http://www.staffs.ac.uk/current/student/modules/showmodule.php?code=AM90008-4
http://www.staffs.ac.uk/current/student/modules/showmodule.php?code=AM90019-4
Assignment Paper;
BURTON AND SOUTH DERBYSHIRE COLLEGE: School of Art, Design and Performing Arts. | ||||
Programme Title: | Foundation Degree | Level: 4/5 | ||
Assignment Title: | Client Response | Group: Weds Start Date: 21.9.11 Finish Date: Assessment Date: | ||
Assignment Ref. No: | CR-FD | |||
Unit / Module Title/s: | As outlined fully below | |||
Unit/Module Ref. No | Creativity and Social Context: Digital Media Production PROFESSIONAL AND CONTEXTUAL STUDIES 1 | |||
Success in this assignment will meet the following criteria: | As outlined fully below | |||
Lecturer/s: | Student Name: | |||
Assignment Aims: To meet the following learning outcomes;   | ||||
Assignment Brief: The assignment will be based around solving ‘live client photography briefs', students are to resolve these within a restricted timeframe and often exacting circumstances. The planning of these ‘events’ will be the shoots and all the preparation required therein, either on location or in the studio. All of this has to achieved within industry guidelines, ie procedures that are both professional and relevant. Communication at all times has to be timely and professional along with being evidenced as to briefs and planned responses using a range of modern communication methods. Understanding the target audience and clients being worked for is also required in the context of historical and contemporary photographers. Students must find their own client work from the area of interest they have chosen to specialise in .The client brief itself can come from any area, and may be a free piece or ‘loss leader’ in order to gain client confidence. Throughout this area of the course you will be in contact with a professional studio, who have a broad range of clients who they deal with. You will get an opportunity to visit this studio and see how the professionals work with these clients, as and when the work arises. This may be in the form of a large room set, jewellery, advertising, or industrial commercial work, etc…etc… At all times the students must be actively looking for clients who they can work with. This is an‘absolute requirement’ as no work will be given to students, you must find it all for yourselves. The main block of outcomes in the tables above must be adhered to and each piece of work must be labelled with the outcomes as they are produced .Once a direction has been chosen by each student relevant support and guidance will be provided for each student as to appropriate techniques with cameras and lighting. These will take place in the form of studio or location sessions to revisit kit, equipment and techniques. | ||||
Research: The whole of the research that you gather will need to be evidenced in your own Blogger website, this will allow you to present your work over the internet. This can include photography, video, audio and written reflective writing. The research will have to span historical and contemporary practitioners in order to inform and direct student work. The expected volume of research should be around '6 photographers' for each of the areas of discipline that you look at, and a minimum of around '6 images' to accompany it. If for example the client works in the area of food photography you will be required to find photographers who work in advertising, lifestyle and still life photography . And likewise for any other genre of photography. | ||||
Materials: Relevant blogger website, memory stick and the usual associated learning accessories. | ||||
Required for Assessment: You are required to produce blog entries on your website that are clearly labelled against the outcomes each time, so that you know what you are producing and why. The label system will provide a clear indicator as to the work that you have produced and what outcomes they are aimed at. In this way you can identify which outcomes are not met sufficiently or indeed sufficiently for this level of course. | ||||
Assessment Method: Observation of technical skills. Production of written notes/terms and evaluations. Finished practical project and group appraisal/evaluation of work. See marking and grading outcomes attached. All images produced must relate consistently and coherently to the themes selected. All work must be referenced back to sources, books and authors. Work has to be your own and can’t simply be downloaded or cut and paste from other peoples work (plagiarism). | ||||
Assessment and Grading: As per the learning outcomes as indicated as the top of this assignment. Assessment and feedback will be given via the labels and feedback comments to help to track grades and achievements. | ||||
For all the following information please be aware of the very latest directives provided by the college for students should be consulted at all times. | ||||
INITIAL CONTEXT STATEMENT: Students have progressed from level 3 programmes. There is a mix of younger (18+) learners and older learners (25+). One learner has 1 to 1 support for Autism. The purpose of the sessions is to identify and strengthen existing writing skills and introduce reflective writing skills. Some learners will have an understanding of referencing and academic writing but all learners will benefit from reviewing these important skills, especially in context of the module aims and assessments (coursework). All learners have practical photography skills equivalent to having completed a Diploma at level 3 (at least) and a portfolio of their own work.
