mature and selfmotivated attitude in producing creative and original artwork which is applicable in a
professional context.
To introduce and refine practical, academic and leadership skills to the students’ skill
set
12 Intended Learning Outcomes
The programme provides opportunities for students to achieve and demonstrate the following
learning outcomes:

Learning outcomes:
Knowledge and Understanding. Students
understanding, at the appropriate level, of:
must
demonstrate
critical Level
A1.a range of media, theories and processes associated with genres of fine art
4
5
A3.media, theories and processes relevant to their individual practice, with respect to a wider 6
A2.media, theories and processes relevant to their individual, specialised practice
professional context
A4.artists, art movements and broader cultural and historical contexts
A5.artists, art movements and broader cultural and historical contexts, with particular reference
to emerging personal and professional practice
A6.artists, art movements and broader cultural and historical contexts that are relevant to their
individual interests, specialism and practice
A7.research methodology and methods, research proposals, presenting research to an audience
and referencing systems.
A.8 personal management and organisation skills.
A.9 the importance of audience when constructing creative work
4
5
6
4, 5, 6
4, 5, 6
4, 5, 6
Critical-thinking/intellectual skills. Students must demonstrate skills, at the Level
appropriate level, of:
B1. Selection of appropriate primary & secondary research sources.
4
B2.analysis of ideas, images, artefacts
4
B3.analysis and evaluation of ideas, images and/or artefacts, particularly those relevant to 4, 5
individual practice
B4.critical analysis and evaluation of ideas, images and/or artefacts, and construction of an indepth argument/thesis based on these analyses and evaluations
B5.aesthetic judgement
B6. evaluation and presentation of own work.
6
4, 5, 6
4, 5, 6
Subject Specific Skills. Students must demonstrate skills, at the appropriate Level
level, of:
C1.technical competence to a basic level in handling a range of media, materials and equipment 4
C2.technical competence in handling media, materials and equipment relevant to practice
5
C3.technical competence, to a level commensurate with the third year of a fine art degree, in 6
handling media, materials and equipment relevant to practice
C4.decision-making within a predominantly structured learning programme
4
5
C6.decision-making: consolidation of a personal and professional practice and specialism
6
C7. creativity through responses to set assignments appropriate to the programme aims
4, 5, 6
C8. Development of a specialist exhibition of work that utilises transferrable and appropriate 5, 6
C5.decision-making: negotiation of an emerging personal practice
skills, highlighting the vocational pathway developed throughout the programme.
C9. Identification of opportunities for promotion of own work and understanding of key
marketing and funding processes appropriate to the sector
5, 6
Key Transferable Skills. Students must demonstrate skills , at the appropriate Level
level, of:
D1.selection of appropriate research methods and application of these to critical responses to 4,5
set assignments
D2.selection of appropriate research methods for self-determined project responses
D3.analysis and processing of information, including; evaluation, interpretation and critical
understanding.
D4.communication and presentation of work visually, orally and in written form, in order to
articulate ideas to clients/audiences.
D5. working independently, in response to feedback from both lecturers and peers
D6.effective contribution as a member of a group to peer review and the design and production
of exhibitions of art work
D7.resourcefulness in the acquisition of materials, processes and techniques and in the
production of exhibitions and portfolios
D1.selection of appropriate research methods and application of these to critical responses to
set assignments
D2.selection of appropriate research methods for self-determined project responses
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6
4,5,6
5,6
4,5,6
5, 6
4,5,6
4,5,6
4,5
Teaching, Learning and assessment
Students will learn in a variety of ways: by absorbing information delivered by staff in lectures,
workshops and demonstrations; by independent research: both theoretical (libraries, books,
magazines, internet, visiting and making contacts with galleries, artists and other relevant people
and institutions) and practice led (taking photographs, keeping journals, sketchbooks, etc.).
Experiential learning is an essential component of fine art programmes, and students will enhance
their practical skills, develop projects and investigate ideas through drawing, painting, sculpting,
film-making – whatever is most appropriate to their concerns. Students will learn through
participating in and leading discussions and presentations, and they will also develop skills related to
professional practice by participating in exhibitions and through involvement in the cultural of the
region; a large number of students have participated in recent arts council initiatives to “reclaim
public spaces”, in connection with which they have assisted with workshops and helped to hang
exhibitions. Study trips are crucial in enhancing the students’ knowledge and appreciation of art. We
will continue to offer a variety of one-day and residential trips, which will be tightly scheduled and
will include lectures and discussions in the galleries and museums we visit. There are other
enrichment activities on offer, including a film society, which offers students from different
disciplines the opportunity to share experiences.
The assessment strategy we have described above will conform to national guidelines as to
what can be expected of students as they progress through various stages of a degree level
programme, and it should also reflect both UCBC policies and be appropriate for the
subject; for example, timed examinations in disciplines such as drawing were used as a form
of assessment in the past, but are virtually unheard of now. Providing students with the
opportunity to undertake a period of extended research and development is more useful in
providing assessors with evidence of how they will perform in the workplace. The
requirement to present work in the studios at two key points is partly for practical reasons:
the bulkiness of fine art work compared with a predominantly paper or screen-based
programme prohibits a scattering of assessment deadlines across the academic year.
The assessment strategy reflects the journey students take from working within set
parameters that allow for differentiation and for interpretation by the individual towards a
more self-determined response to module requirements, as the student gradually assumes
greater responsibility for managing their own studies.
Code
Name
Assessment
Level Four
Drawing
2D Studies
Alternative Media (Sculpture,
Printmaking, LTBM
Contextual Studies 1
Contextual Studies 2
Portfolio of drawings and
notebooks, equal to 6,000 words
Portfolio of paintings and supporting
work in 2D Studies, equal to 6,000
words
Practical outcomes in the form of
prints, sculptures, photography,
animation and supporting work,
equal to 6,000 words
Essay and research file [-s] , equal to
3,000 words
Contextual studies files and practical
work, equal to 3,000 words
Level Five
Core Practice (Painting,
Sculpture, Printmaking, Lens
Time Based Media)
Negotiated Practice (Painting,
Sculpture, Printmaking, LTBM)
Critical Studies
Practical outcomes in the form of
paintings, prints, sculptures,
photography, animation, mixed
media pieces and supporting
evidence of research and
development, equal to 9,000 words.
Practical outcomes in the form of
paintings, prints, sculptures,
photography, animation and
supporting evidence of research and
devolopment, equal to 9,000
Evidence of independent and
Research Project
directed research and development
of ideas: notes, visual data, study
visits, etc. equal to 3,000 words
Self-reflective commentary on
artistic, professional and critical
development, equal to 3,000 words
Level Six
Professional Practice
Final Integrated Project
Dissertation
Evidence of project management in
theoretical and practical studies;
files, journals, research into careers,
personal planning, documentation
and presentation of practical work,
equal to 4,000 words
Practical outcomes in the form of
paintings,
prints,
sculptures,
photography, animation, mixed
media pieces and supporting
evidence
of
research
and
development, equal to 12,000 words
8,000
word
dissertation.
In
negotiation with the tutor 4000
words of the weighting may be
submitted
through
alternative
means of assessment.
In exceptional circumstances a
wholly alternative means of
assessing – equivalent to 8000
words – may be used.
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Support for students and their learning
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Induction programme
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Student handbook, scheme specific HE handbook
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Unit Handbooks
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Library Resource Packs
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Moodle VLE
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HE Centre open access IT centre
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Tutor lead workshops, lectures and interactive learning methods and learning resources
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Drop-in centres
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Intensive short study sessions
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Academic tutorials
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Pastoral tutorials
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Special needs support and student services
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Teaching materials
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Employers Panel
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Peer Group Forum facility on Moodle
Criteria for admission
Criteria for admission to the programme as are follows:
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Successful interview at which the student presents a portfolio of work indicating an
awareness of what constitutes fine art theory and practice, competence in basic skills
such as drawing, and an enthusiasm for the subject.
AS/A-levels in relevant subjects that total 120 UCAS points or higher
Pre-degree Foundation in Art and Design
Btec. National certificate or diploma in a relevant subject to level three
City and Guilds qualification in a relevant subject, such as Life Drawing
Possession of an HND or Foundation degree in a relevant subject may entitle an
applicant to direct entry to the second year of the programme. However, the funding
implications for students with foundation degrees are currently under review.
All students must normally have a successful interview, the exception being those, such as overseas
students, for whom an interview is impractical. Students unable to attend an interview must submit
an on-line portfolio or the equivalent. Students accepted on the programme will have at least one or
a combination of the above formal qualifications. However, we do allow for the fact that mature
applicants may have other, professional qualifications or in fact no formal qualifications. In such
cases the applicant will be judged on portfolio and interview alone.
When considering whether to offer a place where a learner discloses a disability the disclosure will
not be taken into consideration. Applicants will be offered a place according to their academic
ability, aptitude, prior experience or portfolio.
An Information Sharing Interview will be arranged by Disability Services to discuss with the learner
and the Programme Leader the implications of undertaking the programme in relation to their
disability. Where it is deemed that reasonable adjustment is not feasible and or the prospective
learner will be unable to meet the requirements of the Core Academic Criteria the learner may
choose to withdraw their application or it may be necessary for UCBC to withdraw the offer of a
place or to offer alternative provision.
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Methods for evaluating and improving the quality and standards of teaching and learning.
Mechanisms for review and evaluation of learning, teaching and assessment, curriculum and
standards.
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Unit reviews
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Annual Course Review
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External Examination
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External Consultants (national and international)
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Employer Forum Review
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Staff Appraisal and Action Plans
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Peer review by staff
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Review by learning, teaching and research committee

