LOUGHBOROUGH UNIVERSITY
Programme Specification
B.A. Silversmithing and Jewellery
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;
Loughborough University
Teaching institution (if different);
Not applicable
Details of accreditation by a
professional/statutory body;
Not applicable
Name of the final award;
B.A.. (Honours)
Programme title;
Silversmithing and Jewellery
UCAS code;
W721 route A
E720 route B
December 2005
Date at which the programme
specification was written or
revised.
1. Aims of the programme:





To provide an intellectually and creatively stimulating environment
in which students may each develop their own individual identity as
an applied artist or designer.
To enable students to understand and apply Design as a problemsolving tool.
To enable students to develop core technical skills in fine
metalworking and to understand the significance of an appropriate
choice of technical ‘language’ in relation to the thoughts they wish
to express.
To develop the ability of students independently to research,
understand, select and apply a wide range of materials,
technologies, processes and skills as their means of expression.
To develop students’ self-directed research and learning skills and
independence in decision-making.
1


To stimulate students to develop professional attributes appropriate
to their subsequent professional practice in any field of the design
or applied arts professions.
 To provide an environment in which students’ motivation to be
creative is fostered and stimulated.
 To introduce students to the cultural and professional context of
their chosen subject.
To provide a high quality honours programme in silversmithing and
jewellery design which maximises students’ opportunities to graduate
with a widely recognised good degree and enhances their
employability.
2. Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:

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.

Participation in national and international exhibitions
3. Intended Learning Outcomes
Knowledge and Understanding:
On successful completion of this programme each student should:
1. understand and be able to apply confidently the design ‘tool’ through the analysis
and clear definition of problems and the origination of imaginative logical responses
to
them.
2. have developed an understanding of their personal aesthetic and product
interests.
3. have an ability to understand and respond to the physical context in which
their work will exist
4. possess the core professional attributes of a designer and maker.
5. have an understanding of the cultural context within which they work.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Core knowledge of areas 1, 2, 3 and 4 is acquired through lectures and
directed practical projects in the first year and through guided self-directed
2
projects during the second and third years. Knowledge of area 5 is acquired
through lectures, seminars and guided self-directed study within the
Complementary and Historical Studies element of the course as well as within
the design phase of some self-directed practical modules.
The outcomes relating to all areas are assessed by coursework alone.
Skills and other attributes:
a. Subject-specific cognitive skills:
On successful completion of this programme the body of work of each graduate
should demonstrate the ability to:
1.
Independently carry through a design-and-make project from its
inception to the competent completion of a tangible object.
2.
Generate ideas, concepts, proposals, solutions or arguments
independently and/or collaboratively in response to set briefs and/ selfinitiated activity.
3.
Employ both convergent and divergent thinking in the processes of
observation, investigation, speculative enquiry, visualisation and making.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Knowledge and understanding of these areas is acquired through directed practical
projects in the first year and through guided self-directed study and projects during
the second and third years.
The outcomes relating to these areas are assessed by coursework alone.
b. Subject-specific practical skills:
On successful completion of this programme the body of work of each graduate
should demonstrate:
1.
The ability to select, test, use and exploit a significant range of practical
skills, techniques, processes and technologies for the working of metals and
other materials of their choice
2.
the ability to explore and develop ideas through to material outcomes,
for example artefacts, products, images, systems and processes, or texts
3.
the ability to manage and exploit the interaction between intention,
process, outcome, context and the methods of dissemination
4.
The ability to apply resourcefulness and entrepreneurial skills to
support their own practice.
3
5.
the ability to respond to the implications and potential for silversmithing
and/or jewellery of the key developments in current and emerging media and
technologies, and of interdisciplinary approaches to contemporary practice in
Art & Design.
6.
An ability to identify select, use and apply appropriate digitally-based
manufacturing technologies
7.
An ability to manage relationships with specialist sub-contractors and
suppliers.
8.
an understanding of the relationship between the aesthetic and
utilitarian dimensions (form and function)
9.
an understanding of the critical and contextual dimensions of aspects
of silversmithing and/or jewellery design, including business, cultural,
economic, environmental, ethical, global, historical, political, gender and
societal aspects.
10.
an understanding of the artist or designer’s relationship with audiences,
clients, markets, users and consumers.
11.
An awareness of the significance of the works of other practitioners.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Knowledge and understanding of these areas is acquired through directed practical
projects in the first year and through guided self-directed projects during the second
and third years. The dialogue that the individual student develops with the
programme’s academic and technical staff in the studio and within group and/or
individual tutorials is fundamental to this process.
The outcomes relating to areas 1 to 8 are assessed by coursework alone.
The knowledge and understanding described in areas 9 to 11 are acquired in
the Complementary and Historical Studies, Professional and Business and
studio modules and are assessed on the basis of course work
c. Key/transferable skills:
On successful completion of this programme each graduate should be able to
demonstrate the ability to:
1.
investigate, analyse, interpret, develop and articulate ideas and
information through verbal, visual, plastic and/or written means.
2.
study independently, set goals, manage their own workloads and meet
deadlines.
4
3.
Identify, seek and exploit appropriate advice and support as they
require it.
4.
anticipate and accommodate change, and work within contexts of
ambiguity, uncertainty and unfamiliarity.
5.
analyse information and experiences, formulate independent
judgements, and articulate reasoned arguments through reflection, review and
evaluation.
6.
formulate reasoned responses to the critical judgements of others.
7.
identify personal strengths and needs.
8.
interact effectively with others, for example through collaboration,
collective endeavour and negotiation.
9.
articulate ideas and information comprehensibly in visual, oral and
written forms
10.
present ideas and work to audiences in a range of situations.
11.
source, navigate, select, retrieve, evaluate, manipulate and manage
information from a variety of sources.
12.
select and employ communication technology for purposes such as
word-processing, use of the Internet, and corresponding through e-mail.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Knowledge and understanding of these areas is acquired through directed practical
projects in the first year and through guided self-directed projects during the second
and third years and through the Complementary and Historical Studies, Professional
and Business components. The dialogue that the individual student develops with the
programme’s academic staff in the studio and within group and/or individual tutorials
is fundamental to this process.
These attributes are assessed as elements within the coursework.
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.
5
Diploma in Professional Experience are able to spend an optional year in industry
between parts B & C leading to the supplementary award of Diploma 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
SAA004
Visual Studies for
Silversmithing and Jewellery
Research and Study Skills in
3D Design
Core Skills in S & J (1)
Design: Structure and the
Body
Themes and Issues in
Silversmithing
and Jewellery
Core Skills in S & J (2)
Design: and Process
Synthesis
SAA587
SAA360
SAA361
SAA593
SAA362
SAA363
Module
Weight
10
Sem
status
1&2
Compulsory
10
1
Compulsory
20
20
1
1
Compulsory
Compulsory
10
2
Compulsory
20
30
2
2
Compulsory
Compulsory
Part B - Degree Modules
Code
Title
SAB509
Design and Material Culture in
the Twentieth Century
Design and Production;
Investigation
and Development
A National or International
Competition
Entrepreneurial and Business
Practice for 3D Design
Design and Production;
Synthesis (1)
Design and Production;
Synthesis (2)
Modern design: Issues in 20th
Century Design
The Fabricated Self
The Domestic Interior
Drawing: Histories, Contexts
and Practices
Critical Themes in
Photographic Practice
Women’s Art: History, Identity
SAB363
SAB362
SAB503
SAB364
SAB365
SAB530
SAB540
SAB541
SAB526
SAB525
SAB528
6
Module
Weight
10
Sem
status
1
Compulsory
30
1
Compulsory
20
1
Compulsory
10
1
Compulsory
40
2
Option 1
30
2
Option 2
10
2
Option 3
10
10
2
2
Option 3
Option 3
Option 2
10
2
10
2
CHS
10
2
CHS
and the Body
Students must choose either
Option 1: SAB364 with one option from the list marked option 3 OR
Option 2: SAB365 with two options from the list marked option 3
Part C - Degree Modules
Code
Title
SAC367
Self-Directed S& J Project:
Design
and Production
3D Design Dissertation
3D Critical Appraisal
Final Silver & Jewellery Project
SAC326
SAC327
SAC368
Module
Weight
30
30
30
60
Sem
status
1
Compulsory
1
1&2
2
Option 4
Option 4
Compulsory
Option 4: Students must choose either SAC326 or SAC327
5. Criteria for admission to the programme:
Admission principally depends upon evidence presented in the applicant’s
folio of the ability to visualise and express 3D objects in 2D form, particularly
through objective drawing. There should be evidence of an enthusiasm and
ability to pursue, explore and develop ideas and of an intellectual visual and
3D curiosity. No previous experience of metalwork or evidence of previous
work relating directly to jewellery or silversmithing design are required





