AY14_15 Diploma in Fashion

8/11/2019 AY14_15 Diploma in Fashion

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LASALLE COLLEGE OF THE ARTS

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ALL RIGHTS RESERVED. 2011, 2013, 2014. THIS DOCUMENT AND ITS CONTENTS ARE THE PROPERTY OF LASALLE COLLEGE OF

THE ARTS, 1 MCNALLY STREET, SINGAPORE 187940.

UNAUTHORISED USE IS PROHIBITED. ANY BREACH OF COPYRIGHT WILL BE SUBJECT TO PROSECUTION. THE PROGRAMME HAS

BEEN DESIGNED AND DEVELOPED BY LASALLE COLLEGE OF THE ARTS IN 2011.


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DIPLOMA IN FASHION / CONTENTS


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Table of

Contents---------------------------------------------------------------Introduction---------------------------------------------------------------From the President

About This Programme HandbookLearning Portal

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Section A---------------------------------------------------------------INFORMATION ABOUT YOUR DIPLOMA---------------------------------------------------------------Overall Aims Of The Diploma In Fashion

Diploma Level Learning Outcomes

Diploma Design, Content And Organization

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Section B---------------------------------------------------------------

TEACHING AND LEARNING METHODS ANDASSESSMENT STRATEGIES

---------------------------------------------------------------Teaching and Learning

Delivery Modes

Assessment

Assessment StrategyContinuous Summative Assessment

Summative Assessment

Formative Assessment

Modes of Assessment

Plagiarism

Attendance

Placement Learning

Assessment CriteriaAssessment Criteria Charts

Summative Grading Descriptors and Criteria

Faculty of Design Marking Descriptors

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Section C---------------------------------------------------------------MODULE DESCRIPTORS

---------------------------------------------------------------LEVEL 1

D-SH101 Introduction to Studio Practice

D-SH102 Introduction to Contemporary and Contextual StudiesD-SH103 Technical Skills Workshops for Studio Practice

D-SH104 Exploration of Studio Practice

D-SH105 Specialist Studio Practice

D-SH106 Key Skills in Contemporary and Contextual Studies

LEVEL 2

D-FH201 Contextual Studies Modern Fashion HistoryD-FH202 Fashion Studio 1

D-FH203 Technical Studies 1

D-FH204 Contextual Studies 2 Introduction to the Fashion

System and TerminologyD-FH205 Fashion Studio 2

D-FH206Technical Studies 2

LEVEL 3

D-FH301 Industry Placement Professional Practice

D-FH302 Self-directed Study Fashion Studio I

D-FH303 Career Management - Fashion

D-FH304 Self-directed Study Fashion Studio II

--------------------------------------------------------------- Summary of Learning Hours and CreditsSummary of Assessment Schedule

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DIPLOMA IN FASHION / INTRODUCTION


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From the

President----------------------------------------------------------------------------------

Whether you are joining the College as a student here for the

first time, or continuing with us, my colleagues and I offer youthe warmest welcome to the exciting new academic year at

LASALLE College of the Arts!

For those of you embarking on a new programme here, many

congratulations on your success in joining us our entry

criteria are high and there is fierce competition for places. Toyou, and all our students, I would offer some sound advice thathas been echoed by many of our most distinguished former

students who work successfully in and seek to continually

redefine - the arts, design and creative industries.

Studying at LASALLE is an exciting, life-shaping journey and

the more wholehearted you are in researching, experimenting

and expressing your creativity, the more confident andaccomplished you will become - and the harder you work the

more you will succeed, not only here but in your future life and

career.

Your programme will foster many things from an appreciation

of different art and design traditions from around the world, toan understanding of your own unique artistic instincts. Yourprogramme combines the acquisition of subject-specific

knowledge and skills with the opportunity to creatively explore

and experiment, sometimes alone and sometimes with others.

Projects and collaborations provide a tangible application of

your growing understandings and skills. Through these, you

will learn increasingly to appreciate the great richness anddiversity of your subject - and to begin to excel in it creatively.

Our award-winning campus and outstanding staff team provide

a wonderful environment and supportive foundation for you to

develop and excel in. You also have another unique

opportunity here that may never arise again: to learn from and

collaborate with people from all the other art and designdisciplines, who are approaching similar concepts to you butfrom entirely fresh perspectives and viewpoints.

Take every advantage of all that is on offer, not just on your

programme, but also through the wider LASALLE environment.

