LOUGHBOROUGH UNIVERSITY
Programme Specification
B.A. Multi Media Textiles
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Teaching institution (if different);
Details of accreditation by a professional/statutory body;
Name of the final award;
Programme title;
UCAS code;
Date at which the programme specification was written or revised.
Loughborough University
Not applicable
Not applicable
B.A.. (Honours)
Multi Media Textiles
E230 (route B only)
December 2005
1. Aims of the programme:
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To provide an intellectually stimulating environment in which students can develop the critical and practical skills of the Textile Designer / Textile
Artist;
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To promote original research and a personal visual language, which can be applied to the practice of Multi / Media Textiles;
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To ensure that students have first hand experience in the processes involved in the organisation, production and manufacturer of Multi / Media
Textiles as a Designer or Textile Artist;
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To encourage independence of concept and application through discovery, creativity, problem solving and innovation;
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To create an atmosphere where independent judgement and decision making is undertaken, and a strong critical awareness promoted, based on a knowledge of strengths and weaknesses;
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To provide the necessary skills to continue an intellectual and inquiring mind open to discussion and debate on aesthetic issues as well as cultural and social topics;
To ensure that students are aware of the range of skills acquired both practical and transferable in Multi / Media Textiles, and are able to identify individual areas of strength and knowledge, and direct these towards their chosen career destination as Textile Designers or Artists.
2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:
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The Benchmark Statement for Art and Design
National Qualifications Framework
University Learning and Teaching Strategy
Teaching and learning policies of the School of Art and Design
The research interests and specialisms of the teaching staff and their professional involvement in their disciplines.
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Participation in national and international exhibitions
3. Intended Learning Outcomes
Knowledge and Understanding
On successful completion of this programme, students should be able to demonstrate knowledge and understanding of:
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Independence and confidence in Multi / Media Textiles through the work process and problem solving, while still maintaining a high level of innovation.
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The ability to re-afirm personal direction in the options available within the Programme area as a Designer or a Textile Artist
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The ability to consolidate ideas visually and orally and present work in exhibition format.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Core knowledge and understanding of all areas is acquired by lectures, seminars, and guided independent study. The more practically-oriented knowledge is imparted through practical workshops.
Areas 1-3 are assessed by coursework including a substantial independent project.
Skills and other attributes:
Subject-specific cognitive skills:
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On successful completion of this programme, students should be able to:
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b.
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Show independence of concept through discovery, creativity and problem solving.
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Provide the necessary skills to continue an intellectual and inquiring mind open to debate on aesthetic issues as well as cultural and social.
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Demonstrate good oral and communication skills, appropriate to the individual’s concept.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Cognitive skills are promoted by lectures, workshops seminars, small group supervision of advanced work in the Final year, and by guided independent study of scholarly material.
Cognitive skills are assessed by coursework at various stages and Final assessment points. Coursework allows the student to demonstrate wider academic skills of focused scholarly research, editing and a high standard of written and oral skills. a. Subject-specific practical skills:
On successful completion of this programme, students should be able to:
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Adhere to a self- initiated brief that is well written stating personal aims and textile outcomes.
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Produce a through body of personal visual research and design development.
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Demonstrate experimentation with materials appropriate to Textile outcomes and final application.
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Produce evidence of technical and materials research in an individual format.
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Produce a high standard of technical expertise in the Textile conclusions.
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Provide a high standard of visual presentation skills in portfolio and
Final exhibition.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Practical skills are demonstrated through workshops whenever applicable to the group or an individual. Others are made by inquiry and self-discovery.
In the Final year the student undertakes a major independent research project under the supervision of the academic team in Multi / media Textiles.
Assessment is via coursework. The Final year project is assessed though an exhibition.
Key/transferable skills:
On successful completion of this programme, students should be able to:
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1 Managing self- learning: show independence and professionalism and organisation of self-negotiated study.
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2 Communication: present professional visual and verbal skills to a wide audience.
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IT: demonstrate IT skills whenever applicable in designing or for presentation purposes.
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4 Numeracy: demonstrate numeracy skills whenever applicable to the individual’s concept.
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5 Problem Solving: demonstrate critical awareness and a professional approach to judgemental issues concerning work and external influences.
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Team Working, co-ordination of the use of common resources and sharing responsibility for tasks with others.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Key skills 3-4 are promoted by practical workshops when applicable to the individual.
Key skill 1,2,5 and 6 are fostered with guidance from the academic staff in
M.M.T by personal consultations with the students.
Assessment of all key skills is embedded in module assessment.
4. Programme structures and requirements , levels, modules, credits and awards:
Credit weightings of modules are shown in brackets. Students are required to take modules amounting to 120 credits in each year of study and this will normally be made up from 60 credits in each semester.
