Digital Animation Handbook 14-15 by danyl bartlett

Programme Handbook BA (hons) Digital Animation

CONTENTS

Department Information ........................................................................................................ 6

Communication Methods .................................................................................................... 9

Induction ............................................................................................................................... 11 The College’s Partnership with the University of Essex .................................................. 11 Information Technology Resources ................................................................................... 11 Moodle ................................................................................................................................... 11 Wireless Network ................................................................................................................. 11 Printing Facilities ................................................................................................................. 12 Student email ........................................................................................................................ 12 Student services .................................................................................................................. 12 Student Engagement ........................................................................................................... 13 HE Student Union ................................................................................................................. 13 Programme Details .............................................................................................................. 15 The Degree Structure ............................................................................................................. 15 Teaching, Learning and assessment strategies ............................................................... 16 Assessment .......................................................................................................................... 19 Assessment deadlines ........................................................................................................ 19 Assessment submission ..................................................................................................... 19 Examinations ........................................................................................................................ 19

ASSESSMENT SCHEDULE 2014-15 ............................................................................ 21 (ALL EXAMINATION DATES ARE SET CENTRALLY BY INFORMATION SERVICES IN LINE WITH THE HIGHER EDUCATION ASSESSMENT YEAR PLANNER) .......................................................................................................................... 21 YEAR 2 .................................................................................................................................. 21 Assessment Layout ............................................................................................................. 23 Assessment Word Count .................................................................................................... 23 Submission of draft work for feedback .............................................................................. 23 Ethical Clearance ................................................................................................................. 24 Marking and Marking policies ............................................................................................. 26 Anonymous marking ........................................................................................................... 26 How you are assessed and graded and how you receive feedback ............................... 27 What happens if things don’t go to plan? ......................................................................... 27 Late submission of assessments ....................................................................................... 27 Missed exam or absence from an exam ............................................................................ 28 Extenuating Circumstances Policy and Guidelines ......................................................... 28 Special arrangements for assessment and student support ........................................... 29 What happens at the end of the year ................................................................................. 29 The Board of Examiners and Final Assessment Results ................................................. 29

Publication of Results ......................................................................................................... 29 Failure of Module/s .............................................................................................................. 30 University of Essex Rules of Assessment ......................................................................... 30 Academic Offences, Plagiarism and Referencing ............................................................ 31 What is plagiarism? ............................................................................................................. 33 Working in Groups ............................................................................................................... 34 The Tutorial Framework ...................................................................................................... 34 Study Skills ........................................................................................................................... 36 Learning Resources to Support the Programme .............................................................. 36 Appendix 2 ............................................................................................................................. 50

YEAR TWO (LEVEL 5) MODULE ................................................................................... 50 .................................................................................................................................................. YEAR THREE (LEVEL 6) MODULES ............................................................................ 89 ..................................................................................................................................................

Welcome I would like to extend a very warm welcome to all Higher Education students joining the Department of Media & Performing Arts and to the BA (hons) Digital Animation programme. Our key strengths include high standards of students work, enabled by good teaching and learning and effective academic and personal support. The Department offers a wide range of programmes to enable individuals to develop the skills and knowledge required to continue in education, or gain employment, following progression from higher education. The Department enjoys well resourced teaching and learning accommodation, has appropriate specialist equipment and good IT resources. A great deal of emphasis is placed on meeting your individual needs and your progress. We are proud of the wide range of higher education programmes available within the Department, the high success rates and excellent progression pathways. Very good relationships exist with employers to ensure the programmes prepare students for the world of work. We aim to provide an optimal environment in which to pursue your studies. Your comments and views are very important to us to ensure we continually develop our programmes. Please make your views known Very best wishes for your time at South Essex College of Further and Higher Education Paul Smith Head of Department

Academic Year and Assessment Year Planner Please refer to the Assessment Year Planner 2014/15 which is available at http://www.southessex.ac.uk/higher-education and on Moodle course information page. The year planner includes important key dates and deadlines in the forthcoming academic year, including exam weeks, re-sit periods etc. It is your responsibility to take note of these key dates and to manage your workload accordingly. Below is a summary of key dates from the year planner: Higher Education Dates 2014/15 for all HE Programmes 15/09/14 27/10/14 â&#x20AC;&#x201C; 31/10/14 19/12/14 05/01/15 19/01/15-23/01/15 16/02/15 - 20/02/15 27/03/15 13/04/15 14/09/15 tbc

Start of Term 1 HE Reading Week End of Term 1 Start of Term 2 HE Review week HE Reading Week End of Term 2 Start of Term 3 Start of New Academic Year 2015/16

Exam dates for students studying University of Essex awards 13/01/15 - 17/01/15 25/05/15 - 29/05/15 10/08/15 - 14/08/15 14/08/15

January exam period May exam period Re-sit Examinations* Re-sit course work deadline

Exam dates are set centrally and your exam timetable will be sent to your College email address one month prior to the exam. You must ensure that you are available for the whole exam period as these dates are not subject to negotiation. Re-sit Examinations *Students must be available 10/08/15 - 14/08/15 for any re-sit examinations that may be necessary. Re-sit Coursework Students must make themselves available to undertake coursework re-sits that may be necessary, from 13/07/2015 - 14/08/2015.

Introduction Our objective during your time at the College is to provide you with the opportunity to establish a base from which you can develop a successful, interesting and profitable career. You need to take full advantage of the opportunity provided to you, to ensure you achieve a good result at the end of your degree. You will have to work hard to achieve your higher education programme. Your final Degree classification will be based on second and third year performance but your first year provides the ‘foundation’ and a good foundation will help you to achieve good marks throughout your degree. A full time higher education programme requires you to study 120 credits each year. Your programme is made up of a number of modules; a 15 credit module implies learning of 150 hours, approx. 45 hours of which will be delivered at College. It is expected that you should be spending about 55 hours in self study and 50 hours completing assessment for every module you study to consolidate your knowledge and understanding. If you are studying full-time you will have a timetable for 13 hours a week but you should be studying for approx. 40 hours a week. Some modules are double/treble weighted i.e., they are worth 30 or 45 credits.

Student Charter - our commitment to you, your commitment to us Our Student Charter has been jointly developed by the College and the Students’ Union, as part of our on-going commitment to create an outstanding environment that offers the highest standards of teaching and support. To achieve this, and to define the responsibilities and expectations of all members of this community, our Student Charter states clear expectations for our students, from application through to graduation and membership of our alumni. This Student Charter represents our commitment to developing a stimulating, diverse and safe environment for your student experience. http://www.southessex.ac.uk/higher-education This Handbook contains important information about the structure, content and delivery of your programme including assessment procedures, deadlines and tutorial support. The HE website provides Policies and procedures http://www.southessex.ac.uk/higher-education

Attendance Regulations The College provides a working environment that is based on industrial practice and expectations. In other words, we expect you to organise your time and working practices as if you were employed and to take your attendance and punctuality seriously. You may have a job during your time as a student. This can sometimes cause problems for students who have taken on too much part time work (we recommend a maximum of 10 hours per week), or who find themselves being asked to work when they have classes. The College requires that you treat your time as an undergraduate student with the same degree of seriousness that you would your career. 5

Absences and punctuality All classes are compulsory. If you have a good reason for not being able to attend College you must call the Collegeâ&#x20AC;&#x2122;s Communication Centre on 0845 5212345 and one of our Communications staff will note your absence on the Register system and notify your lecturers that you are not attending that day and why. Serious illnesses, unavoidable appointments and personal difficulties of serious magnitude are the only grounds for absence. Good reasons for absences do not include appointments - which should be organised outside of class time - or slight illnesses such as colds.

Attendance, Punctuality and Lateness Policy If your attendance falls below 90% within a four week period you will be asked to attend a meeting with your Personal Tutor. If your attendance remains below 90% in the next four week period this will be a disciplinary matter and will be dealt with under the Managing Unsatisfactory Student Performance: Academic Performance procedures which could lead to withdrawal from your programme.

Department Information Organisation The Department is led by a Head supported by a Deputy Head and Curriculum managers. All staff are appropriately qualified in their academic and vocational areas and in teaching and learning, many are also current professional practitioners. The Department of Media & Performing Arts is located on the 3rd floor in the Southend Campus. Location of Department teaching and learning centres The majority of the teaching for your degree programme takes place in in the Animation Studios located in the Media centre, though some session may take place on the third floor of The Forum building. The animation studio, in coordination with the Media Centre technician and Coordinator, provide all of the essential software and hardware resources required to successfully complete your programme of study. You are responsible for suppliying additional resources such as design stationary. Website and Library Resources Many of the resources you will need to access can be found on Moodle. Your tutor will provide you with Schemes of work, module guides or explain how you can access these on Moodle. You should access these on a regular basis for information about forthcoming lectures. It is suggested that you use this resource to help guide your reading. The website http://www.southessex.ac.uk/resources-available-now

provides a link to resources available to support your study including e-books and online journals. These provide abstracts of articles and in some cases full texts. You should investigate these valuable resources at the earliest opportunity as they will be an essential source of literature for your programme of study. Your tutor will arrange for a library induction. The team is committed to providing high quality, well researched, stimulating and upto-date programmes in animation. There are four members of staff that are key to the efficient management of your programme: The Head of Department, Deputy Head, Curriculum Manager Programme Leader and the Team Administrator. Head of Department of Paul Smith

Phone number 01702 220516

Deputy Head: Sam Summerson

01702 220516

Curriculum Manager: Sofia Pileci Programme Leader: Dan Bartlett

01702 220516

Team Administrator: Hazel Keeble

01702 220516

Head of Department and Deputy Head The Head of Department has overall responsibility for the programmes run within the Department supported by the Deputy Head. It is their responsibility to make strategic academic decisions and deploy resources in an appropriate manner. Curriculum Managers The Curriculum Manager works closely with the Programme Leaders and the Head/Deputy Head to ensure that policy is implemented and resources are deployed to enable programmes to run efficiently and oversee the quality of teaching. Programme Leader The day-to-day running of your programme is the responsibility of the Programme Leader who makes academic decisions regarding the programme, oversees marking, checks quality, ensures that programme specific policy is developed and implemented as well as sitting on the Board of Examiners. Team Administrator One of the members of the team you are certain to have contact with is the Department Administrator, Hazel Keeble, who performs a range of organisational tasks. For example, they empty the assessment drop-boxes, enter marks onto the student record system and send email notifications to students informing them of the hand-in status of their coursework (i.e. on time or late). Names and Contact Details for the Teaching Team Of course, the most important staff from your point of view are the lecturers. We are fortunate to have an excellent teaching team that has expertise in a range of disciplines within animation, filmmaking, visual effects and concept design. 7

The team aims to provide students with opportunities to develop their own interests within the overall programme and to promote academic excellence in an environment that cultivates and values independence, self-reliance and personal development. The members of the team are specialists in their particular areas of research, with extensive experience of studying and teaching on a variety of degree programmes. Teaching team:

Telephone and email contact:

Name Dan Bartlett

Email: danyl.bartlett@southessex.ac.uk

Academic Interest 2D Animation, Concept Design, Visual Effects, Filmmaking, Curriculum Development Name: June Thomas

Email: june.thomas@southessex.ac.uk

Academic Interest Ilustration, Design, Concept Development Name: Luke Bridger

Email: luke.bridger@southessex.ac.uk

Academic Interest 3D Modelling, Render Systems, Character Animation, Games Development Name: Hayley Adams

Email: hayley.adams@southessex.ac.uk

Academic Interest 3D Animation, 3D Modelling, Games Development Name David Mercer Email david.mercer@southessex.ac.uk Academic Interest 2D Animation, Concept Development, Digital Design Name Tony Sweeney Email: tony.sweeney@southessex.ac.uk Academic Interest: Television and Film Studies, Scriptwriting, Critical Theory and Fan Culture. Name Simon Grainge

Email: simon.grainge@southessex.ac.uk

Academic Interest Television and Film Studies, Film Theory and Fan Culture

Communication Methods If you need to contact your personal tutor, module leaders or programme leader there are a number of options open to you including e-mail, telephone, post, and using staff pigeonholes in the Team Rooms. E-mail -

Firstname.Surname@southessex.ac.uk e.g. (Please note this email address will be used for communicating important information throughout the academic year and it is essential that you register and use this account

Telephone - 0845 5212345 Post -

South Essex College of Further and Higher Education Department of Media & Creative Arts Luker Road Southend on Sea Essex SS1 1ND

Staff may contact you in a range of ways. For important information regarding exam timetables, results, deadline submissions, financial information, notification of work submitted late and key programme information, you will receive information through your College email and sometimes by post. For all other communication staff will use the notice boards around the centres. It is essential that you inform the Department Administrator of any changes to your personal details. Procedures If you come to the team room please see the Department Administrator, so that she may contact the member of staff on your behalf. If staff are not available you can leave a message with her. Please note that: • •

•

Queries or issues related to any aspect of a module should be, in the first instance, directed to the module tutor. Issues not resolved by the module tutor, and all other academic matters, should be directed to your personal tutor or Programme Leader. Personal problems may also be discussed with your personal tutor, especially if they may influence your academic progress but these can also be discussed in confidentiality with Student Services (who can also help you complete an application for extenuating circumstances, should this be necessary). These are located on the ground floor of the Southend campus and by reception at Thurrock and Basildon campus. Matters not fully resolved should be directed to your Department Manager, Paul Smith.