Engage with new opportunities, participate in the regular talks

and lectures given by internationally acclaimed artists, and

immerse yourself in our extensive programme of exhibitions,screenings and performances.

Enjoy your programme, and the new academic year!

Professor Steve Dixon

President, LASALLE College of the Arts


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About this

ProgrammeHandbook---------------------------------------------------------------This Programme Handbook gives you information and

guidance about the Diploma you are studying and its academic

and organisational framework.

The Handbook is divided into the following sections:

Section A

Information about the Diploma

Section B

Teaching and Learning Methods and Assessment Strategies

Section C

Module Descriptions

As a student, you will be required to be familiar with the

regulations, policies and procedures below which you will findin the LASALLE Learning Portal (http://learn.lasalle.edu.sg)

Academic regulations

Equal opportunities policy

Placement learning procedures

Roles of external examiners and programme advisers

If you are unable to access the Learning Portal, please contact

the Division of Information Communications and Technology

(ICT) at 6496 5399 or email them at

[email protected]

The programme you have joined has been developed by

LASALLE College of the Arts. The College endeavours to meet

exacting educational standards and to comply with rigorouscodes of practice in such areas as quality assurance,

admissions, assessment and curriculum design.

While we have tried to set out the information as clearly as

possible, the material contained in the handbook is necessarilycomplex and much of it has to be expressed in formal,academic language. It is inevitable therefore that the handbook

might raise many questions and it is essential that you seek

advice and guidance on anything you do not understand. Also,

it is important to remember that your lecturers will explain the

content of this handbook to you in detail as the programme

progresses.

As you progress through the Diploma you will be encouraged

to become more self-motivated and self-directed in your

learning. By the time you reach Level 3 you will be expected to

begin to take a significant amount of responsibility for your own

learning, to find your own artistic voice and to develop your

own strategies for tackling the work you are required to do.This is a vital process in developing a reflective andindependent approach to your professional practice in the

industry of your choice.

You will find that reviewing and reflecting on your process and

emerging practice, play an important part in the teaching and

learning strategies used at LASALLE. Similarly, the College,

with your input, regularly reviews its programmes to ensurethat they meet the high standards expected of the College.

This means that the handbooks are regularly updated and

revised. So, whilst the information in the handbook is as

accurate as possible, it is subject to change. Please make sure

that you update your handbook as revisions are published in

the Learning Portal.


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Learning

Portal----------------------------------------------------------------------------------The Learning Portal http://learn.lasalle.edu.sg contains further

information that would be of interest to you. These include:

Information on LASALLE

See Purpose, Ambition, Values

Purpose, ambition, values

Strategic Plan

Student support services

See Academic Administration

o

Academic Calendaro Update of student particulars

o Application for course transfer, repeat course, resume

studies, intermit studies and course withdrawal

See Student Services

o Pastoral counseling

o Accommodation

o Disability support

o

Student pass and EzLink card information

o Vacation job placements

o Activities and events

See Finance

o

Financial assistance scheme

o Tuition fee details

o Medical insurance scheme

o Refund policy

See The Learning Centre

o

Academic English classes

o Academic group workshops

Learning Resources

See ICT

o ICT support services and contact details

o Link to Outlook Live (for student!s webmail)

o Learning Portal quick start guide

o IT related policies

See Library Resources

o Library opening hours and loan entitlement

o Library new arrivals and online resources

o Library assistance

o Citation and referencing guide

Regulations and Policies

See Programme Handbooks, Regulations and Policies

o General Academic Regulations

o Appeals and complaints procedures

o

Assessment Regulations

o Complaints Procedures

o

Disciplinary Procedureso Student Appeals

o Attendance Regulations

o Academic Misconduct & Plagiarism

o Additional Regulations for Postgraduate Studies

o

Equal Opportunities Policy

o Placement Learning Policy and Procedures

See Academic Administration

o The College Attendance Policy and Operational

Guidelines

o Dispute Resolution Policy

Student assessment

See Programme Handbooks, Regulations and Policies

o

General Academic Regulations

o Assessment Regulations

o Methods of Assessment

o Reassessment Arrangements

Contact details

See Faculty/Programme specific page

o Contact details of staff on the programme


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DIPLOMA IN FASHION / SECTION A


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Section A---------------------------------------------------------------

Information AboutYour Diploma---------------------------------------------------------------You have joined LASALLE as a Diploma student at animportant time in the evolution of LASALLE as an arts

education institution. Our new Diplomas with their community

and industry linked components are intended to prepare you to

work in the creative industries when you graduate.