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..
7
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:
This is a Design programme that uses silversmithing and jewellery,
generously interpreted, as the vehicle for learning and understanding.
The outcomes of the silversmithing and jewellery programme are student
driven, in terms both of the kind of work made by students and of the
professional identities that each chooses to develop for her/himself. Students
have the opportunity to explore as widely as they please but there is no
prejudice against more conventional avenues. Some students arrive knowing
what kind of work they want to do, others use the programme to explore as
much as possible. Those choosing to work within the discipline of
conventional fine jewellery or silversmithing or on the frontier of avant-garde
applied art are supported as positively as each other. It is not considered
appropriate for the programme to pass judgement on the personal ‘vision’ of a
student, but to affirm and assist them in learning best to manage and express
it.
A significant element of this student-driven culture is the encouragement to
research, identify and pursue materials, processes, techniques and
technologies which best allow the expression of the student’s ideas. S&J
students are frequently and generously supported by the resources of other
programmes and departments throughout the University. A recent graduate
who won the inaugural ‘New Designer of the Year’ award (as well as the
‘Wedgewood non-ceramic award’) did so with an elegant handbag made of
laminated birch ply in which she had been assisted in the construction by a
technician of the Furniture programme. A high proportion of students make
use of the resources of the neighbouring Laser Centre while others have
variously been supported by the expertise and resources of Engineering,
Design and Technology, Ceramics, Chemistry, Sculpture, Rapid
Manufacturing, Textiles and the Institute of Polymer Technologies and
Material Engineering.
8
The programme receives direct support from the Goldsmiths Company in the
form of metal grants to selected students. An in-house revolving fund recently
endowed jointly by an alumnus and the Loughborough University
Development Trust gives students access to the opportunity to devise and
carry out practical research into the use of gold in a way that encourages risktaking. Nokia Research have recently sponsored a design project for second
year students concerned with new concepts for personal communications
devices.
All staff, academic and technical, actively pursue their own creative work, with
some ground-breaking research taking place. The atmosphere of enthusiasm
and involvement fostered in this way is regarded as an important contribution
to the culture of the programme. Work by staff is frequently exhibited
internationally and is well represented in collections and the literature.
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
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.
9
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
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 University’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:
10
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:
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.
11
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.
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:
12
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.
13