Staff endeavor to deal with enquiries promptly, however, due to teaching and other academic commitments they may not always be immediately available. You can make an appointment to see a member of staff at a later date. Quickest communication is usually by email.

Induction Whether you are a new student at the College or are continuing your studies, your induction is an important part of your programme. The induction gives you the opportunity to understand more about your programme and gives you the chance to meet your tutors and fellow students. You will be provided with information about your programme of study and an introduction to all the resources which are available to support your studies including library facilities, IT facilities and Moodle.

The Collegeâ&#x20AC;&#x2122;s Partnership with the University of Essex The majority of our Higher Education (HE) programmes are validated by the University of Essex, which means that you are working towards a University of Essex award. University of Essex awards are underpinned by rules and regulations which have been developed by the University of Essex. Staff from the College and the University of Essex meet regularly to monitor student performance and achievement at the College. We will ensure that you are fully informed of the relevant rules and regulations and where to find them during your programme induction. If you need any more information please speak to your programme leader/personal tutor, or alternatively to Student Services.

Learning Services Services provided to you are summarised below but more information is available at: http://www.southessex.ac.uk/learning-services

Information Technology Resources The College has extensive IT resources. Higher Education (HE) students have use of the drop-in IT facilities on the 3rd floor of the new Forum which includes both PCs and Macs. You can also access IT facilities in the learning centre at each campus. Students may also use any area for study that is not being used for a timetabled session by signing-in with the staff on duty.

Moodle This provides access to key information relating to your programme including schemes of work, assessment details and learning resources.

Wireless Network You will have access to the Collegeâ&#x20AC;&#x2122;s wireless network so that you may use your own PC and Mac laptops. This will allow you to access the internet and run software that you may not otherwise have access to on your own computer. You will be given more information about this during induction. To access this system please email helpline@southessex.ac.uk 11

Printing Facilities Printing can be collected at any printer on the student network by swiping your card against a card reader attached to the printer and then selecting the documents that you want to print. Any documents not printed will be deleted after 36 hours. A warning email is sent to your college email address before deletion. You will receive an allocation of free pages. Once you have used your allocation, you need to charge up your account with more pages. This can be done using a Credit\Debit card via a web interface (http://student-print.southessex.ac.uk/safecom), there is a minimum charge of ÂŁ10 using this method, or using the printer charging cash machine located in the learning centres.

Student email All students are given their own personal email account. This web-based Outlook email account is where the College will contact you throughout your time with us. Access is available wherever you have an internet connection. It is essential that you check your email regularly as all key information relating to your programme will be provided by email. Please follow this link for more information https://www.southessex.ac.uk/student-login

Student services The College has a range of support services designed to help students to achieve their full potential and to get the most out of their studies. These form a coordinated network of support, and are an important part of the overall student experience at the College. Support services aim to be accessible to students and responsive to their needs. Further information on the wide range of student support provision on offer, and up to date contact details can be found on Moodle or you can email HESupport@southesssex.ac.uk. Careers Advice Student Services offer a careers service that can to help you clarify your career plan or find about all the options available to you. For a confidential careers interview with the Higher Education Careers Officer in Student Services by emailing HESupport@southesssex.ac.uk or calling 0845 52 12345. Disabled Students If you have a disability, specific learning difficulty or long term medical condition you are encouraged to tell Rob Garden Learning Mentor who is based in Student Services, The Forum, so that individual arrangements can be made. You can use the drop in service for Student Support or email HESupport@southesssex.ac.uk.

Student Engagement The College is committed to listening and responding to learners. The Student Union is the starting point for positive change. All programmes will be asked to nominate a Programme Representative, who will represent their group and be invited to Union meetings to feedback on their programme, charity and social events.

HE Student Union Every student at South Essex College is automatically a member of the Student Union which is run by students with the aim of making the student experience even better. Higher Education Student Union holds four meetings per year, chaired by the Sabbatical Officer, Higher Education, at which all Programme Reps are welcome. Between meetings, you can keep up to date with all the gossip from Student Union on our website and on the Collegeâ&#x20AC;&#x2122;s Facebook pages. Student Union Facebook (www.facebook.com/secsu), Student Union email address (studentunion@southessex.ac.uk) Student Union website (www.secsu.org) under the student engagement section. PROGRAMME BOARDS These are termly meetings of the programme team. The purpose of these meetings is to allow both students and staff to share information and discuss issues relating to their programme. The role of the Programme Representative is important as they speak on behalf of their peers, representing their views. The HE Programme Board will normally meet termly and you will be advised of the dates at least one week prior to the meeting taking place. ACTION TAKEN AS A RESULT OF PROGRAMME BOARD FEEDBACK IN 201314 The second and third years of the BA (hons) Digital Animation programme have been completely rewritten and restructured in response to comments and suggestions made by both external examiners and students. The new modules now pay closer focus to specific technical and academic principles, and are designed provide students with a wider scope of employment options upon completion of their studies. The length of practical modules has been extended to allow greater amount of time to be spent developing vocational animation skills, in turn increasing the quality of work produced.

Student Feedback You will also be asked to complete student surveys and module reviews during the academic year; this information is used to improve your learning experience. Module Review You will be provided with an opportunity to give feedback on the content and delivery of modules by means of the module review process. Annual Student Satisfaction Survey An annual satisfaction survey is undertaken in March which asks you questions about your teaching and learning experience. This provides us with essential information to help us make improvements for students. If you are a final year students you will also be asked to complete the National Student Survey (NSS) by the external agency, Ipsos MORI, which enables information to be provided publicly on the UK student Higher Education experience.

Programme Details The Degree Structure The academic year is divided in to terms, the majority of HE teaching is delivered in terms 1 and 2. Table 2 outlines the order of teaching. Please note that Modules are subject to change in both order and content throughout the three years of the programme Table: Order of Teaching Year 2 ADDAN 201 ADDAN 202 ADDAN 203 ADDAN 204

Cultural Studies Concept Development Narrative Animation Character Animation

Year 3 ADDAN 311 ADDAN 302 ADDAN 303 ADDAN 304

Dissertation FMP Development Final Major Project Professional Development

Philosophy/Purpose of the programme

The Digital Animation degree programme is designed to provide you with the skills, knowledge and experience required to become a successful designer in an exciting creative media industry environment that is currently undergoing significant changes. You will engage with our experienced lecturers who come from a wide range of disciplines to increase your technical ability, expand your understanding of the digital animation world, a rapidly growing industry which can be seen in a wide range of areas including animated film, special effects, childrenâ&#x20AC;&#x2122;s animation, web design and games design. The technology used to produce modern animation changes and improves constantly and there is an unprecedented demand for animated films. This degree offers a unique approach to digital animation within a broad media context that will effectively prepare you for successful progression to the career of your choice.

Aims of Each Year Year 2 Will allow you to address the subject areas in greater depth and apply and evaluate their underlying theories. You will also play a more active role within the learning process, both for yourself and your peers, through increased seminar and formal presentations. Year 2 contributes 40% towards your degree classification and is therefore very important to achieving a high classification. Year 3 Year 3 contributes 60% towards your classification and has primarily focuses on autonomous study. This is further emphasised within the dissertation, (an 8,000 word independent research project). . Modules employ a wide variety of teaching and learning strategies. (E.g. lectures, presentations, activities, whole class discussions, small group and student presentations). Assessment methods for the modules are similarly varied, ranging from those that are assessed by coursework or a portfolio, to those that are assessed by a combination of student presentations or coursework essays and an examination.. Teaching and learning hours Each module is allocated approximately 45 hours which is usually 3 hours of teaching per week. Where modules contain a practical element sessions teaching will involve a mixture of formal teaching and laboratory sessions. Remember that tutors are not the sole source of knowledge; they are there to facilitate learning. For every hour of contact time with your module tutors you will be expected to engage in a further 2 hours of independent study.

Teaching, Learning and assessment strategies Your programme will be delivered using a range of teaching, learning and assessment strategies supported by tutorials. Additional private reading will be necessary to expand contextual understanding. This table shows a summary of the most common strategies used. Tea Teaching/learning/ assessment methods Presentations/lectures

Description

Workshops

Workshops provide a forum for discussion, role-play, peer-to-peer learning and team working. Students work with conflicting ideas and build confidence and skills in group facilitation and presentation.

Seminars

Students present their own work with the support of the group. Encourages active learning and peer-to-peer learning.

Presentations/lectures provide students with knowledge and theory. These are supplemented with reading lists.

Tutorials

Individual tutorials allow students to discuss specific projects, respond to feedback and reflect on learning and practice.

Case Studies & Field Trips

Case studies in class and visits enable students to link theory to practice and work through examples.

Simulations, Exercises & Role Play

Encourages pro-active learning through experience; provides opportunities to link theory to practice and engage with different perspectives. Exercises develop skills in applying tools, methods and research methodologies.

Independent Study

Independent study and reading enables students to develop skills in working autonomously and to identify, plan and carry out a project.

Coursework, Research & Dissertation Feedback

Students are given the opportunity for individual feedback from tutors on drafts of essays and other work before submission for assessment. This enables students to respond to feedback, develop knowledge and critical skills; as well as refining communication skills.

Student presentations

Develops skills in communication, debate, dialogue and teamwork as well as providing opportunities for peer-to-peer learning and engaging with different perspectives.

Learning Journal

Students keep a journal to relate learning to their own experience which enables active engagement between practice and learning.

Research Skills, Methods and Dissertation

Research methods and skills are delivered through dissertation preparation modules. Research methods workshops develop skills in research design, planning and implementation; presentation skills and report writing, bibliographic skills; management and analysis of qualitative and quantitative data with applications relevant to the programme.

Reflective Inquiry

Reflective inquiry learning sets encourage students to take ownership of learning and encourage continual cycles of reflection, refinement, action and experimentation.

Participatory Learning Methods

A wide range of methods are used to enable experiential and embodied learning and to link theory to practice.

Programme specifications This is an important document as it gathers together key information about the level and content of the award you are aiming for. It can assist you with personal academic planning and career preparation. The College is required to publish programme specifications and these are available on Central course documentation pages on Moodle. A programme specification consists of three parts A

General Information

The title and level of award; the institution responsible for delivery and or validation of the award; the overall aims of the programme. B

Learning Outcomes 17

The skills and areas of knowledge that students who successfully complete the programme will typically demonstrate, and which students will encounter during the programme. These are described under four headings: • • • •

Knowledge and understanding Cognitive skills Practical skills Key (transferable) skills

Alongside each set of outcomes are details of the learning and teaching methods used to delivery these outcomes and the assessment methods used to enable you to demonstrate your achievement. C

Scheme Structure

A statement of the modules delivered in each year of the programme. AIMS OF THE PROGRAMME The BA (Hons) Digital Animation aims to meet the needs of students wishing to pursue a career in animation together with associated creative media industries. The programme will also enable its graduates to develop an understanding of the theory, issues and debates inherent in media production, which combined with expertise in relevant media practices, will equip students for postgraduate study. Module Aims and Intended Learning Outcomes These will be outlined in the module guides available on Moodle.