They are also designed to allow very successful Diploma

graduates to progress to appropriate programmmes at Level 2of LASALLE!s unique range of 3 Year BA Honours Degrees.


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Background---------------------------------------------------------------

The Diploma in Fashion at LASALLE has been developed in

response to the demands of the growing creative industry inSingapore, the region and world-wide for graduates of

enhanced ability, knowledge and adequate experience in

related fashion industries.

As indicated in the Strategic Blueprint set by Singapore Design

Council Singapore needs to constantly re-design itself to moveup the value chain as we have no natural resources andhinterland to fall back on. Design will create new value

propositions for Singapore to remain globally relevant and

competitive in the midst of the growing regional and

international competition. For Singapore to stay ahead, we

must develop a creative culture to attract and retain the best

talent.

The fashion programmes at LASALLE will focus on the

developments of the Asian and International fashion industries.

The philosophy of the programme centers on the contrasting

artistic practices of the creative industries as well as on the

dynamism of the evolving fashion culture in Singapore, the

region and worldwide.


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Diploma in Fashion---------------------------------------------------------------

The Diploma in Fashion is a three-year practice-based

programme integrating technical skills and industry knowledgewith design process and creative visual communication.

Graduates from this programme will be technically sound and

knowledgeable designers. Emphasis is for students to be

equipped with relevant skills and to have a good working

knowledge of the fashion industry. The programme provides a

holistic underpinning for different areas in Fashion and focuseson the fashion product with components in Textile Design,Marketing, Styling and Art Direction.

Contemporary in approach, the learning and teaching process

emphasises the development of future well-informed creative

practitioners.

The programme offers:

A rigorous curriculum that blends contemporary artistic

practices centered on the Asian fashion industry

A holistic experiential learning experience that is hands-onfor graduates to be industry-ready

A good network of alumni and key partnerships with the

industry


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Overall Aims of the

Diploma In Fashion---------------------------------------------------------------

The overall AIMS of this Diploma are expressed below in termsof three core categories ABC:

A. Knowledge and understanding

B. Subject Specific Skills and attributes

C. Transferable and professional skills

These three categories are broken down into sub categories so

that you have a general overview of the aims of the whole

Diploma at a glance

A. Knowledge and Understanding

This Diploma aims to provide its successful graduates with thefollowing:

A1 an informed understanding of the processes and

technical expectations of the related creative industries

A2 a detailed understanding of the characteristics ofcreative practice in the fashion industry; covering the

various roles involved, and an appropriate level of

knowledge and judgement in relation to the chosen field

of study

A3 a basic understanding of the relationship between

theory and practice in order to establish the relevance ofheritage, tradition and past socio/cultural conditions to

contemporary creative industry practice

A4 a clear understanding of how to appropriately apply

research to the execution and completion of briefed or

self selected projects.

A5 the ability to research and analyse relevant topics in

order to form discussions and arguments to arrive at an

informed standpoint that can be presented to others

B. Subject specific Skills and Attributes

This Diploma aims to ensure that its successful graduateshave:

B1 a comprehensive set of relevant skills and practices and

are able to formulate ideas and solutions in relation to

problems and project briefs

B2 a comprehensive understanding of how to developstrong concepts and formulate ways of turning them into

industry-relevant projects

B3 some ability to explore, investigate and apply theoretical

knowledge and establish relevance to contemporary

technological possibilities

B4 the ability to be creative and competent when using

technology to communicate ideas and ways of

managing a project

B5 the ability to identify and engage in appropriate project-

specific research and reflection

C. Practical and Professional Skills

Successful Diploma graduates will have acquired the following

abilities:

C1 the ability to produce work which demonstrates anunderstanding of creative practices that meet the needs

of related industries

C2 the ability to respond to and in some cases initiate

projects of an industry ready standard

C3 the ability to manage the implementation of projects

C4 the ability to articulate and present concepts and ideas in

written and oral form

C5 the ability to integrate theory and technology as part of

the creative process


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Diploma Level

Learning Outcomes---------------------------------------------------------------

LEVEL 1

On completion of this level, you should have acquired:

a basic knowledge of the elements and principles

associated with their area of study and the ability to

evaluate, interpret and apply these within a structured

framework;

a basic understanding of the purpose of journals, process,

research, reflection and critique in the development of

creative work;

a basic understanding of the nature of studio and

professional practice in their chosen area of specialist

study;

a basic understanding of the role played by historical,

cultural and contextual factors in the evolution of their area

of study,

the basic ability to discuss, present and write reflectively

on a given topic within a structured framework.