Learners will be independently reading background material, researching, writing, organising and liaising with professionals away from studio sessions as adult degree students would be expected to (with guidance and support).
Professional & Contextual Studies (LVL4) and Professional & Contextual Studies (LVL5) modules are being delivered by another tutor in the class (Steve Davies) – the learner group sizes for both year groups together is 14 which makes the best use of studio space.
Periodically there will be visiting speakers (when confirmed) in the HE lecture theatre arranged for the learners to attend. These sessions will supplement their study and there will be time for questioning and open discussion during and at the end. Visiting speakers may run workshops in the class space depending on the speaker and the topic.
ECM: 1 be healthy; 2 stay safe; 3 enjoy and achieve; 4 make a positive contribution; 5 achieve economic well-being.
Inclusive Practice The course itself is all set online, that includes all schemes of work along with all lesson plans available for students to view. This is to allow a full inclusion from the learner as to the course. There is a feedback mechanism embedded in the blog which allows students to have their say and voice any concerns or worries about the course its structure and delivery. This allows the student voice to directly affect the next delivery of the scheme of work, and for any improvements that could be considered. Course Information At all times students can view any aspect of the course from lesson plan, scheme of work and course outline / criteria from this website. The students have full access to how the whole course is marked and graded via the file downloads tab on this website, plus all other relevant blog entries from the tutor site. The lesson plans usually generated on paper have been replaced by active learner responsive week by week guides which inform all the students of past and future course subject delivery. Resources The course includes use of cameras and related accessories, studio and portable lighting, location photography, image capture and the portfolio presentation of images, from a variety of subjects either on the website or in printed portfolio format. The students have access to a fully equipped photography studio which has been equipped to professional standards with the latest Hi-Glide system and studio lighting facilities.A camera store has a full range of cameras and lenses which are available to loan. Equality and Diversity framework The differentiation of learners and ‘Equality and Diversity framework’ is adhered to via the G.R.A.D.E.S criteria (gender, race, age, disability, ethnicity, sexuality). The teaching and learning styles that are employed in this scheme reflect the needs of the students. Rich and varied media can be used via the website, which can also embed text, video, photographs and audio recordings to allow students to express their individuality and preferred learning style to allow high achievement alongside enjoying the course. Then whole course is set up to offer inclusion from all learners whether they can attend the college or not. Students are able to choose to work online and keep track via the RSS feeds as to what is delivered and expected for each lesson throughout the delivery program. Functional skills and ECM framework Younger 16-18 year old learners do attend and so the scheme of work reflects that accommodation of differentiation and the ECM criteria. Functional skills are delivered via a specific tutor for one hour per week. ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. Safeguarding The safeguarding of students is of paramount importance to allow optimum achievement whilst on this course. The learner is the main focus within the framework of this scheme. This runs alongside the current college support mechanisms( see link) . Lanyard checks are taken at the beginning of each session and online registers are taken. Assessment Methodology Assessment evidence is recorded in an ongoing formative format on a blog website http://www.blogger.com. And allows feedback to be not only given but evidenced on a regular basis to encourage students to stretch themselves and achieve higher. The students all 'self track' and take ownership of each piece of their work by labelling their blogs and images to meet certain criteria. All marking structure is available via the file download tab on this site which clearly shows how all marking and grading is assimilated. Smart Targets It is also a focus of this scheme to have clear objectives which are S.M.A.R.T, Specific, Measurable, Achievable, Realistic, and Time-bound. With the use of the internet being the whole basis of this course it means that at any given time their is total transparency of events and feedback is both from the tutor and peers. It is my opinion that 'pro monitor' is too disjointed from the learners work and doesn't work as well as this method of working which has proven to work in the high level of attainment achieved by learners on these courses. Student Progression The Foundation Degree Course in our HE sector offers students the option to do a final year either at Staffs University or one of their choice through UCAS applications. Differentiation Student progress is reviewed very regularly not only via tutor tracking but self tracking and labelling via the student blog entries. This ownership of student learning allows and promotes the achievement of higher grades .The practice of online learning has opened up the possibility of Distance Learning Packages being developed within this area. Which will widen participation and encourage a very broad catchment of learners from a differentiated background. The differentiation of learners and how they prefer to learn has been considered at all times. The learners are offered an alternative to working online but so far all learners have been comfortable working this way and are guided and supported at all times. | ||||