Assessment Assessment deadlines Each assessment will have a deadline set at the beginning of the academic year. The Assessment Schedule below provides a summary of these deadlines. We endeavour not to change deadline dates once set, but should unforeseen circumstances arise you will be notified of changes by your Programme Leader. If you are unsure of a deadline date please check with the department administrator. The College uses Moodle for assessment submission and you will be provided with information about this during induction. Deadlines must be adhered to at all times, and all work should be submitted by the date and time stated on the assessment schedule (included in this handbook), to Moodle. Work submitted late, but within two weeks of the deadline will be capped at 40% (that is, will receive a maximum mark of 40%). Students will be entered as a non-submission ten working days (two weeks) after the deadline date and will therefore be given a mark of 0. Please do not attempt to submit coursework after ten working days of the original deadline as it will not be marked and will be returned to you. All formal acknowledgements for hand-in of work/completion of assessments will be via your College email account which will be your Student ID Number followed by @southessex.ac.uk. It is essential that you frequently access your email account for this reason. We do not use personal email addresses.

Assessment submission All coursework must be submitted via Moodle. Your submitted work must be marked clearly with your Student ID Number (not your name), Course Title, Module Code, Module Title and the elements of assessment being handed in. For example: Student ID 50002345 BSc (Hons) Sports Studies SP222 â&#x20AC;&#x201C; Sports Development Assignment 1 â&#x20AC;&#x201C; Portfolio Deadline Date: . Exceptions to this method of hand-in is where it has been agreed in advance for large installations/coaching sessions etc. that will be assessed on-site.

Examinations If you are on a programme which includes examinations there are 3 exam periods during the academic year in January, May and August (Resit Exams only). These are all published on the assessment year planner. Students cannot request specific dates for examinations these are set centrally and all students must make themselves available for examinations during the dates published on the assessment year planner.

The Examination timetables are usually published 4 weeks prior to the examination periods on Moodle and sent to your college email account. The timetable will also provide information about location, date, time etc.

ASSESSMENT SCHEDULE 2014-15 (ALL EXAMINATION DATES ARE SET CENTRALLY BY INFORMATION SERVICES IN LINE WITH THE HIGHER EDUCATION ASSESSMENT YEAR PLANNER) YEAR 2 YEAR 2 MODULE CODE & TITLE

ASSIGNMENT

WEIGHTING (%)

HANDOUT DATE

DEADLINE

ADDAN 201 Cultural Studies

Research Essay Dissertation Proposal

70 30

15th Sept 2014

09-2-15 08-5-15

ADDAN 202 Concept Development

Concept Pitch Electronic Workbook

30 70

ADDAN 203 Narrative Animation

Portfolio Product

40 60

ADDAN 204 Character Animation

Animation/Journal 3D Environment

HE Week 1 15th Sept 2014

21-11-14 01-5-15

HE Week 1 15th Sept 2014

09-1-15 15-5-15

HE Week 1 70 30

15th Sept 2014 HE Week 1

27-3-15 22-5-15

FEEDBACK DUE DATE (should be within 4 weeks)

YEAR 3 MODULE CODE & TITLE

ASSIGNMENT

WEIGHTING (%)

HANDOUT DATE

DEADLINE

ADDAN 311 Dissertation

Presentation Dissertation

10 90

15th Sept 2014

28-11-14 27-2-15

HE Week 1 ADDAN 302 Presentation Final Major Project Proposal Pack Development

30 70

ADDAN 303 Animation Product Final Major Project Evaluation

90 10

15th Sept 2014

24-10-14 09-01-15

HE Week 1 15th Sept 2014

22-05-15 22-05-15

HE Week 1 ADDAN 304 Professional Development

Online Publication Portfolio

50 50

15th Sept 2014 HE Week 1

22-05-15 22-05-15

FEEDBACK DUE DATE (should be within 4 weeks)

Assessment Layout • • • • • • •

Word Processed 1.5 line spaced One sided Font size 12 Correctly Referenced (see Reference Guidance) Consistency in format (particularly titles) Front sheet attached (see paragraph above) Add information about other types of assessment e.g. films etc.

Assessment Word Count Word count will be specified for all written assignments. Any abstract, contents page, title page, headings to tables or charts etc. and the bibliography are all excluded from the word count. Appendices are excluded from the word count only if they include material which examiners are not required to read in order to examine the assignment, but to which they may refer if they wish. Appendices may not be used as a device for extending the main text. If a student exceeds the specified word count by more than 10%, the excess text will be ignored when the work is assessed. For example, if a word count of 3000 is specified, any text beyond 3300 words will be ignored.

Submission of draft work for feedback Students may submit drafts of assignments to tutors in order to obtain feedback and guidance; however, they will only be allowed to submit the whole assignment or any part of it once only. Lecturers do recommend that in many cases handing in a draft may not be the best use of the lecturer for receiving support and guidance. You may find it more beneficial to have an academic discussion with the lecturer about a key aspect of the topic or your approach to the assignment in order to obtain specific advice. For example, you may wish to discuss a research paper with your module leader because you would like to include its findings in your assignment but would like to ensure you have interpreted the data correctly. You will find that this feedback is often more useful as feedback on drafts is inevitably quite generalized. Please note that: • • • • •

Draft assignments may be handed in no later than two weeks before final submission for feedback. Draft submissions will be accepted by email. Students are allowed to hand in only completed drafts and not sections of an assignment piece by piece Module leaders will not give you an indication of the grade you are likely to obtain. Please do not ask them to do so. Feedback will not be exhaustive; it will only cover fundamental errors or key areas for improvement.

• •

Lecturers will not give feedback directed towards obtaining a particular grade (E.g. ‘What do I need to make this a First?’) Lecturers will not correct poor English, grammatical errors or punctuation. They will merely indicate this as an area for improvement.

There are special rules which you must follow for the submission of drafts for the dissertation module. Please refer to the dissertation handbook.

Ethical Clearance Some assessments e.g. dissertations are subject to Ethical clearance. During your studies you may be expected to carry out quite extensive research, which some-times may raise ethical issues and concerns; so you will need to get Ethical approval 1. For those modules requiring ethical approval, you will be asked to complete an Ethical Review Form and submit this to the faculty administrator with the research proposal. The Ethical Review Form will enable the Department Research Ethics Committee to identify the level of ethical approval required for the specified research. 2. Those whose proposals do not receive ethical approval are supported to make amendments to methodology/research questions as appropriate. 3. You will be notified of your supervisor and will receive a Dissertation Handbook containing the Department’s Dissertation Research Policy.

Who and what are external examiners? External examiners are part of the Quality Assurance process for Higher Education. External Examiners are normally academics from other higher education institutions. External Examiners come to give an impartial view of the programme and independent advice. Some of the areas External Examiners will look at include whether: • • • • •

the programme meets its stated aims the assessments and types of assessment in modules are appropriate and of comparable standard to other institutions the marking has been applied fairly on assignments and the marking scheme/grading criteria have been properly and consistently applied The assessment process complies with the University of Essex Rules of Assessment The curriculum remains current.

The Quality Assurance Agency for Higher Education (QAA) review institutions approximately every 6 years. The QAA have created the UK Quality Code, http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code which sets out the Expectations that all providers of UK higher education are required to meet.. Part of the Code addresses external examining. The QAA expect all institutions to publish External Examiner names, their position and the institution they come from to all students. External Examiner reports are published on your Moodle course page and will be discussed in detail at the Autumn programme board, so if you want more information on their reports talk to your course rep or speak to your Head of Department. External Examiners are in place to make an independent overview of processes, please do not contact them directly. The external examiner for this programme is Chris Webster Position and Institution name: Programme Leader – MA Animation, University of the West of England, Bristol School of Animation

Policies and Procedures for Higher Education Programmes Policies and procedures apply to all Higher Education programmes, please ensure that you familiarise yourself with these. This section of the Handbook aims to give you a brief overview of policies and procedures that apply to Higher Education students studying on University of Essex programmes. For further details please refer to http://www.southessex.ac.uk/higher-education. A summary of the key HE policies follows: • • • • • •

Marking and Marking policies Extenuating Circumstances Policy and Guidelines University of Essex Rules of Assessment Academic Offences Intermission Procedure Academic Offences, Plagiarism and Referencing

Marking and Marking policies All assessments are subject to single marking with moderation except where the work comprises 30 credits (e.g. all dissertations). A sample of assessments is moderated by a second marker/moderator to ensure that marking is fair and assessments have been marked against the assessment criteria. Examinations - All year 1 examinations are single marked with moderation as per course work. Year 2 examinations are marked and sample moderated if the exam represents 50% or less of the module assessment. If the exam represents 50% or more of the module then they are second marked. All year 3 examinations are second marked. If you do not understand a grade you have received for an assessment you should make an appointment to see your personal tutor/module leader/programme leader to discuss the grade and feedback provided.

Anonymous marking This University policy requires anonymous marking. Anonymous marking is the ‘marking of students’ submitted work without their identity being revealed to the person carrying out the marking at the time the work is marked, so that the assessment is unbiased’ (www.qaa.ac.uk). The main reason for anonymised marking is that the University perceives it to fairer. Anonymity helps to ensure that conscious or unconscious prejudice does not affect marks, and that each piece of work will be judged on its merits and not in relation to the marker’s other impressions of the student. How the system operates Students should submit all coursework with a coversheet which contains your student number. Any additional forms (student support coversheets / extenuating lateness forms etc) should contain your student number only, and not your name. Where you have approved special circumstances Student Support Services will issue you with a coversheet to include with assessment submissions. 26

How you are assessed and graded and how you receive feedback The College Policy is that you should normally receive written feedback within 4 weeks of submitting your assessment for marking. An assessment feedback sheet will be completed providing assessor comments and the grade for your work. Year 1 work will be returned to you. Year 2 and 3 assessments need to be available for review by the external examiner at the end of the year â&#x20AC;&#x201C; your programme leader will confirm these arrangements. The assessment schedule provides the dates by which you will receive written feedback on your assessment. All assessments (coursework and exams) will be marked using Assessment Grading criteria (see appendix 1). You will receive a detailed assessment brief which will also provide assessment criteria which detail the specific requirements of each assessment. Feedback on coursework is extremely important, as it is a key element in assisting you to become an effective learner. Feedback on written work normally takes the form of annotations on the text. These will range from corrections of spelling, grammar and referencing to comments on content and points of argument, a summary comment on the cover sheet which will suggest further development or improvement, and a numerical mark. Feedback may be given during timetabled sessions, individual tutorials or private appointments with tutors. At the end of the year, a provisional percentage mark will be calculated for each module based on your performance in coursework and exams. All grades provided during the year are provisional until they have been approved by The Board of Examiners (see below).

What happens if things donâ&#x20AC;&#x2122;t go to plan? Late submission of assessments Department administrators and tutors are not permitted to give you an extension for any reason. Work handed in up to 2 weeks after the deadline date will be capped at 40%. After 2 weeks (10 working days) you will not be allowed to submit your work. Late submission does not apply to the summer resit period and any summer re-sit work required following the final exam board must be submitted by the date given on the Higher Education Assessment Year Planner. As in the workplace, deadlines must be adhered to and it is our goal to prepare you for this. The rules of assessment state clearly what you need to achieve in order to pass the module/year. If you are having difficulty with this aspect of your learning please discuss it with your personal tutor. He or she will be happy to help you prioritise and plan your work. If you miss a deadline and this is due to circumstances beyond your control then you can apply for extenuating circumstances/late submission â&#x20AC;&#x201C; see below.

Missed exam or absence from an exam If you miss an exam it will be treated as a no show. If this is due to circumstances beyond your control then you can apply for extenuating circumstances. Evidence is required to support your claim and must cover the date of the exam otherwise your claim will be rejected.