LEVEL 2

At the end of this level, you should be able to demonstrate:

introductory knowledge and informed understanding of

design principles and processes an introductory ability to understand and use reflection and

critique in your learning and creative practice

an introductory ability to participate effectively in studio

projects and to relate these projects to the fashion industry

practice

an introductory ability to apply and explore an appropriate

range of technical skills, concepts and contextualization

including application in a fashion industry focused project

an introductory knowledge of the main methods of enquiry

in your subject(s), and the ability to evaluate critically theappropriateness of different approaches to solving

problems in the field of study

At this level, you will also be able to:

use a range of established techniques to initiate andundertake analysis of information, and to propose

solutions to problems arising from that analysis

communicate information, argue and analyse in a variety

of forms to deploy key techniques of the disciplineeffectively

demonstrate the emerging acquisition of those skills that

will enable them to assume a degree of responsibility

within organisations and appropriate fashion industry

settings

At this level, you will have begun to develop:

qualities and transferrable skills necessary for employment

requiring the exercise of some personal responsibility and

decision-making

LEVEL 3

On completion of this level you should be able to demonstrate:

a systematic and critical understanding of key aspects of

your field of study, including the acquisition of coherent

and detailed up to date knowledge of the fashion industry

an ability to use key techniques of analysis and enquiry

conceptual understanding that enables the development of

sustained arguments, and/or the ability to solve problemsrelated to the fashion discipline

the ability to manage your own learning, and to make use

of appropriate research both in textual and visual form

the ability to present at a professional level, demonstrating

well-developed ideas which align with the skills required bythe fashion industry

the ability to represent the fashion field and industry well,

using appropriate approaches and methods ofcommunication.

At this level, you will be able to:

apply the methods and techniques that they have learned

to review, consolidate, extend and apply your knowledgeand understanding, and to initiate and carry out projects

evaluate arguments, assumptions, abstract concepts and

data (that may be incomplete), to make judgements, and

to frame appropriate questions to achieve a solution or

identify a range of solutions to a problem

communicate information, ideas, problems, and solutions

to both specialist and non-specialist audiences

exhibit professional conduct when working with people of

different backgrounds and levels

At this level, you will have:

qualities and transferable skills necessary for employment

requiring: awareness of personal presentation, theexercise of initiative and personal responsibility; decision-

making in complex and unpredictable contexts; and the

learning ability needed to undertake appropriate further

training of a professional or equivalent nature.


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Diploma Design,

Content and

Organization---------------------------------------------------------------

The Diploma is offered as a full time programme over three

years and is divided into three levels, which correspond toeach academic year of the programme. The academic year is

divided into two semesters of fifteen weeks with two additional

Assessment Weeks [Week 16 and 17].

There will be 120 credits for each year of study and successful

Diploma graduates must gain a total of 360 credits points toearn the diploma. Students learn progressively, each yearbuilding upon the knowledge and skills base of the previous

year. We call this incremental learning.


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Diploma Level 1--------------------------------------------------------------- Basic introductory principles and skills

Students in Level 1 share common modules across the

Diplomas These shared modules aim to provide students witha comprehensive grounding in the basic creative processes,

technical and academic skills essential for students

progressing to Levels 2 and 3.They also allow for diagnostic

and formative teaching in order to confirm that the students

have made the appropriate choice of Diploma Programme.

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Diploma Level 2--------------------------------------------------------------- Skills development and reflection

Students in Level 2 will be taught technical and vocational skills

specific to their chosen area of study with a directed approach

which encourages reflection.

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Diploma Level 3--------------------------------------------------------------- Industry related learning

Students in Level 3 will undertake modules which may include

self-devised/directed studies or projects. There will be a

placement or live project learning component designed to

assist students in gaining an accurate understanding of the

creative industries associated with their chosen DiplomaProgramme. If placement outside of the College is not feasible

alternative arrangements will be made to ensure students

receive parity of experience.