For PART A (First Year): INTRODUCTORY MODULES and PART B (Second Year):
DEGREE MODULES see attached programme regulations.
Diploma in Professional Experience
Students are encouraged to spend an optional year in industry between parts B & C leading to the supplementary award of Diploma in Professional Experience. Apart from the award, students gain real work experience, are often placed in positions of responsibility and can be offered sponsorship and/or future employment. The year in industry can also bring a more professional attitude to remaining year(s) of study and particularly a final year project.
For PART C (Third Year): DEGREE MODULES see attached programme regulations.
Part A - Introductory Modules
Code Title Sem status Module
Weight
20 SAA001 Core Visual Studies for
Textiles
SAA589 Research and Study Skills in
Textiles Design
10
1 & 2 Compulsor y
1 Compulsor y
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SAA201 Introduction to Textiles
SAA594 Themes and Issues in Textiles
Design
SAA203 Textile Design: Innovation &
Application
Part B - Degree Modules
Code Title
10
40
Module
Weight
10 SAB509 Design and Material Culture in the Twentieth Century
SAB501 Business & Entrepreneurial
Practice for Textiles
For Students studying Multi-
Media Textiles
SAB221 MMT Specialist Practices
SAB224 MMT Research and
Professional Practice
Consolidation (1)
SAB225 MMT Research and
Professional Practice
Consolidation (2)
SAB530 Modern design: Issues in 20 th
Century Design
SAB540 The Fabricated Self
SAB541 The Domestic Interior
SAB525 Critical Themes in
Photographic Practice
SAB528 Women’s Art: History, Identity and the Body
SAB526 Drawing: Histories, Contexts and Practices
For students studying Multi-Media Textiles
Opt 1 Choose either:
SAB224 with 1 option marked CHS or
SAB225 with 2 options marked CHS
Part C - Degree Modules
Code Title
10
50
40
30
10
10
10
10
10
10
SAC217
SAC218
Textiles Dissertation
Textiles Critical Appraisal
Module
Weight
30
30
1 Compulsor y
For students studying Multi-
Media Textiles
SAC227 Negotiated Practice in MMT
SAC224 MMT Final Project
Opt 5 Choose one module marked Opt 5
40
30
60
2
2
Sem status
1
2
1
2
2
2
2
2
2
2
2
Se m
1 status
Opt 5
1 &
2
Opt 5
2 Compulsory
1
2
Compulsor y
Compulsor y
Compulsory
Compulsory
Compulsory
Opt 1
Opt 1
CHS
CHS
CHS
CHS
CHS
CHS
Compulsory
Compulsory
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5. Criteria for admission to the programme:
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Normal requirement for entry :
BTec Foundation course in Art and Design or
BTec National Diploma in Art and Design or
AVCE double award
Admission is normally by UCAS route B. Offers are made on the basis of interview and portfolio. All students who select a course at Loughborough as first choice will be guaranteed an interview. A small number of places are reserved for second choice applicants.
 Other qualifications and experience will be considered on an individual basis.
6. Information about assessment regulations:
All modules are assessed by 100% coursework .
Part A and Part B assessment is for progression to the second and third year respectively. Second and third year results are weighted 20:80 in calculating final degree classification.
Students follow modules weighted at 120 credits per year. In order to progress to the next year of the programme, or to be awarded a degree at the end of Part C, students must pass all modules..
Any student who fails to meet these module requirements has the automatic right of reassessment on one occasion only.
Students who have achieved a minimum number of credits, specified in the
Regulation XX can opt for reassessment in either the September following the end of the academic year or during the course of the following academic year. Students with less than the minimum number of credits must wait until the following year to be reassessed.
Students who are reassessed in the following year may choose to take the reassessment with or without tuition, unless the re-assessment brief requires a module to be re-taken in its entirety. The overall mark, averaged over coursework and examination, for reassessed modules is capped at 40%.
Full details of these arrangements and the full assessment and reassessment regulations are attached as an appendix.
7. Indicators of quality:
Multi-Media Textiles (MMT) is one of three specialist Textile programmes, which can be chosen after a common first year programme designed to enable you to understand the broad principles of Textile Design and to introduce you to the properties of materials and some of the processes involved in fabrication.
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MMT at Loughborough is on the cutting edge of what is regarded as textiles.
As a result, it has received national and international press acclaim over recent years for innovative design and art conclusions. Our students are helping to shape the future.