Extenuating Circumstances Policy and Guidelines Extenuating circumstances are formally defined as “circumstances beyond the student’s control which cause the student to perform less well in his or her coursework or examinations than he or she might otherwise have been expected to do (on the basis of other work). In general, extenuating circumstances will be of a medical or personal nature affecting the student for any significant period of time and/or during the examination period.” Boards of Examiners will consider extenuating circumstances ONLY if they are reported in advance of the examiners’ meeting. Students who wish to report extenuating circumstances must complete an Extenuating Circumstances Form (see links below). There are guidelines to accompany the extenuating circumstances form and these explain what kind of documentation you need to support your claim. The form must be returned to the address provided on the form by the published deadline. Students who do not submit a form in advance will not be able to appeal against the decision of a Board of Examiners or Examinations Committee on grounds of extenuating circumstances later. It is essential that you complete extenuating circumstances forms carefully and provide all relevant information, including the action you would like the Board of Examiners to take. Evidence is required to support your claim and if it relates to an exam then specific medical evidence which covers the date of the exam must be supplied otherwise your claim will be rejected. We strongly advise that you seek guidance in completing the form, please see your personal tutor or contact Student Services. HESupport@southesssex.ac.uk The Guidelines for reporting extenuating circumstances and extenuating circumstances forms are available http://www.southessex.ac.uk/higher-education under Policies and Procedures link. Procedures relating to extenuating circumstances for late submission of coursework Separate guidelines are available for regarding claiming extenuating circumstances for late submission of coursework. If you are unable to meet the specified deadline but can submit the work within 2 weeks of the deadline, there may be circumstances in which the capped mark can be uncapped. Such circumstances must be exceptional and beyond your control. It is possible for late submission to be approved in advance for exceptional circumstances such as hospital treatment etc where you are unable to submit on the deadline but can submit within the two week late period.

The extenuating circumstances procedures should be used for unexpected and short-term problems. If extenuating circumstances are long-term and likely to have a significant impact on your studies, then you should apply to intermit (see below). The deadline for submitting Extenuating Circumstances is 5th June 2015 and for claims relating to resits is 21st August 2015: If you have a persistent medical condition, specific learning difficulty or disability, you should disclose the information to Student Services on a selfassessment form at the start of your studies or at any point during the year if your circumstances suddenly change. This ensures that Special arrangements can be put in place as extenuating circumstances should not be used for ongoing medical conditions or learning difficulties. Student Services will be able to provide information about applying for the Disabled Students Allowances which provides funding to support you.

Special arrangements for assessment and student support If you require any additional support or special considerations in regard to exams or other assessments, it is your responsibility to inform the College before your assessments take place. Applying for student support for Higher Education programmes is very different from Further Education, so it is essential that you see a student adviser in Student Services as soon as possible. Special arrangements will also be considered on religious grounds, please ensure that you make requests as soon as possible following enrolment. Special arrangements for exams and coursework should be requested by completing the Special Exam/coursework Considerations forms. These forms can be obtained from Student Services. The form will need to be accompanied by evidence of your difficulty or disability. Student services will provide you with further information.

What happens at the end of the year The Board of Examiners and Final Assessment Results The Board of Examiners for your degree programme confirms assessment marks and makes all decisions on progression and awards in accordance with the Rules of Assessment. The Board is chaired by the Dean/Associate Dean of Academic Partnerships, University of Essex, and for years 2 and 3 is attended by the external examiner for your degree. The Board meets in July and early September to consider resits.

Publication of Results You will be able to access all your results and the decision of the Examination Board on the College website http://www.southessex.ac.uk/higher-education after the Boards have been held (usually within 48 hours of the Board of Examiners - A detailed end of year Progression and Awards briefing sheet will be published towards the end of the academic year giving dates of individual Exam Boards and other relevant information). The published results will indicate if you have passed and are therefore able to progress to the following year, whether you have to re-sit any modules; or, if you are a final year student, it will indicate your final classification or 29

award. You will be invited in to re-enrol during July 2015 and will be provided with a printed academic transcript.

Failure of Module/s If you fail a module, the Exam Board will recommend what action is necessary and what re-sits are required. However if you fail more than 60 credits then you will need to repeat the year/modules (see rules of assessment below). A fee is levied for all re-sits and these take place either over the summer or in the following year depending on how many modules need to be retaken. You will not be entitled to tutorial support during the summer re-sit period but will be able to see a tutor to clarify re-sit requirements. You will be given more information about the deadlines for accessing results and tutors in the end of year briefing notice which is published on the HE results website.

University of Essex Rules of Assessment The Undergraduate Rules of Assessment apply to all students across the University. Rules of Assessment are used to determine whether you can progress from one year of study/stage to the next, and also your degree classification in your final year of study. The rules of assessment and frequently asked questions are published here: http://www2.essex.ac.uk/academic/students/ug/rules.htm Your first-year results do not affect your degree classification, which is based on second and final-year results. The Rules of Assessment permit a limited amount of condoning of failed credits, where students are allowed to proceed to the next stage or complete their degree with failed credits. There are a maximum number of credits that can be condoned and ‘core’ modules cannot be condoned. You should see the Programme Specification for your course to see which modules are ‘core’, and refer to the Rules of Assessment for your course for any specific requirements. In general, you will need to achieve a mark of 40% to pass each module and achieve the required number of credits at the required level in order to progress to the next year of the course or be eligible for the award. University of Essex awards are subject to a maximum period of study, within which an award must be achieved. The maximum period of study is set from the date when a student is first admitted to an undergraduate programme and changes of course, repeat years and periods of intermission are normally included within the maximum period. Full details of the maximum period of study permitted for University awards can be found in the Rules of Assessment.

Academic Appeals You can appeal against a decision by the Board of Examiners if you believe that the decision is wrong. You can only appeal on two grounds: 1. Because you had extenuating circumstances which had not been considered by the Board of Examiners and which you could not reasonably have been expected to make known in advance. 30

2. Because you believe that procedural irregularities have occurred that breach the assessment procedures of the College or the University. Please Note: You cannot appeal because you believe that you should have been awarded a higher mark for an assessment or a higher class of degree. The academic appeals policy and procedures for making an appeal are on http://www.southessex.ac.uk/higher-education. And the deadlines for making an appeal is given on the Assessment Year Planner (see Appendix 1). Academic Appeals Deadlines for year one and two students are two weeks after results are published following the July exam board meetings and September re-sit exam board. Academic Appeals Deadlines for year three students are four weeks after results are published following the July exam board meetings and the September re-sit exam board. If you decide after reading the Academic Appeals Policy and procedures that you have grounds for an appeal you should apply as soon as possible after receiving your results. Appeals made after the deadline will not normally be considered.

Intermission Procedure (Interruption of Study) The process of interrupting a programme of study is called intermitting. You can apply to intermit if: • You need time to cope with or recover from poor health, emotional stress, personal or family problems (you may be advised to do this when you have considerable extenuating circumstances) • You feel that you need time out from education • You want some work experience. You can only intermit with the permission of the University of Essex. You must seek permission using the Intermission Procedure. The deadline for application is the 20th April 2015. Please Note: Each programme has a maximum length of study and intermission counts towards this. For example, a 3 years Honours degree needs to be completed in 5 years.

Academic Offences, Plagiarism and Referencing One of the most serious of all academic offences is to make it seem that the work of others is your own. This, and any other form of academic offence, is taken very seriously by the University and the penalties are severe. For example, this can mean receiving a mark of zero for a piece of work, or in certain circumstances being required to withdraw from the University. Therefore it is not in your interest to commit

an academic offence in any of your submitted work or in any test or in any examination. Students are required to reference their sources properly, and failure to do so can lead to an allegation of an academic offence. When submitting any piece of work (e.g. essay, report, dissertation, or thesis) you will be required to acknowledge any assistance received or any use of the work of others. What do we mean by an academic offence in examinations and coursework? An academic offence in examinations includes copying the work of another student or communicating with another student in an examination; and introducing any written, printed or electronically stored information into an examination, other than material expressly permitted in the instructions for that examination. An academic offence in coursework includes using the work of others (whether written, printed or some other form) without acknowledgement, whether this has been the result of negligence or of intention to deceive. It is therefore very important that you learn how to reference your work properly, and that you familiarise yourself with your departmental guidelines on referencing. If, after having read the guidelines, you are still unclear about referencing, you must talk to your tutor before you submit your assignment. Ignorance of the regulations will not be accepted as a defence against an allegation of an academic offence or negligence in referencing. You may also be accused of an academic offence if you repeat work previously submitted for an assessed assignment without full acknowledgement of the extent to which that previous work has been used; in other words, if you hand in the same or a very similar essay to one that you have already submitted. You should note that it is also an offence for a student knowingly to assist another student to commit an academic offence, whether in an examination, or in any other piece of work. Sometimes students who have been working together end up submitting almost identical work and are accused of an academic offence. While we do not want to dissuade you from working with or discussing your work with another student, you must be careful that you do not collaborate too closely, and it would be wise to seek advice from your tutors on the limits of collaboration before you submit your work. Details of the regulations relating to these and other academic offences and the procedure for dealing with allegations of academic offences are published in http://www.southessex.ac.uk/higher-education under Policies and Procedures link. Further guidance on how you can avoid plagiarism is also available online at www.essex.ac.uk/plagiarism and includes definitions of plagiarism, an online test and some common mistakes. You will be introduced to referencing and plagiarism during your induction and your lecturers will explain how to reference and provide guidance on following the recommended Harvard system. You will also be told about â&#x20AC;&#x2DC;Turnitinâ&#x20AC;&#x2122; and how this is used by the College to check for plagiarism in submitted work. You will be asked to sign a declaration to confirm that you have read and understood the policy on plagiarism and referencing.

What is plagiarism? Plagiarism means reproducing the words or presenting the ideas of other writers, without citing them by name and referencing your sources (in effect, presenting such work as if it is your own). Plagiarism is intellectual theft and is regarded very seriously. You will be plagiarising if you: • • •

copy someone else's work and pretend that it is your own copy sections of someone else's work and just change the odd word or phrase submit the same piece of work for two different assignments, even if they are for different modules

There are 2 main forms of plagiarism: 1. COPYING – is the most obvious form, although there are different ways and degrees (and hence scope for misunderstanding). The following all constitute plagiarism: •

•

Using somebody else’s exact words (whether in large chunks or just individual sentences or phrases without acknowledgement). Under copyright laws the maximum quote allowed is 300 words. Using somebody else’s words with only minor amendments (e.g. simply substituting individual words for your own). This is known as paraphrasing. Using somebody else’s arguments or ideas (even in your own words), without acknowledgement

Any report or assignment submitted must be entirely your own unaided writing and should not contain any elements cut and pasted from other documents, whether written by your colleagues or sourced from third parties or the web, except with explicit acknowledgement of the source. Any directly copied text should be placed in quotation marks (“……..”). You should understand that you will gain no credit for this quoted text, as it does not represent your own thinking, hence such quotes should be used very sparingly. 2. SUBMITTING THE SAME WORK TWICE - even when it’s your own work, you will be plagiarising if: •

you hand in the same piece of work for more than one assignment (or a piece of work that reproduces significant chunks of a previous assignment)

Remember: this applies to all your source material, whether you are using books, journal articles, newspaper articles, other people's essays, visual media or web sites. It also applies to your tutor's handouts. At the beginning of your programme, you will be required to sign a declaration to confirm that all coursework and answers to examination questions produced will be your own work and that where you report the work of other people; you will fully reference this work, regardless of its source. 33

Policies relating to professional programmes â&#x20AC;&#x201C; Social Work There are specific policies and procedures for this programme which you will be provided with in your Placement Handbook. These are Suitability Procedure for BA (Hons) Social Work which includes the University of Essex Fitness to Practise Procedure and Placement Learning Whistleblowing Procedure.