The placement-learning and /or live projects are designed to

allow students to apply their studio and academic

understandings and achievements to the diverse expectations

of a demanding industry. Students must be able to gaugethrough reflection their skills and shortcomings in order to cope

with the pressures of the work environment, social adaptability

and project management.

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Community Engagement--------------------------------------------------------------- The Community Engagement component is a third year project

that requires students to interact at some level, with non-profit

organisations or community interest-led projects with theprinciple agenda of giving back to the community. This may

include a variety of approaches, such as one-way

communication or information delivery, consultation,

involvement and collaboration in decision-making, and

empowered action in informal groups or formal partnerships. It

can be an independent module in a semester, or incorporated

as a project within a module.

This component is designed to assist students in the

development of those personal characteristics essential to the

world of work in their chosen creative industry. It is intended

that students will develop a greater sense of responsibility,

merging work and personal ethics. The component aims to

nurture qualities in students such as confidence, compassion

and self-reliance, in order to enable them be proactivelyinvolved in community service and volunteerism.

Students need to be able to identify those problems and issues

of social concern that their chosen area of study can address

and/or change. Using the skill sets and research methods

learned, students are asked to be creative and effective in

proposing solutions to these problems and issues.

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Personal and ProfessionalDevelopment (PPD)--------------------------------------------------------------- PPD is not an assessed component of the diploma but it is

central to student success and confidence in learning. PPD isan aspect of the programme that students must participate inover the three years, to ensure that they cultivate good practice

for a professional environment and / or employment. PPD is a

self-reflective, collaborative mentor-student dialogue that could

take the form of seminars, one-on-one discussion, field visits,

industry talks and small-scale workshops.


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DIPLOMA IN FASHION / SECTION B


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Section B---------------------------------------------------------------

Teaching andLearning Methodsand Assessment

Strategies--------------------------------------------------------------- The College provides the academic framework for a range of

Diploma programmes in a range of specialisms the content of

which reflect current and emerging practices in the creative

industries. All the Diploma programmes share a commonunderstanding of Teaching and Learning Methods andStrategies for Assessment.


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Teaching and

Learning---------------------------------------------------------------

The Diploma has a specific set of aims and learning outcomes

which structure an appropriate curriculum and a

comprehensive set of student learning experiences that

demonstrate progression, coherence and balance across thethree levels of learning.

The teaching and learning strategies acknowledge, respect

and encourage a wide variety of teaching and learning styles

and activities, offering a balance between the provision of

information (direct or resource-based) and opportunities for

active assimilation, application, questioning, debate and critical

reflection.

Progression through the diploma leads to an increasing

emphasis on student self-direction and independence inrelation to the learning and teaching strategies deployed. Part

of this process will involve the ongoing development of student

communication skills. Teaching and learning will be geared

towards some of the following learning processes which are

consistent with programmes of this type.

These include:

awareness raising and knowledge acquisition:

the process through which a student is introduced to and

engages with new areas of knowledge and experience,

and broadens and deepens existing knowledge;

critical understanding:

the process whereby a student engages in critical analysis

of texts, fields of knowledge, concepts, and cultural and

production practices, testing their analysis againstreceived understandings and practices;

practice experience:the process through which a student acquires practical

experience, skills and the opportunity for creative

expression and/or thinking in a range of activities, fromempirical research to production work, and receives and

gives feedback on their performance;

critical reflection:

the process through which a student reflects on newunderstandings, and on their own learning experiences

and performance, and acquires new awareness and

understandings.


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Delivery Modes--------------------------------------------------------------- The structure of the programme does not allow for choice

between modules. However, within individual modules there is

often considerable room for negotiation as to the nature, scopeand outcome of the work. Flexibility in the delivery methods

used and the outcomes required facilitates students!

understanding of the relationship between theoretical and

practical approaches.

Aligned with the specific aims, emphases and learning

outcomes of the Diploma programme, learning and teachingmethods will draw on an appropriate balance of delivery modes

and these are detailed as follows:

Practical Coursework:

Class-based exploration of the practical and theoretical

aspects of each module, including practical presentations at

specific points in the curriculum. Classes are normallyconducted in relatively small groups to enable a greater degreeof interactivity and empathy between tutor and student.

Group Critique:

Group sessions, which analyse student performance and

encourage the constructive use of peer assessment and self-

assessment to develop critical reflection and self-awareness.Students will present and discuss practical demonstrations of

work-in-progress with tutors and peers.

Seminars/discussion groups:

Group sessions, which may be led by tutors or by students

presenting prepared papers or practical demonstrations.