Higher Education Quality Group Review
Committees with responsibility for monitoring and evaluating quality and standards

HE Centre Student Committee
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Staff Student Committee (programme specific)
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Scheme Committee
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Employer Forum
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HE Centre Quality Group

HE Academic Council
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Learning, Teaching and Research Committee

Marketing Team
Mechanisms for gaining student feedback on quality issues

HE Centre Student Committee (including video conferencing)

Programme specific Staff/Student Committees

Evaluation of units and course administration by the use of questionnaires on individual
and group basics

Academic and pastoral tutorials

Assessment feedback from students
Staff Development
16
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Staff involved in research
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In-house staff development
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Work based learning training
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Web based learning training
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Pedagogic training
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Appraisals and peer assessment
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Work shadowing
Regulation of Assessment
In general, Lancaster honours assessment regulations will apply to the BA(Hons) Design
(Graphic Communication) scheme.
17
Role of Course Consultant
Course Consultants will advise the Scheme team on the design, delivery and assessment of the
scheme
18
Role of External Examiners
External Examiners will advise the Scheme Assessment Board on matters of standards and
fairness of the assessment process and if necessary offer advice on individual student results.
External Examiners will report on:
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19
In 2016
Whether the standards set are appropriate with reference to external reference points,
including subject benchmarks, framework for Higher Education Qualifications and other
reference points
Standards of student performance and draw comparisons of those standards with
similar programmes
The robustness of assessment procedures.
Due for revalidation