Working in Groups If you assess group work then You must provide students with an explanation of the procedure you use for group work and there must be individual grade see revised policy â&#x20AC;&#x201C; managing group work guidelines are available please consult this before writing this section (example given below). Example Procedure used for assessing group work In whatever job you end up taking you will be working with other people. Some of them will become personal friends; some will become trusted colleagues and some you will simply not like. One of the marks of professionalism is that this should in no way affect your work. Part of the objective of asking you to work in a group that you have not chosen is for you to learn how to cope with this situation. You need to develop strategies to ensure that work of the highest standards is produced whatever the internal workings of the group. Even negative experiences contribute to your learning process if you are determined to make the most of them. For the most part students are allowed to self-select groups with some supervision to ensure suitable group sizes appropriate to projects undertaken. On occasion it may be beneficial for group membership to be varied from module to module in order to offer a richer experience for students. The assessment process will normally allow students to be graded independently from the group grade to reflect their individual contribution. Grades may be adjusted either up or down from the group grade to reflect this. This process will be explained in detail within the Assignment Brief as appropriate.

The Tutorial Framework Personal Tutoring, advice and guidance procedures in the Department â&#x20AC;&#x201C; what students are entitled to expect and the boundaries (see example below), if there are dissertations it is useful to explain what level of support is available The College Tutorial System is based on individual student needs which ensure a flexible and student-centered approach. You will be allocated a personal tutor, and tutorials will be timetabled as part of the seminar programme. Your relationship with your Personal Tutor is an important one. You should inform him/her immediately of any factors that are affecting your ability to study and complete work, i.e. illness or personal problems. If your Personal Tutor cannot help you he/she will be able to refer you to professional advisers or counsellors.

Tutorials are designed to assist students with their individual needs. Some students may need to concentrate on improving study skills, some on research skills, some examination technique, among others. You should discuss your specific needs with your tutor. If you are having difficulty identifying areas for concentration, your tutor can help with this. The Tutorial Plan below details examples of the advice available and when you are likely to find such help beneficial. TUTORIAL PLAN Sept 2014 â&#x20AC;&#x201C; June 2015 Week Year ONE commencing 15.9.2014 The HE Calendar & Regulations Deadlines & Planning Library Induction Athens Induction

Year TWO

Year THREE

The HE Calendar & Regulations Deadlines & Planning Presentation Skills Adv. Research Techniques Individual Learning Plan

The HE Calendar & Regulations Deadlines & Planning Project Planning Peer Presentation

Half Term

Presentation Skills

Critical Analysis Year 2

Time Management

What is a Critical Analysis? Assignment Drafts

Time Management

Critical Analysis Year 3

Assignment Drafts

Assignment Drafts / Time Management Personal Development Plans

Assignment Drafts

Personal Development Plans Trouble-Shooting

Personal Development Plans Careers Advice

Module Review

Christmas Break

How to write an essay / Successful Research Half Term

Trouble-Shooting Action Plans

Dissertation Planning

Christmas Break Post-Graduate Study

Action Plans

Action Plans Trouble shooting

The HE Calendar & Regulations Assessment Feedback

The HE Calendar & Regulations Plugging the Gaps

Half Term Research

Presentation Skills

Individual Learning Plan

Assignment Drafts

Trouble-Shooting

Assignment Drafts

Personal Development Plans Trouble-Shooting

Personal Development Plans

Assessment Feedback Easter Research

Easter Break

Assessment Feedback

What happens in Year 2? Summer Research

What happens in Year 3?

Assessment Feedback

Personal Development Plans

Summer Research

Easter Break

Destination & Graduation Assessment Feedback Personal Development Plans

Study Skills It is recognised that some of you may be returning to college after a gap of some years. The University of Essex provides resources to support your study skills development: http://www.essex.ac.uk/myskills/skills/studying/default.asp If you require support with your study then your Personal Tutor can provide guidance on study skills as part of the tutorial system. Student services also offer a general study skills workshop session that many students have found beneficial.

Learning Resources to Support the Programme It is important that students are provided with a reader friendly overview of the sorts of resources that they can expect to access during their time as an HE student and where those resources are. Resources attracted the lowest score in the student satisfaction survey so it is important to ensure that students understand what they are entitled to

GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 5

Cognitive Skills

Knowledge and Understanding

Generic Learning Outcomes

Assessment criteria by level Characteristics of student achievement per mark band â&#x2020;&#x2019;

70%+

60-69%

50-59%

40-49%

Work that falls short of the threshold standards

Work of a distinguished quality

Work of a commendable category

Knowledge and Understanding

Has detailed knowledge of well established theories and concepts. Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure.

Provides a broad and detailed knowledge of major theories of the discipline(s) and a distinguished grasp of a variety of ideas, contexts and frameworks.

Provides a strong detailed knowledge of major theories of the discipline(s) and an assured grasp of a variety of ideas, contexts and frameworks.

Provides a firm and detailed knowledge of major theories of the discipline(s) and a sound awareness of a variety of ideas, contexts and frameworks with no serious inaccuracies.

Provides a broadly satisfactory knowledge of major theories of the discipline(s) and a broadly satisfactory awareness of ideas, contexts and frameworks with no serious inaccuracies.

Fails to display an adequate knowledge of relevant theories, ideas, contexts and frameworks. Work contains an unacceptable level of misunderstanding of key concepts, principles and theories.

Conceptualisation and Critical Thinking

Identifies and communicates principles and concepts derived from underlying knowledge frameworks and approaches, and recognises competing perspectives.

Demonstrates a rigorous and broad grasp of relevant principles, concepts and competing perspectives and clearly identifies and communicates these effectively.

Demonstrates a strong grasp of relevant principles, concepts, and competing perspectives and clearly identifies and communicate these effectively.

Demonstrates a firm grasp of relevant principles concepts, and competing perspectives and the ability to identify and communicate these.

Demonstrates an adequate grasp of relevant principles and concepts.

Limited grasp of relevant principles and concepts.

Sound work

Broadly satisfactory work

0-39%

Problem Solving, Research and Enquiry

Synthesis and Creativity

Analysis and evaluation

Designs research to provide new information and/or explores new or existing data to identify patterns and relationships. Uses appropriate theoretical models to judge the significance of the data collected. Recognises the limitations of the enquiry.

Uses discipline-related resources in a confident and distinguished manner. Manages information (including referencing resources), collects appropriate data from an extensive range of resources and develops strong research and problem solving strategies.

Uses discipline-related resources a commendable manner. Manages information (including referencing resources), collects appropriate data from a wide range of resources and develops strong research and problem solving strategies.

Collects and synthesises information to inform a choice of solutions to problems in unfamiliar contexts.

Demonstrates a strong and sustained ability to synthesise and use creative solutions to solve problems.

Provides clear evidence of synthesis and creativity in problem solving.

Analyses a range of information comparing alternative methods and techniques. Selects appropriate techniques/criteria for evaluation and discriminates between the relative relevance and significance of data/evidence collected.

Demonstrates a strong sustained ability to analyse and synthesise in a considered manner. Develops authoritative arguments and judgements appropriate to the field of study.

Clear evidence of strong and considered evaluation and analysis. Demonstrates a commendable appreciation of the complexity of the issues.

Uses disciplinerelated resources in a sound manner. Manages information (including referencing resources), collects appropriate data from a range of resources and develops appropriate research and problem solving strategies. A sound ability to synthesise and collect information to solve problems

Uses discipline-related resources but with some limitations. Manages information (including referencing resources), collects appropriate data from a limited range of resources and develops appropriate research and problem solving strategies.

Fails to use discipline-related resources in an adequate manner. Fails to demonstrate an adequate ability to manage information (including referencing resources), collect appropriate data and undertake research tasks or solve problems.

Can adequately compare alternative methods and techniques for obtaining information to solve problems.

Fails to provide an adequate level of synthesis.

Provides sound evaluation and analysis using a variety of standard techniques. Demonstrates a sound appreciation of the complexity of the issues.

Selects appropriate techniques of analysis and evaluation and provides broadly satisfactory evaluation of the relevance of collected data/evidence.

Fails to provide an adequate level of evaluation and analysis.

Operates in situations of varying complexity and predictability requiring application of a wide range of standard techniques. Acts with increasing autonomy, with reduced need for supervision and direction, within defined guidelines. Accepts responsibility for determining and achieving personal and/or group outcomes and/or outputs.

Makes effective use of a wide range of standard techniques to situations of varying complexity and predictability. Provides clear and sustained evidence of strong capability to operate autonomously and take responsibility for own learning with minimal guidance in situations of varying complexity and predictability within defined guidelines.

Applies a wide range of standard techniques to situations of varying complexity and predictability. Provides consistent evidence of an ability to take responsibility for own learning with minimal guidance

Applies a wide range of standard techniques to situations of varying complexity and predictability. Provides good evidence of an ability to take responsibility for own learning with minimal guidance

Adequate use of a range of standard techniques to situations of varying complexity and predictability. Takes adequate responsibility for own learning. Is able to act with reduced supervision and direction within defined guidelines and predictable contexts.

Fails to demonstrate adequate Fails to demonstrate adequate autonomy and responsibility for own learning.

Awareness of Context

Adapts performance to context within externally defined parameters.

Fluently adapts performance to context responding highly effectively to externally defined parameters.

Successfully adapts performance to context responding effectively to externally defined parameters.

Adapts performance to context responding in a basic way to externally defined parameters.

Performance

Analyses work processes and suggests improvements to own and/or othersâ&#x20AC;&#x2122; performance.

Critically analyses work processes to identify and embed highly effective improvements for others and/or own performance.

Analyses work processes to identify and instigate effective improvements for others and/or own performance.

Successfully adapts performance to context responding capably to externally defined parameters. Reviews work processes to identify clear improvements for others and/or own performance.

Fails to adapt performance to context or to respond effectively to externally defined parameters. Fails to review work processes or to describe improvements for others and/or own performance.

Performance and practice

Context and Autonomy

Operational context (including responsibility for others) Autonomy and responsibility for actions

Reviews work processes to identify and describe a range of improvements for others and/or own performance.

Enabling and personal skills.

Team and organisational working

Interacts effectively within a team, giving and receiving information and ideas and modifying responses where appropriate and proactively seeks to resolve conflicts.

Interacts within a team in a strong and distinguished manner. Gives and receives information and idea and where appropriate, modifies responses and proactively seeks to resolve conflicts.

Interacts within a team in a commendable manner. Gives and receives information and idea and where appropriate, modifies responses and proactively seeks to resolve conflicts.

Ethical awareness and application

Is aware of the wider social and environmental implications of area(s) of study and debates issues in relation to general ethical perspectives.

Where appropriate demonstrates a very strong awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues strongly and competently in relation to more general ethical perspectives.

Where appropriate demonstrates a commendable awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues strongly in relation to more general ethical perspectives.

Personal evaluation and development

Assesses own capabilities using justifiable criteria set by self and others taking the wider needs of the context into account. Uses feedback to adapt own actions to reach a desired aim and evaluates impact.

Interpersonal and communication skills

Synthesises and transfers ability, capability and responsibility to situations relating to or involving other people

Provides evidence of a sustained and distinguished capability in self-evaluation. Challenges received opinion and develops own criteria and judgement in a distinguished manner. Effectively uses feedback to adapt actions and evaluates impact. Effective interpersonal and communication skills

Provides consistent evidence of an assured capability in selfevaluation. Challenges received opinion and develops own criteria and judgement in a commendable manner. Effectively uses feedback to adapt actions and evaluates impact. Displays strong interpersonal and communication skills

Interacts within a team in a competent manner. Gives and receives information and idea and where appropriate, modifies responses and seeks to resolve conflicts. Where appropriate demonstrates a sound awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues in relation to more general ethical perspectives. Evaluates own strengths and weaknesses and challenges received opinion and develops own criteria and judgement in a sound manner. Uses feedback to adapt actions. Displays competent communication skills with good interpersonal skills

Interacts within a team in a broadly satisfactory manner. Gives and receives information and idea and where appropriate, adequately modifies responses and seeks to resolve conflicts.

Fails to interact adequately within a team. Fails to demonstrate an adequate ability to give and receive information and ideas.

Where appropriate demonstrates adequate awareness of the wider social and environmental implications of area(s) of study and is able to satisfactorily debate these issues in relation to more general ethical perspectives

Fails to demonstrate adequate awareness of the wider social and environmental implications of area(s) of study and is unable to debate these issues adequately.