Seminars which test background reading, research,interpretation and practice are normally given in classes and

may often be led by the students using prepared material.

Students are encouraged to present their work appropriately

using a variety of methods including audio-visual

presentations. Student-led seminars are used to test students!

knowledge, practice and ability to deal with presentations.

Workshops:

Workshops are supervised activities for the practice and

acquisition of skills and techniques. They are designed to

progressively advance skills and workshop-based projects are

intended to integrate new skills with old, for the constant

reinforcement and re-evaluation of techniques and their

application. Workshops may also include site-based researchand evaluations.

Lectures:

This category Includes traditional lectures and practical

demonstrations, but may also lead to group discussion or

practical exploration of the lecture subject.

Tutorials:

Formal individual or group sessions designed to support every

aspect of the programme. Modules containing a tutorial

component operate with a specific brief to support the work in a

structured manner to aid learning. Students are encouraged to

learn through self-assessment, which is evaluated and steered

by the tutor. In the programme, the development tutorials

become more and more important as the students progress inthe curriculum.

Screenings:

Tutor-led sessions designed to support traditional lectures with

audio-visual material.

Field Trips:

Off-site visits to various elements of the industry provide the

necessary exposure for students beyond the classroom. Fieldand study trips in Singapore and beyond may offer studentsthe opportunity to learn from different settings and cultures.

Industry based learning:

Students are required to take a module that may include

placement and/ or live industry-related projects.

PPD:

PPD [Personal and Professional Development] is not a

summatively assessed component of the Diploma however it is

central to student success and confidence in learning and is

developed on an incremental basis over the three years of

Diploma study. PPD aims to ensure that students cultivate

strong and reflective study skills thus enabling a professionalapproach both to academic study and industry based learning.PPD is a self reflective mentor-student dialogue that can take

many forms ranging from one to one discussions to group

debates, field visits, industry talks and small-scale workshops.


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Assessment---------------------------------------------------------------

Assessment is an integral part of the learning process, and will

be formative and diagnostic as well as summative andevaluative, providing feedback to students wherever

appropriate. In this Diploma students will be participants in the

assessment process through strategies such as the group

critique, where students present and discuss their work with

peers and tutors.

Assessment strategies in the Diploma are aligned with thespecific aims, and learning outcomes as described in the

Handbook and are underpinned by the learning and teaching

strategies. They are appropriate and consistent with the

intended learning processes, the learning context, and the

learning needs and learning level of the students. This Diploma

seeks to ensure that, within the variety of approaches taken,

assessment is consistent both in the demands it makes onstudents and in the standards of judgement it applies.

Consistent with the principles, aims and outcomes of the

Diploma assessment will focus on the following areas:

subject-specific and generic skills, including skills ofinvestigation and enquiry, oral and written communication

skills, the use of a range of technology systems for

accessing data resources, contacts and literature, and

appropriate creative production and practice skills.

breadth and depth of subject knowledge and awareness of

the history and context(s) of that knowledge

critical analysis, whether of texts, fields of knowledge,

concepts or cultural or production practices. This includes

the ability to contextualise this analysis and engage in

critical debate through discursive argument

critical reflection on issues of practice, on knowledge andunderstandings, and on students' own and others'performance against agreed criteria, including the capacity

to deploy and evaluate evidence and to express the

outcomes of such reflection clearly and fluently.

In the case of final outcomes assessment criteria will

reflect the specific brief and the relevant Level LearningOutcomes of the Diploma and may also acknowledge

relevant professional standards when appropriate


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Assessment Strategy--------------------------------------------------------------- The Diploma programme!s assessment strategies have been

designed to ascertain whether the student has achieved the

relevant learning outcomes and reached the required standardfor the award of the Diploma.

Assessed projects and assignments are also conceived as

learning opportunities, which build upon each other as well as

providing the means of more formal assessment. With this in

mind, an assessment strategy has been devised in which:

Every assessment is designed to be of use to the students

and to relate closely to her/his academic development.

Every assessment is designed to provide information onthe ability and progress of the student in fulfilling the aims

of the programme.

A range of assessment modes, both formative and

summative, is used, assessing both the student!s reflective

and analytic, oral and written abilities as well as her/hispractical understanding, creative and collaborative skills

and ability to undertake appropriate research.

All modules are assessed. Every module is assessed by

more than one method.