Today’s student in MMT is self-motivated, has an enquiring mind and wishes to extend the boundaries of Textile Art or Textile Design. Learning is now based on the principle of negotiation and consultation with staff, in order to generate and develop ideas and critical debate. Teaching supports and endorses the establishment of an individual design language, underpinned by an understanding of appropriate critical frameworks. The strongly conceptual basis for the programme makes it attractive to students from a variety of Art and Design backgrounds.
The second year commences with a 5week visual research project of your own choice, which is the basis of your personal development during the year.
Participation in national competitions, such as the RSA Awards and the 100%
Rubber Competition are open to individuals, as are incoming international projects, such as Reebok and Swarovski.
As a graduate of the Loughborough MMT programme, you will have confidence in your own ideas. You will have a depth and breath of skills that will make you versatile, inventive and resourceful. In short, you will have the qualities required for employment within a range of professions in which the capacity to develop ideas is replacing traditional skills and practices.
Recent graduates are presently employed as designers in Fashion/Interior companies, as stylists for Fashion and Interior magazines. Others are self employed as freelance designers and textile artists.
The quality of the Programme is endorsed by the external examiners who are consulted at each stage of the examination process who view and comment on papers, coursework and undertake viva voce examinations during their summer visit.
All new members of Staff in the School of Art and Design participate in the University
Probation system which has been accredited by the Higher Education Academy.
8. Particular support for learning: i) Departmental Support
The department has an integrated structure for the management, appraisal and planning of teaching and learning. This is comprised of a Co-ordinator of Teaching and Learning (who manages teaching committee and has overall responsibility for teaching matters),
Programme Co-ordinators have responsibility for the academic content and the general organisation of the course, and the academic welfare of the students),
Year Co-ordinators monitor students performance and attendance and
Personal Tutors who are responsible for matters relating to academic welfare.
A tutor to co-ordinate support for international students
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The Department prepares a handbook for students, which is available via the internet with important information including the management structure of the department, programme and module specifications and general points relating to coursework, assessment and student advice and support.
Students are also assigned a personal tutor who is responsible for their personal welfare who arranges to see them regularly during the first semester. Thereafter the personal tutor arranges to see their tutees at important times, such as afterassessment, at the start of a new year or when problems have been raised in respect to the tutees by Year Coordinator, Programme Director or Director of
Teaching.
The Internal examiners for each module meet with students after every semester to discuss performance, to give constructive feedback and to indicate possible additional sources of help. ii) Technical Support
The School has well equipped workshops with experienced technical staff in all programme areas, which are available to all students, irrespective of their programme specialisation. In addition, it is often possible to find specialised technical advice from staff in other university departments. ii) University Support
Careers Service: http://www.lboro.ac.uk/service/careers/section/careers_service/welcome.html
The Careers Service provides support and advice for students seeking careers guidance and help with job-searching techniques, together with a library of careers resources, careers fairs, employer presentations, management and skills courses and a comprehensive website containing vacancies and information. In the UK
Graduate Careers survey, sponsored by the Times Newspaper, Loughborough
University Careers Service was rated as one of the most impressive with over 80% of students rating it as good or excellent. The service has also been identified by employers as the amongst the top ten Higher Education careers services in the 2003
Association of graduate Recruiters/Barkers survey.
Library: http://www.lboro.ac.uk/library/
The University Library provides advanced support for student learning in a purposebuilt building and electronically via the web. It is open for upwards of 80 hours per week during semester and holds a stock of more than half a million volumes and an extensive serials collection. Numerous PC workstations (100+), networked printing facilities and self-service photocopiers are also available. The Library is designated
EDC (European Documentation Centre). The Library catalogue is available on-line, as are electronic versions of reading lists. Over 180 subject-specific electronic databases can be accessed by users both on campus and elsewhere. The Library organises induction sessions for first year students and librarians can provide flexible training for students and researchers throughout their time at Loughborough. User support is also available from the Library information desks, via printed and online guides and through a series of ‘Lunchtime in the Library’ and other training sessions.
There are a variety of study environments in the Library, including individual and group study desks, private carrels and group study rooms
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Computing Services: http://www.lboro.ac.uk/computing/index.html
Computing Services provides the University IT facilities and infrastructure. General purpose computer resources across campus are open 24 hours and more specialist computer laboratories are provided in partnership with departments. Students in halls of residence are supported in connecting their computers to the high speed network. The Uni versity’s virtual learning environment “LEARN” provides on and off campus access to web-based teaching materials provided by lecturing staff.
The School of Art and Design has well-equipped IT facilities and has a team of technicians who provides IT support for the staff and students.
Professional Development: http://www.lboro.ac.uk/service/pd
Professional Development (PD) provides continuing professional development and support in teaching and a wide range of other areas.
New lecturers attend a personalised programme of PD courses and, in the final year of probation, PD assesses their teaching through direct observation and a portfolio.