Adequately evaluates own strengths and weaknesses and challenges received opinion and develops own criteria and judgement in a satisfactory manner. Limited use of feedback to adapt actions.

Fails to adequately evaluate own strengths and weaknesses. Fails to use feedback to adapt own actions.

Communicates in a broadly satisfactory way with satisfactory interpersonal skills

Fails to display satisfactory interpersonal and communication skills.

A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes

GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 6

Cognitive Skills

Knowledge and Understanding

Generic Learning Outcomes

Knowledge and Understanding

Conceptualisation and Critical Thinking

Assessment criteria by level Characteristics of student achievement per mark band â&#x2020;&#x2019;

70%+

60-69%

50-59%

40-49%

Work of a distinguished quality

Work of a commendable category

Sound work

Broadly satisfactory work

Demonstrates current understanding of some specialist areas in depth and has a systematic understanding of the knowledge base and its inter-relationship with other fields of study. Demonstrates a recognition of the provisional nature of knowledge.

Displays a, comprehensive, detailed and systematic knowledge base and understanding for specialised area of study. Displays a well-informed and highly critical awareness of current issues and ideas at the forefront of the area of study. Displays a distinguished awareness of the provisional nature of knowledge.

Displays a commendable, detailed and systematic knowledge base. Displays a critical awareness of current issues and ideas at the forefront of the area of study. Displays a commendable awareness of the provisional nature of knowledge. .

Displays a sound knowledge base which is coherent and of appropriate depth/detail. Displays a comprehensive awareness of current issues and some key theories (though with a few omissions). Displays a good awareness of the provisional nature of knowledge.

Displays a broadly satisfactory knowledge base which is coherent and of appropriate depth/detail. Displays a fairly comprehensive awareness of current issues and some key theories (though with some omissions). Displays a broadly satisfactory awareness of the provisional nature of knowledge.

Works with ideas at a level of abstraction, arguing from competing perspectives. Identifies the possibility of new concepts within existing knowledge frameworks and approaches.

Demonstrates a rigorous and broad grasp of relevant principles, concepts and competing perspectives and clearly identifies and communicates these effectively.

Demonstrates a strong grasp of relevant principles, concepts, and competing perspectives and clearly identifies and communicate these effectively.

Demonstrates a firm grasp of relevant principles concepts, and competing perspectives and the ability to identify and communicate these.

Demonstrates an adequate grasp of relevant principles and concepts.

0-39% Work that falls short of the threshold standards Fails to display an adequate knowledge base. Fails to display a satisfactory awareness of current ideas and key theories. Work contains an unacceptable level of misunderstandin g of key concepts, principles and theories. Limited grasp of relevant principles and concepts.

Demonstrates confidence and flexibility in identifying and defining complex problems. Identifies investigative strategies and techniques, selects and uses them to collect and undertake critical analysis of information, evaluating the effectiveness. Problem Solving, Research and Enquiry

Provides sustained evidence of competence and confidence in identifying and defining complex problems, and applying appropriate knowledge, tools or methods to provide innovative solutions. Displays an excellent ability to manage own learning, independently utilising a confident grasp of research methodologies to select and manage information, and undertake required research tasks. Works professionally within the discipline in a distinguished manner.

Displays commendable confidence and flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools or methods to their solution. Displays a good ability to manage own learning, using a full range of resources, with minimum guidance. Works professionally within the discipline in a commendable manner. Displays a strong ability to select and manage information, and undertake required research tasks.

Displays sound confidence and flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools or methods to their solution. Displays a firm ability to manage own learning, using a full range of resources, with minimum guidance. Works professionally within the discipline in a sound manner. Displays a sound ability to select and manage information, undertaking required research tasks adequately and with minimum guidance.

Displays a broadly satisfactory confidence and flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools or methods to their solution. Displays a broadly satisfactory ability to manage own learning, using a full range of resources, with minimum guidance. Works professionally within the discipline in a broadly satisfactory manner Selects and manage information, undertaking reasonably straight-forward research tasks adequately and with minimum guidance.

Fails to displays a satisfactory confidence and flexibility in identifying and defining complex problems. Fails to provide satisfactory application of appropriate knowledge, tools or methods to the solution of identified problems. Fails to manage learning and/or work professionally within the discipline. Fails to demonstrate an adequate ability to manage information (including referencing sources), collect appropriate data and undertake research tasks.

Synthesis and Creativity

Applies knowledge in unfamiliar contexts, synthesising ideas or information to generate novel solutions. Achieves a body of work or practice that is coherent and resolved.

Demonstrates a distinguished and sustained ability to synthesise in a highly considered manner. Uses conceptual and theoretical knowledge to provide insightful analyses and syntheses

Provides clear evidence of an advanced ability to synthesise data and concepts with critical awareness.

Work may be rather standard and limited in its insight and theoretical grasp, but will be mostly accurate and display a sound ability to, synthesise data and concepts.

Within a primarily derivative piece of work, displays a broadly satisfactory ability to syntheses new and/or abstract data and situations without guidance, using a range of techniques appropriate to the subject. Displays an adequate ability to transform abstract data and concepts towards a given purpose and design some novel solutions.

Fails to provide an adequate level of analysis or creativity.

Analyses new, novel and/or abstract data using an appropriate range of established subject specific techniques. Judges the reliability, validity and significance of evidence to support conclusions and/or recommendations suggests reasons for contradictory data/results.

Analysis and evaluation

Provides clear evidence of a distinguished, critical ability to analyse and evaluate evidence to support insightful and innovative conclusions and recommendations, critically reviewing reliability, validity and significance. Investigates contradictory information and identifies reasons for contradictions in a distinguished manner. Provides clear evidence of very strong, considered and highly flexible ability to define complex problems and apply appropriate methods and techniques to their solution. Provides good evidence of originality in application of skills and knowledge.

Provides clear evidence of an advanced ability to analyse and evaluate evidence to support conclusions and recommendations, critically reviewing reliability, validity and significance. Investigates contradictory information and identify reasons for contradictions in a commendable manner. Provides clear evidence of a strong, considered and flexible ability to define complex problems and apply appropriate methods and techniques to their solution. Provides some evidence of originality in application of skills and knowledge.

Work may be rather standard and limited in its insight and theoretical grasp, but displays a firm ability to analyse and evaluate evidence to support conclusions and recommendations, reviewing reliability, validity and significance. Investigates contradictory information and identify reasons for contradictions in a sound manner. Displays firmness and flexibility in identifying and defining complex problems and applying appropriate methods and techniques to their solution with minimal guidance.

Within a primarily derivative piece of work, displays a broadly satisfactory ability to analyse and evaluate evidence to support conclusions and recommendations, reviewing reliability, validity and significance. Investigates contradictory information and identifies reasons for contra-dictions in an adequate manner. Displays a satisfactory level of confidence and flexibility in identifying and defining complex problems and can apply appropriate knowledge and skills to their solution in a broadly satisfactory manner.

Fails to provide an adequate level of analysis and evaluation.

Operates individually and as part of a team, in complex and unpredictable contexts, requiring selection and application from a range of largely standard techniques and information sources. Acts with minimal supervision or direction, within agreed guidelines taking responsibility for accessing support and accepting accountability for determining and achieving personal and/or group outcomes.

Displays sustained evidence of an excellent ability to operate with autonomy, creativity and confidence in complex and unpredictable professional situations both individually and within a team. Provides sustained and very strong evidence of a distinguished ability to take firm responsibility for own learning, challenge received opinion, and form own judgements.

Displays good evidence of a strong ability to operate with autonomy in fairly complex and unpredictable professional situations both individually and within a team. Provides consistent and strong evidence of a commendable ability to take firm responsibility for own learning, challenge received opinion, and form own judgements.

Displays firm evidence of an ability to operate with autonomy in fairly complex and unpredictable situations both individually and within a team. Good evidence of an ability to take firm responsibility for own learning, with some capability to challenge received opinion and form own judgements.

Takes responsibility for own work and criticises it in a manner that is broadly satisfactory. With respect to subjectspecific skill, can act with an adequate degree of autonomy, under minimal supervision or direction, and within agreed guidelines.

Fails to display adequate autonomy responsibility for own learning.

Awareness of Context

Identifies external expectations and can adapt own performance accordingly.

Is precise and immediate in identifying external expectations and promptly and fluently adapts own performance accordingly to distinguished outcomes

Seeks new techniques and processes and identifies how improvements might be evaluated.

Actively seeks new approaches, techniques and processes and critically evalutes this activity to fluently improve performance.

Is proficient in identifying external expectations and adapts own performance accordingly to competent outcomes Seeks new approaches, techniques and processes and reviews this activity to improve performance.

Satisfactorily identifies external expectations and adapts own performance accordingly to acceptable outcomes

Performance

Is accurate and timely in identifying external expectations and effectively adapts own performance accordingly to commendable outcomes Seeks new approaches, techniques and processes and evalutes this activity to effectively improve performance.

Does not identify external expectations and does not adapts own performance accordingly Does not seek new approaches, techniques and processes and/ or offers no response to this to improve performance.

Performance and practice

Context and Autonomy

Operational context (including responsibility for others) Autonomy and responsibility for actions

Seeks new approaches, techniques and processes and responds to this activity to improve basic performance.

Team and organisational working

Works effectively within a team, recognises, supports or is proactive in leadership, negotiates in a professional context and manages conflict.

Interacts within a team, learning or professional group in a distinguished and highly effective manner. Displays an excellent ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership.

Interacts within a team, learning or professional group in a commendable and effective manner. Displays a good ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership.

Interacts within a team, learning or professional group in a competent and effective manner. Displays a sound ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership.

Interacts within a team, learning or professional group in a broadly satisfactory yet effective manner. Displays a broadly satisfactory ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership.

Ethical awareness and application

Is aware of personal responsibility and professional codes of conduct and can incorporate a critical ethical dimension into a major piece of work.

Is very strongly aware of personal responsibility and professional codes of conduct and, in a distinguished manner, can incorporate a critical ethical dimension into a major piece of work.

Is strongly aware of personal responsibility and professional codes of conduct and, in a commendable manner, can incorporate a critical ethical dimension into a major piece of work

Is firmly aware of personal responsibility and professional codes of conduct and, in a sound manner, can incorporate a critical ethical dimension into a major piece of work.

Is aware of personal responsibility and professional codes of conduct and, in a broadly satisfactory manner, can incorporate a critical ethical dimension into a major piece of work.

Fails to interact adequately within a team learning or professional group. Fails to display an adequate ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership. Fails to demonstrate adequate awareness of personal responsibility and professional codes of conduct. Fails to incorporate a critical ethical dimension into a major piece of work.

Enabling and personal skills.

Personal evaluation and development

Takes responsibility for own learning and development using reflection and feedback to analyse own capabilities, appraise alternative future actions and plan and implement for future direction(s).

Applies own criteria of judgement, challenges received opinion and reflects on action in a consistently distinguished manner. Is an effective self-critical learner who consistently displays a distinguished ability to seek and makes use of feedback.

Applies own criteria of judgement, challenges received opinion and reflects on action in a commendable manner. Consistently display an assured ability to seek and makes use of feedback.

Applies own criteria of judgement, challenges received opinion and reflects on action in a sound manner. Seeks and makes use of feedback well.

Applies own criteria of judgement, challenges received opinion and reflects on action in a broadly satisfactory manner. Seeks and makes use of feedback adequately.

Interpersonal and communication skills

Sets criteria for, and is effective in, professional and interpersonal communication, taking authoritative responsibility for actions and direction.

Outputs are communicated excellently in a format that is highly professional and fully appropriate to the discipline(s). Reports practical procedures in a distinguished manner.

Displays good, effective communication and presentation skills. Reports practical procedures in a commendable manner. Engages strongly and professionally in debate.

Communicates competently and effectively and engages professionally and well in debate. Reports practical procedures in a clear and concise manner. Presents work effectively.

Engages adequately in debate, in a professional manner. Produces and presents detailed and coherent project reports in a broadly satisfactory manner.

Fails to use own criteria of judgement, challenge received opinion and reflect on action in a satisfactory manner. Neither seeks nor makes use of feedback adequately. Fails to engage adequately or professionally in debate. Fails to produce and present satisfactorily detailed and coherent project reports.