Continuous Summative Assessment

This type of summative assessment is designed to assessLevel One students!developing abilities in terms of

engagement, participation, preparation and involvement in the

learning adventure.

Summative Assessment

A range of summative assessment procedures can be found inthis Diploma. They are designed to recognise and evaluate theapplication of previously acquired practical knowledge, a well

developed knowledge base, the ability to be reflective and

critical and an appropriate balance between independent and

collaborative work. The recorded percentage mark for each

summative assessment contributes to the final grade for the

year.

Formative Assessment

Diagnostic and formative assessment provide opportunities for

students to improve their learning and gauge how they are

progressing without the burden of concern about a final

summative grade or mark. The emphasis in this kind of

assessment is on providing supportive feedback which enablesstudents to identify strengths, weaknesses and gaps inknowledge. Feedback on student performance is supplied in a

number of ways. This may include self and peer assessment

opportunities, informal presentations, summaries of strengths

and weaknesses across written work to classes as a whole

and personalised written feedback on essays or journals.


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Modes of

Assessment---------------------------------------------------------------

1. Written Skills

Students are required to express and communicate in written

form, their findings and research.

This can be assessed through written assignments and

reflective self-study that include, but are not limited to:

Written Assignments and Essays

Students will be required to submit essays and other forms of

written assignments with a word count ranging from 500 to

1500 words. These written assignments will be given

progressively and incrementally from Levels 1 to 3.

Creative Process Journals

You will be required to keep a series CPJ !s for specificmodules. A CPJ serves to reflect your independent academic

explorations, development and analysis of research. Through

these journals, you will learn to reflect upon and articulate your

own knowledge and design process. You will be expected to

use a range of appropriate means of recording your project

process and execution. These may include written, visual andaudio media. You will explore self-assessment and peerassessment methods of analyzing the work in order to

understand better their individual performance and

collaborative experience.

Reflective Journals

A student may be required to keep a series of reflectivejournals (both on and off-line) for specific modules. Each

journal serves to reflect students!independent academic

explorations, experiences and discoveries. Through these

reflective journals, students will learn to reflect upon and

articulate their own knowledge and work process. Students will

be expected to use a range of appropriate means of recording

their project process and execution. These may include written,visual and audio media. Students will explore self-assessmentand peer assessment methods of analyzing the work in order

to understand better their individual performance and

collaborative experience.

Self-assessment

Self-assessment is a written evaluation by the student of

his/her own performance, contribution and participation in aproject for a particular module. It is designed for students to

attempt to develop an acute awareness of their personal level

of engagement in a project and how that affects the outcome of

the final submission. The weighting of self-assessment is at the

discretion of the lecturer.

Peer assessment

Peer and self-assessment are essential aspects of student!s

awareness of their progress. Students will peer assess each

other in written form or through group critique. Peer

assessment is also used to allow students to gauge peers !

performance and reflect on their own. It allows for students to

come to terms with their strengths and weaknesses when

working in a group setting. The weighting of peer assessmentin the context of the overall project assessment is module

specific. Peer Assessment is conducted during class or as a

submission at an appropriate date specified by the lecturer.


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2. Work Execution, Process and Development

It is important that the progress of a student during the period

of study is monitored and supervised incrementally. In order for

students to be able to initiate and complete projects with some

measure of professional standard and quality. Students will be

assessed in areas that include execution, work process and

project development.

These will take the form of the following:

Practical coursework

This is undertaken with supervision by tutors. It may take the

form of individual or collaborative work. In the case of

collaborative work, a student and/or the group!s criteria will be

articulated at the beginning of the semester. These mayinclude commitment to process, understanding of practice,

development of technical and conceptual skills and the ability

to reflect on student!s own practice. Students will be

encouraged to research and develop their practice

incorporating taught and self-explored theoretical material.

Research by Portfolio

A portfolio may contain written material (such as descriptions of

research or project objectives, constructive evaluations, copies

of seminar reports and examples of written material) together

with visual and aural material, design work, video and

photographic records. The portfolio should demonstrate a

student!s ability to appropriately research the chosen areas ofexploration. In addition portfolios may exhibit skill sets,

comprehension of relevant or specific subject matters and the

ability to meet some aspects of the industry-related

requirements in a chosen field.

