Module Evaluation

End of Module Student Evaluation BA (Hons) Illustration Module Code: OUIL503 Responsive Name: Student ID: Please identify where the evidence for each of the learning outcomes is within your submission and how well you feel you have met the learning outcomes. Please also grade yourself in relation to the learning outcomes using terms: poor, satisfactory, good, very good, excellent (Note - This is so that the team have an understanding of how well you feel you have done. It is not an indication of the actual grade you may receive.)

Learning Outcome

Evidenced where?

Blog, Visual Journal, Roughs, Final Illustrations, Storyboards, Development Sheets etc. (No more than 75 words)

Your grade Using words: > poor, satisfactory, good, very good, excellent

5A4: Make appropriate use of a range of research methods to investigate a topic and produce work relating to the critical, cultural or social context of art and design. (Knowledge & Understanding Research and Critical Awareness)

This is evidenced most thoroughly in my blog, but can also be seen in my design boards. An example of this being met would be the research carried out in the early stages of the Roald Dahl YCN brief in which I carried out primary and secondary research in the subject, the brief, the audience and the existing visual language associated with the brand, this is something I have done for all live briefs.

Very Good

5B3: Generate ideas, concepts, proposals, solutions and/or arguments using the language,
 materials, processes and techniques of a designated discipline. (Cognitive Skills - Problem Analysis, Problem Solving)

Work that meets this criteria was primarily carried Excellent out in the sketchbooks but also digitally. This work is evidenced on my blog and in my design boards.

Using the Penguin Student Design Award brief as an example, I generated a large amount of ideas/ roughs in my sketchbook, which I refined and developed gradually, continuing to rough digitally as I progressed. I used a similar process of roughing in all my live briefs.

5C3: Respond to set briefs or proposals in a professional context.

(Practical Skills - Visual Quality and Conceptual Development)

I have responded to 5 individual live briefs and a collaborative live brief. All briefs are evidenced in detail on my blog and in my design boards. The briefs I responded to and submitted work to (all before the deadline) include YCN Dave, YCN Roald Dahl, Penguin Student Design Award, Go Higher West Yorkshire Logo Design, Illustration Friday and the New Statesman SS-GB brief.

5D3: Exercise selfmanagement skills in managing their workloads and meeting deadlines/ apply interpersonal and social skills to interact with others. (Key Transferable Skills, Organisation, Communication and Evaluation)

This is evidenced on my blog and design boards, Excellent but also evidenced in my successful submissions of 5 individual and 1 collaborative briefs. An example of this evidenced on my blog can be seen in all of the posts relating to my collaborative brief, which required organisational skills, communication and team work throughout the entirety of the project.

Excellent

Summative Evaluation (See Evaluation Guidance on next page for more information) Prior to this module, most of the briefs and projects I had responded to were primarily educational in nature, and most of them have been spread over much longer periods of time. This module has allowed me to experience the opposite, allowing me to respond to briefs much closer to what I would encounter in industry, and in some cases, time scales that are much more realistic in the professional illustration industry.

The module has also provided me with the opportunity to experience working on several briefs simultaneously, again, something that I would almost certainly come across as a professional. This has required me to improve my organisational and time keeping skills, making sure that I multitask efficiently and plan my work load accordingly. I found balancing the live briefs along with my other modules extremely difficult at times, but managed to become much more organised by using to-do lists and other productivity tools towards the end of this module.

One of the most surprising developments for me in this project has been having to improve my graphic design sensibility. Graphic design and type is something that will always be key to my practice as an illustrator, especially if I go into children's book illustration, so it’s something that I intentionally wanted to improve when I decided to produce work for the Go Higher West Yorkshire Logo Design brief. I have also had to think about graphic design when producing the various design boards that I submitted to YCN and Go Higher, as well as my module design boards. When submitting to the external briefs in particular, I have tried to display my work as professionally as possible, making sure that I use design to the best of my capabilities.

I have also learnt an incredible amount about my own practice & processes throughout this module. One of the live briefs I responded to was Illustration Friday, which I have used to push my practice and experiment with new tools, work on my use of colour, and play around with my style. I feel this experimentation and constant development of style and practice is extremely important and is something that I will continue to do.

I think that the biggest steps in the development of my practice and style were made when producing work for the Roald Dahl brief and the Penguin To Kill a Mockingbird brief. I really pushed myself and my practice throughout both of these briefs in particular, wanting to create outcomes that were out of my comfort zone and an improvement upon previous work. They both proved to be extremely challenging briefs that I really struggled with at points, however, I don't think the work would have been as good as it is without that struggle. During the Roald Dahl brief I really pushed my style, developing a digital process that feels very handmade and tactile, for the Penguin brief, I pushed my use of roughing to an extremely, generating more ideas that I usually do, and developing multiple ideas beyond simple roughs.

If I could have done anything better, it would be to organise my time more. I definitely dedicated enough time to each of the projects during this module, however I think that I could have been much more efficient and organised in the use of that time. During this module I have found that planners are not something I personally benefit from, I end up spending too much time creating and editing the planner, which I feel just cuts into when I could be working. To do lists are a productivity tool which has benefited me much more throughout this module, they allow for much more flexibility without having to spend too much time editing.

I have thoroughly enjoyed this module as a whole, it has allowed me to respond to a kind of brief that is much closer to what I would experience in a professional environment, and the outcomes I have produced for the various briefs are a product of hard work and dedication to me wanting to improve my practice, resulting in submissions that I am especially proud of.