Appendix 2 YEAR TWO (LEVEL 5) MODULES

ADDAN201 Cultural Studies Number of Credits 30 Module Level 5 Purpose of the Module The aim of this module is to offer an essential introduction to the general context within which visual media products are constructed, produced and received. It will also facilitate an understanding of key critical, social and cultural debates, giving the students the opportunity to consider in depth how the moving image, in the form of both film and animation, has been used as a vehicle for politics and propaganda, as well as to represent different ideologies and cultural movements. This module will complement practical projects in other modules by developing research and discussion on the structure and function of the moving image as a cultural form. It will also complement ADDAN101 Contextual Studies and inform ADDAN311 Dissertation. Learning Outcomes On satisfactory completion of this module students are expected to be able to: 1. Critically analyse the historical and cultural development of visual media production. 2. Research and discuss how major political events have been documented and represented using the moving image. 3. Critique the key media technologies and social factors that have influenced contemporary practice. 4. Identify and develop a subject suitable for further research to dissertation level.

Indicative Module Content • A critical survey of visual media as representation of cultural and political change. • Analysis of Riefenstahl, Disney, Eisenstein, Kubrick, Von Trier, Loach and Morris as vehicles for changing social perception. • Social and technological change • Development of essential skills for successful research and written work relating to moving image culture • Developing a Dissertation Proposal for ADDAN311 Dissertation Teaching/Learning Strategies & Learning Resources • This module will use screenings and seminar discussion as the starting point for independent study. Students will be encouraged to share experiences, research techniques and discoveries. Students will also be asked to offer individual or group presentations as part of the weekly format of the module. An explanation and validation of the proposed research and strategies for assignment completion methods will also form the basis of discussion. Pedagogical methods will involve demonstration, seminar activity, problem solving, personal enquiry, research and iteration. Assessment methods used to promote learning will involve group critique and self-assessment alongside a research essay and dissertation proposal.

Assessment Assessment One:

Research Essay (70%)

Students will draw upon seminar contributions, research and discussions to articulate a discussion about a key topic relating to the indicative module content that has been negotiated with the lecturer. Word count: 2500-3000 Format: Students must adhere to stylistic and referencing conventions as specified in the Course Handbook. Assessment Two:

Dissertation Proposal (30%)

Students will produce a proposal on a suitable subject, and include research methodologies for a dissertation. Word count: 1500

Reading List

Essential: Creeber, G (2006) Tele-visions, An Introduction to Television Studies, BFI McCabe, J (2007) Quality TV â&#x20AC;&#x201C; Contemporary American TV and Beyond, IB Taurus & Co Bendazzi, G. (1994), Cartoons: One Hundred Years of cinema animation, Libbey Millar John, The Oxford Guide to Film Studies (1998) Oxford University Press Hayward, Susan (2003) Cinema studies The Key Concepts Routledge Hill, John (2000) Film Studies Critical Approaches Oxford University Press Turbain, Kate (2007) A Manual For writers of Research Papers Theses and Dissertations University Of Chicago Neupert, R. (2011) History of Animated Cinema, John Riley & Sons Recommended: Roman , J (2005) From Primetime to Daytime â&#x20AC;&#x201C; A History of American TV Programs, Greenwood Press Jancovich, M (2003) Quality Popular Television, BFI Curran, J & Gurevitch, M., (2000) Mass Media and Society Arnold. Crisell, A., (1997) An Introductory History of British Broadcasting Routledge. Hill, J & Mcloone, M. (eds), (1996) Big Picture Small Screen - The relations between Film and TV University of Luton. Evans, G. and Curtis, D. (1999), Art and Animation, Channel 4 Television Gehman, C & Reinke, S (2005), The Sharpest Point: Animation at the End of Cinema, YYZ Books Websites: http://www.bfi.org.uk The British Film Institute http://www.iamhist.org A collection of professional film and television broadcasters and scholars College Intranet & C-Space

Hand-in top sheet:

Assignment Front Sheet Student ID No: Module Number: ADDAN 201 Module Title: Cultural Studies Module Leaders: Tony Sweeney Assignment Title: Deadline:

Research Essay:

09-2-15

Dissertation Proposal :

08-5-15

I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.

Module code: ADDAN 202 Student ID no.:

Feedforward Sheet

ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:

Learner: Y

1st Marker: Y/N

Moderator: Y/N

1) Read this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point.

Essential Practice for Written Material

List page or location of your evidence

First Marker Comment

Moderator Comment

For your Production Folder A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [i.e. double space your writing, include page noâ&#x20AC;&#x2122;s] C Use objective language [i.e. Hitchcock argues that....]

Learning Outcomes [criteria used for marking]

Learner: briefly list location for your evidence

First Marker Comment

Moderator

On satisfactory completion of this module students are expected to be able to:

5. LO 1- Critically analyse the historical and cultural development of visual media production. â&#x20AC;˘ [E.g. project planning and designs for campaign]

6. LO 2 - Research and discuss how major political events have been documented and represented using the moving image. â&#x20AC;˘ [E.g. professional quality of marketing materials] 7. LO 3 â&#x20AC;&#x201C; Critique the key media technologies and social factors that have influenced contemporary practice.

[E.g. awareness of appropriate genre & target audience ]

8. LO 4 â&#x20AC;&#x201C; Identify and develop a subject suitable for further research to dissertation level. 9.

ADDAN202 Concept Development

Number of Credits 30 Module Level 5 Purpose of the Module

This module is designed to encourage synthesis between modules in the first and second year. In this module students will develop their design skills and demonstrate an in-depth knowledge of the creative development process. Students will develop a critical understanding of the nature of commercial product development and how this can specifically relate to their own creative practice. This module is a development and natural progression of ADDAN103 Visual Storytelling in Year 1 and informs ADDAN326 Storyboarding and Animatic in Year 3. Learning Outcomes

On the successful completion of this module students will be expected to be able to: • • •

Present ideas and concepts of drawing and design processes relating to current practices Demonstrate a range of skills in portfolio construction and self promotion Develop and contextualise preparatory material in response to peer review

Indicative Module Content • Concept Development for Animation will develop students’ analytical understanding of the creative context within which animation and the moving image are constructed, produced and received. The module will expound a detailed and sophisticated conception of a project in terms of its own stylistic development. The outcomes will directly inform the development of storyboards and final animation pieces. This will include how elements such as graphic design, lighting, scale and proportion can be incorporated into the creation of a body of work. • • • Teaching and Learning Strategies •

Students will work through a series of planned practical activities; addressing both the understanding and application of skills, systems and methodologies that will form the basis for an extended personal thematic enquiry. Students will be encouraged to share experiences, techniques and discoveries. Pedagogical methods will involve demonstration, seminar activity, problem solving, personal enquiry, research and iteration. Assessment methods used to promote learning will involve group critique and self-assessment. Workshop/lectures will examine and deconstruct student work in progress alongside pertinent examples of professional production. An explanation and validation of their proposed creative methods will form the basis of group discussion and peer review.

Assessment One:

Concept Pitch (30%) Students will pitch a concept for a visual product, including timescale and cost. Students will supply preparatory studies and present a detailed plan of action. Assessment Two: Portfolio Workbook (70%) This Portfolio will contain evidence of a completed pre-production pack and marketing campaign including a viral advert and other self promotional material. • Essential Reading • Reiss, J & Chandler, S (2011). Selling Your Film Without Selling Your Soul. The Film Collaborative

Plympton, B (2012). Making ‘Toons That Sell Without Selling Out. CRC Press Kerrigan, F (2009). Film Marketing. Butterworth-Heinemann Indicative Reading Levy, D.B. (2009) Animation Development: From Pitch to Production. Allworth Press Epstein, E.J. (2010) Hollywood Economist. Melville House Publishing Suber, H (2012). Letters to Young Filmmakers: Creativity and Getting Your Films Made. Michael Wiese Productions Milic, L & McConville, Y (2006). The Animation Producers Handbook. Open University Press Wright, J.A (2005). Animation Writing and Development: From Script Development to Pitch. Focal Press Winder, C & Dowlatabadi, Z (2011). Producing Animation. Focal Press

Assignment Brief: Your overall aim in this module is to develop your knowledge of concept development and give you the understanding of the creative context within film, television and the moving image and how these are constructed produced and received. This module will give you the detailed sophisticated development concept of a moving image project in terms of its own stylistic approach and the construction of its mise-en-scene. Assignment One: Concept Pitch (30%) Duration: 10 minutes You will be given the task of creating a concept for a marketing campaign. You will then be required to pitch your concept. You must tell the narrative of the campaign in a refreshing new way. This pitch will justify the project in terms of timescale and cost. You will supply preparatory studies and present a detailed plan of action. Your concept pitch will also include how elements such as motion graphic design, lighting and cinematography can be incorporated into the construction of a well planned production for a televisual advertising or marketing campaign. Suggested starting points for themes and ideas could be: your own production company, a film trailer or a local community event. Assignment Two: Portfolio Workbook (70%) This portfolio will contain evidence of a professionally developed pre-production portfolio that includes examples of the following. • • • •

Product concept sketches (characters and environments) Character model sheets Narrative Beat Boards Franchise artwork and concepts

You are also required to submit a completed marketing campaign including a viral advert and other self-promotional material. It will include a narrative relating to concept development and represent a diverse range of skills.

Assessment criteria by level Generic Learning Outcomes

Conceptuali sation and Critical Thinking

Awareness of Context

70%+

Characteristic s of student Work of a achievement distinguished per mark quality band â&#x2020;&#x2019;

60-69%

50-59%

Work of a commendable Sound work category

40-49%

Broadly satisfactory work

0-39%

Work that falls short of the threshold standards

Identifies and communicates principles and concepts derived from underlying knowledge frameworks and approaches, and recognises competing perspectives.

Demonstrates a rigorous and broad grasp of relevant principles, concepts and competing perspectives and clearly identifies and communicates these effectively.

Demonstrates a strong grasp of relevant principles, concepts, and competing perspectives and clearly identifies and communicate these effectively.

Demonstrates a firm grasp of relevant principles concepts, and competing perspectives and the ability to identify and communicate these.

Demonstrates an adequate grasp of relevant principles and concepts.

Limited grasp of relevant principles and concepts.

Adapts performance to context within externally defined parameters.

Fluently adapts performance to context responding highly effectively to externally defined parameters.

Successfully adapts performance to context responding effectively to externally defined parameters.

Successfully adapts performance to context responding capably to externally defined parameters.

Adapts performance to context responding in a basic way to externally defined parameters.

Fails to adapt performance to context or to respond effectively to externally defined parameters.

Analyses a range of information comparing alternative methods and techniques. Selects appropriate Analysis and techniques/crit evaluation eria for evaluation and discriminates between the relative relevance and significance of data/evidence collected.

Demonstrates a strong sustained ability to analyse and synthesise in a considered manner. Develops authoritative arguments and judgements appropriate to the field of study.

Clear evidence of strong and considered evaluation and analysis. Demonstrates a commendable appreciation of the complexity of the issues.

Provides sound evaluation and analysis using a variety of standard techniques. Demonstrates a sound appreciation of the complexity of the issues.

Selects appropriate techniques of analysis and evaluation and provides broadly satisfactory evaluation of the relevance of collected data/evidence.

Fails to provide an adequate level of evaluation and analysis.

Hand-in top sheet:

Assignment Front Sheet Student ID No: Module Number: ADDAN 202 Module Title: Concept Development Module Leaders: Dan Bartlett Assignment Title: Deadline: Concept Pitch: 21/11/14 Workbook : 01/05/15 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.