Accreditation for this process has been awarded by the Higher Education Academy
(HEA).
PD works directly with staff who wish to develop more effective teaching and learning methods – including the area of learning technologies – and provides resources to support the learning skills development of students.
Other development opportunities are provided in institutional strategic priority areas and in response to discussions with departments in the context of their needs.
All Programmes in the School of Art and Design include a module in part B to assist students to develop their professional and entrepreneurial skills.
Counselling Service http://www.lboro.ac.uk/service/counselling/
The Counselling Service provides a highly confidential professional service. Issues frequently brought to the Counselling Service include depression, anxiety, panic attacks, relationships, low self esteem, loneliness, suicidal feelings, self harm, eating disorders, family problems, bereavement, homesickness, problems with academic studies, cultural issued, sexuality, abuse and loss. The service offers individual counselling, group counselling and workshops.
Mental Health Support Service http://www/lboro.ac.uk/disabilities/
The mental health support service assists students with mental health problems in dealing with the specific difficulties encountered while studying at university level.
The support is for students who may be experiencing a range of difficulties from panic attacks and stress through to mare serious or on-going mental illness.
English Language Study Unit:
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http://www.lboro.ac.uk/admin/elsu/index.htm
The Unit provides advice and support to both UK and International students who have difficulty with the language they need for their studies. The ELSU offers support for students with dyslexia and provides confidential screening tests. Packages of support are planned together with the student and may include individual assistance with essay writing, small group sessions, and individual tutorials to improve skills. There is a dyslexia lunchtime workshop every week. Student volunteers, who are themselves dyslexic, are available to talk to, and help new students. There is a Resource Room with specialist computer software. Dyslexia Awareness sessions for staff are provided by the Staff Development Unit. A member of the LUSAD staff is designated as dyslexia liaison contact.
The International Students Programme provides individual help and advice on a wide range of issues including immigration, police registration, and personal issues associated with living and studying in the UK.
A tutor from the English Language Study Unit works full-time within the
Department during term-time to provide additional support for students with specific learning support requirements, such as Dyslexia
The Mathematics Learning Support Centre: http://learn.lboro.ac.uk/sci/ma/mlsc/
The Centre, which is based in the Department of Mathematical Sciences, provides a range of services designed to support any undergraduate student in the University in their learning of mathematics. In particular it aims to help students in the earlier stages of their studies who might benefit from resources and tuition over and above that normally provided as part of their course.
Disabilities & Additional Needs Service: http://www.lboro.ac.uk/disabilities/
The Disabilities and Additional Needs Service (DANS) offers support for students and staff including: advice both on matters relating to the Special Educational Needs and
Disabilities Act (SENDA); adaptation of course materials into Braille/large print/tape/disk/other formats; organising mobility training; BSL interpretation; provision of communication support workers; note takers in lectures/tutorials; assessment of specific support, equipment and software needs; individual/small group tuition for students who have dyslexia; representing students’ needs to academic and other University departments; organising adapted accommodation to meet individual needs; helping to organise carers to meet any personal care needs; organising appropriate support for students who have a mental health problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf People and the National Autism Society to offer effective support to students at the
University. It regularly takes advice from other national and local organisations of and for disabled people.
Where a student has complex support or accommodation needs, contact with DANS is strongly advised prior to application.
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Staff work with DANS to take account of students’ special needs when preparing teaching materials and examination papers.
The School of Art and Design has a Disability and Special needs tutor who coordinates additional learning support for students with additional learning needs within the School.
9. Methods for evaluating and improving the quality and standards of learning:
The University has a formal quality procedure and reporting structure laid out in its Academic Quality Procedures handbook, available online at: http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm
and directed by the Pro-Vice-Chancellor (Teaching).
Each Faculty has an Associate Dean for Teaching responsible for all learning and teaching matters. For each Faculty there is a Directorate (responsible for the allocation of resources) and a Board (responsible for monitoring quality issues within each department). Support is provided by Professional
Development.
Student feedback on modules and programmes is sought at regular intervals, individual programmes are reviewed annually, and Departments review their full portfolio of programmes as part of a Periodic Programme Review (every five years).
Minor changes to Module Specifications are approved by the Associate Dean
(Teaching) on behalf of the Faculty Board, and ratified by the University
Curriculum Sub-Committee in accordance with the University's quality procedures. Major changes are formally considered by the University
Curriculum Sub-Committee.
All staff participate in the University's staff appraisal scheme, which helps to identify any needs for staff skills development. Both probationary staff and those seeking promotion to Senior Lecturer are subject to a formal teaching evaluation scheme, administered by PD and accredited by the Higher
Education Academy.
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