Module code: ADDAN 202 Student ID no.:

Feedforward Sheet

ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:

Learner: Y

1st Marker: Y/N

Moderator: Y/N

Essential Practice for Written Material

List page or location of your evidence

First Marker Comment

Moderator Comment

Learning Outcomes [criteria used for marking]

On satisfactory completion of this module students are expected to be able to:

Learner: briefly list location for your evidence

First Marker Comment

Moderator

•

LO 1- Present ideas and concepts of drawing and design processes relating to current practices

• [E.g. project planning and designs for campaign]

•

LO 2 - Demonstrate a range of skills in portfolio construction and self promotion

[E.g. professional quality of marketing materials]

•

LO 3 – Develop and contextualise preparatory material in response to peer review

[E.g. awareness of appropriate genre & target audience ]

ADDAN203 Narrative Animation Number of Credits 30 Level 5 Purpose of the Module This module will focus on the application of specific contemporary 2D animation software and the development of student scriptwriting skills for a specific audience. This will result in a short animation incorporating conceptual reasoning, a narrative, characters and soundtrack. The specific audience will be pre-defined by the tutor, enabling students to apply creative strategies by working to given constraints. Learning Outcomes On satisfactory completion of this module, students are expected to be able to:

• • • •

Develop an appropriate concept and narrative from an initial idea with justification of process Apply time management skills effectively to work within the resource and audience constraints Demonstrate the incremental refining of original ideas through the creative process Undertake production to a proficient standard that allows animated material to be created for a specific audience.

Indicative Module Content The primary content of this module is the application of creative skills and knowledge to a production. This will involve planning and creating a short animation that consolidates and extends elements of modules ADDAN102 Ideas Factory and ADDAN104 Production. Students will be introduced to the work of other narrative-based animators and script writers to give context for ideation. Students will create storyboards, layout designs and character designs which informs the production. Animation techniques will be developed through set workshops utilising specific software packages and production processes. Teaching & Learning Strategies

Students will work through a series of planned practical activities; addressing both the understanding and application of skills, systems and methodologies that will inform their production. Students will be encouraged to share experiences, techniques and discoveries. Pedagogical methods will involve demonstration, seminar activity, problem solving, personal enquiry and research. Assessment methods used to promote learning will involve group critique and self-assessment. Workshop/lectures will examine and deconstruct student work in progress alongside pertinent examples of professional production. An explanation and validation of their proposed creative methods will form the basis of group discussion and peer review.

Assessment 1 Portfolio: 40% •

Pre-production pack. This will include a Proposal, Production Schedules, Scripts, Storyboards, Character Designs and all pre production research.

Assessment 2 Product: 60% •

•

Final animated sequence including sound (duration 3-4 minutes) (50%) Screening (10%) The students will screen their animation and present their portfolio to their peer group Students will verbally critique their production technique and any problems they encountered.

Essential Reading Glebas, F. (2012) Directing the Story: Professional Storytelling and Storyboarding for Live Action and Animation CRC Press Williams, Richard (2002) Animators Survival Kit Phaidon Hart, J (2012) The Art of the Storyboard CRC Press T, White (2012) Animation from Pencils to Pixels: Classical Techniques for the Digital Animator. CRC Press Indicative Reading

Beiman, N. (2012), Prepare to Board! Creating Story and Characters for Animation Features and Shorts, Focal Press Bordwell, D. (1995) Narrative in the Fiction Film. Methuen. O’Hailey, T (2012) Hybrid Animation: Integrating 2d and 3d Assets, Focal Press

Assignment Brief

This module is designed to test and develop your understanding of both 2D animation processes and narrative development. In order to maximise your potential for success for this module it is recommended that you maintain equal focus on these two disciplines.

Assessment 1: Portfolio – 40% This task requires you to submit the pre-production materials for the 2D animation that you currently have in development. This portfolio must contain at minimum the following – • Design & concept research • Narrative construction and development research • First-hand concept research • Intitial concept sketches • Character Model Sheets • Environment artwork • Scripts (including breakdowns) • Beat Boards for the entire script • Dope sheets • Line tests (where appropriate) This task must be submitted as both an A3 sketchbook and research/development blog. Assessment Deadline : 09/01/15, 3:30pm.

Assessment 2: Product – 60% The submission of a completed 2D animation, of adequate length, with the inclusion of audio, makes up for the majority of marks for this module. You must ensure that this product is of the highest quality. You have the choice to use a variety of production processes to complete this assessment; these include, but are not limited to• • • • •

Toon Boom Harmony Toon Boom Animate Pro Cel Action 2D TV Paint Hand-drawn

The inclusion of audio is an essential requirement, as is the demonstration of the developed understanding of narrative techniques. 10% of the weighting for this assessment is also dedicated to students successfully presenting and critiquing the their work to a peer group. This presentation must last a minimum of 10 minutes. Assessment Deadline: 15/05/15, 3:30pm

Generic Assessment Criteria

Assessment criteria by level Generic Learning Outcomes

Synthesis and Creativity

Awareness of Context

Characteristic s of student achievement per mark band â&#x2020;&#x2019;

70%+

Work of a distinguished quality

60-69%

Work of a commendable category

50-59%

40-49%

Sound work

Broadly satisfactory work

0-39%

Work that falls short of the threshold standards

Collects and synthesises information to inform a choice of solutions to problems in unfamiliar contexts.

Demonstrates a strong and sustained ability to synthesise and use creative solutions to solve problems.

Provides clear evidence of synthesis and creativity in problem solving.

A sound ability to synthesise and collect information to solve problems

Can adequately compare alternative methods and techniques for obtaining information to solve problems.

Fails to provide an adequate level of synthesis.

Adapts performance to context within externally defined parameters.

Fluently adapts performance to context responding highly effectively to externally defined parameters.

Successfully adapts performance to context responding effectively to externally defined parameters.

Successfully adapts performance to context responding capably to externally defined parameters.

Adapts performance to context responding in a basic way to externally defined parameters.

Fails to adapt performance to context or to respond effectively to externally defined parameters.

Knowledge and Understandi ng

Provides a broad and detailed knowledge of major theories of the discipline(s) and a distinguished grasp of a variety of ideas, contexts and frameworks.

Provides a strong detailed knowledge of major theories of the discipline(s) and an assured grasp of a variety of ideas, contexts and frameworks.

Provides a firm and detailed knowledge of major theories of the discipline(s) and a sound awareness of a variety of ideas, contexts and frameworks with no serious inaccuracies.

Provides a broadly satisfactory knowledge of major theories of the discipline(s) and a broadly satisfactory awareness of ideas, contexts and frameworks with no serious inaccuracies.

Fails to display an adequate knowledge of relevant theories, ideas, contexts and frameworks. Work contains an unacceptable level of misunderstanding of key concepts, principles and theories.

Hand-in top sheet:

Assignment Front Sheet Student ID No: Module Number: ADDAN 203 Module Title: Narrative Animation Module Leaders: Dan Bartlett Assignment Title: Deadline: Portfolio : Workbook :

09/1/15 15/5/15

Module code: ADDAN 203 Student ID no.:

Feedforward Sheet

ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:

Learner: Y

1st Marker: Y/N

Moderator: Y/N

Essential Practice for Written Material

List page or location of your evidence

First Marker Comment

Moderator Comment

Learning Outcomes [criteria used for marking]

On satisfactory completion of this module students are expected to be able to:

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LO 1- Develop an appropriate concept and narrative from an initial idea with justification of process

[E.g. project planning and contingency plans]

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LO 2 - Apply time management skills effectively to work within the resource and audience constraints

[E.g. professional quality of final master]

Learner: briefly list location for your evidence

First Marker Comment

Moderator

•

LO 3 – Demonstrate the incremental refining of original ideas through the creative process

[E.g. awareness of appropriate genre & target audience ]

•

LO 4 – Undertake production to a proficient standard that allows animated material to be created for a specific audience.

[E.g. product that demonstrates evolution of project concept development]

ADDAN204 Character Animation Number of Credits 30 Level 5 Purpose of the Module Animation relies on establishing empathy between subject and viewer. Since its inception animation has developed its own grammar to communicate emotion, with the ‘character’ being a central element in this relationship. This module looks at how students can develop Character Animation skills using contemporary 3D animation software. Students will develop the techniques of exaggeration and distillation of visual information, as well as conforming to script and storyboard designs. This module builds upon ADDAN 102 Ideas Factory and ADDAN103 Visual Storytelling and develops skills necessary for ADDAN 325 Final Major Project and ADDAN326 Storyboarding and Animatic. Learning Outcomes: On satisfactory completion of this module, students are expected to be able to: • • •

Design and animate a range of original characters which incorporate body movement and gesture Demonstrate contemporary 3D animation techniques using industry standard software. Deploy an understanding of lighting, set design and cinematography within a 3D environment

Indicative Module Content: Students will study the basic rules of character construction using 3D animation software. Through analysis of existing animated characters, students will form understanding of the following character animation considerations: • • • •

Skeletal structure, joints and articulation Weight and balance Inertia and dynamics Body language and facial expression

The character elements of abstract shapes and inanimate objects will also be explored practically through experimental animation exercises. This will progress to the development of the more complex characters designed by the students. This will involve extensive drawing practice, as studies for the character and for the environment design. Scriptwriting and idea development techniques addressed in the first year of study will provide vital assistance when producing concepts for this module.

Teaching and Learning Strategies This module will use screenings, planned practical activities and technical workshops as the starting point for independent study. Students will be encouraged to share experiences, techniques and discoveries. Research methods will form the basis of group discussions. Pedagogical methods will involve demonstration, seminar activity, problem solving, technical skills acquisition and personal enquiry.

Assessment 1 70% Final Character Animation (50%) Students will be assessed on the production of one character form, consisting of moving components, animated to a script. The sequence should be 3-5 minutes within which the articulated body movements should communicate meaning through expression and action. Work Journal (20%) Students must submit hand-drawn and digital evidence of character development that reflects the design process. This can also include experimental character designs and animated sequences. Assessment 2 30% Building a 3D Environment Students will produce a 3D environment created using specific software, that demonstrates proficiency in lighting, set design, and mise-en-scĂ¨ne. The character form created as part of Assessment 1 should interact with this environment in a short sequence.

Essential Reading Derakhshani, Dariush (2012), Introducing Autodesk Maya 2013. John Wiley & Sons Beane, Andy (2012), 3D Animation Essentials, John Wiley & Sons Roberts, Steve (2012), Character Animation in 3, CRC Press Brown, Blain (2011). Cinematography: Theory and Practice: Image Making for Cinematographers and Directors. Focal Press

Indicative Reading Webster, Chris (2012). Animation: The Mechanics of Motion. CRC Press White, Tony (2006). Animation from Pencils to Pixels. Taylor and Francis Hayes, Derek & Webster, Chris (2013). Acting and Performance for Animation. CRC Press Van Sijll, Jennifer (2005). Cinematic Storytelling: The 100 Most Powerful Film Conventions Every Filmmaker Must Know. Michael Wiese Productions

Assignment Brief

Assessment 1: Final Character Animation – 70% Animation: 50% The animation submitted as part of this assessment must demonstrate your developed understanding of 3D animation practices. Assessment for this task will be focused on the professionalism and quality of the movement and design of the characters within your submitted product. The production packages that you may use for this assessment include, but are not limited to• • • •

AutoDesk Maya AutoDesk 3D Studio Max Cinema 4D Blender

Development Journal: 20% To supplement you practical animation work you are also required to produce a work journal that document your progress with this module. This journal should include examples of the following• • • • • •

Character concepts and sketches Scripts Storyboards Screenshots of both the modelling and animation processes. Evaluative and critical annotations of your work Animation line tests

This journal can be paper-based; however it is recommended that it takes the form of an evolving online-blog Assessment Deadline: 31/03/14, 3:30pm.

Assessment 2: 3D Environment – 30% The submission of a completed 3D environment, of adequate detail, with the inclusion of dynamic environmental behaviours, makes up for the majority of marks for this assessment. You must ensure that this product is of the highest quality. You have the choice to use a variety of production processes to complete this assessment; these include, but are not limited to-

• • • •

AutoDesk Maya AutoDesk 3D Studio Max Cinema 4D Blender

The focus of this assessment is the ability to demonstrate a developed understanding of the cinematic qualities that are an essential requirement of professional 3D animations. This 3D environment should contain, but is not limited to• • • •

Dynamic weather effects Lighting effects High quality textures Staging and mise-en-scene

Assessment Deadline: 16/05/14, 3:30pm

Knowledge and Understanding

Generic Assessment Criteria Generic Learning Outcomes