Collaborative Projects (Group Work)

Students working on Collaborative Projects will share the sameassignment brief with considerations for varied roles and levelsof participation. A collaborative project may be done at a

Faculty level or with the involvement of other Faculties and

institutions as detailed by supervisor. Students are assessed in

two ways:

participation, contribution and the level of involvement in

the process and evolution of the given project

evaluation of the final outcome of the group project,

covering content, execution and adherence to assignment

brief

Students may be assessed on their participation in groups in

the following areas:

Understanding of concepts

Linking/development of concepts

Contribution to development of the project

Working with others in the group

Reference to literature/sources

Ability to critically reflect on contribution

Ability to evaluate own contribution and that of others

3. Personal and Professional Development

In the course of their study, students are expected to develop

professional skill sets and the confidence to communicate their

ideas effectively to peers and others. Students should

progressively develop the ability to prepare creative and

specific solutions to a range of project briefs. In order to assess

students!ability to be professional at different levels, they mustbe able to show incremental levels of achievement and may be

assessed on any of the following:

Presentation Skills

Students will use a seminar framework, which may include

audio-visual support to communicate the stages of their

explorations and share their practical approaches to project

execution to their peers. Students will develop the ability andconfidence to present ideas and receive feedback from peers

and lecturers for further self-reflection.

Practical Presentation

Certain modules will require students to prepare presentations

to a peer audience in order to share the findings of specificareas of research and/or to demonstrate how they approachtheir work. Students will be encouraged to use a wide range of

presentation media and techniques in such presentations. A

practical presentation may also include formative or summative

assessments of students!progress at different stages of a

project during a semester. A presentation of practical work as a

folio or performance can be used as a method of assessingstudent!s preparation and work process during the semester.

The percentage weighting given to the presentation is defined

according to the relevant module.


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Plagiarism

Plagiarism is regarded as the intended or careless taking ofideas and works, which are not the student !s own, without

clearly referencing the source material. Therefore, it is

imperative that students cite all materials accurately. For

academic writing, plagiarism is equivalent to the lifting of an

idea and text from a book, journal or Internet, neglecting

citations. In the case of creative works, students areencouraged to detail their source of inspiration through theirComparative Analysis. (For full details see Academic

Regulations in the Learning Portal http://learn.lasalle.edu.sg)

If in any doubt about plagiarism students MUST seek the

necessary guidance from lecturers.

Attendance

Being on time (punctual) and being at hand (presence) to

deliver creative work is part and parcel of being professional in

terms of industry work and expectations. Students at LASALLE

are trainee-professionals. Attendance in class is essential inorder for each lesson!s Learning Outcomes to be effectivelycommunicated to students.

Students are expected to attend 100% of classes and other

timetabled activities. (See Academic Regulations in the

Learning Portal)

In addition, the institution must report to Immigration &

Checkpoints Authority (ICA) those international students whose

attendance falls below 90% in any month or who have not

attended classes for a continuous 7 working days. (See ICA

website for more details http://www.ica.gov.sg/)

The detailed guidelines can be found in the institution!sAcademic Regulations and Attendance Policy and OperationalGuidelines in the Learning Portal.

Placement Learning

Placement Learning is an experience-based component

designed to enhance the student-industry relationship. This

component aims to further improve students!understanding of

the expectations and demands of their chosen creativeindustry. In the context of this component students will be

exposed to the execution of practice linked or live project

briefs, engage in work activities involving industry

representatives and communicate professionally their ideas

and work process. Placement Learning then becomes an

embodiment of learning through life experience.

Through direct integration with the industry or industry-related

activities, students will be able to gauge their suitability,

strengths and weaknesses in order to draw from their live

experiences those skills which must be acquired or further

developed. Above and beyond technical skills, such learning is

intended to enhance students!aptitude, work ethics, personal

conduct, communication skills and professionalism within awork related environment.

Placement and/or Live Project Learning is offered within and

outside the College and may include: industry placements,

projects, events, exhibitions, festivals, individual and companyproductions and more according to the demands of the

relevant creative industry. Such learning can take place within

Singapore and beyond.

However placement learning does not include learning outsidethe College such as part-time, term-time and vacation work

that is not approved and supervised by the College.

Placements must be part of students!required course of study

(e.g. as an assessed component within a module).

Placement learning aims to integrate and familiarise studentswith the relevant work settings and has considerableimportance in the development of students!understanding of

their chosen field of study. Such learning can be an

experience-based and/or observational experience, an

apprenticeship or a designated role.

Work-based and placement learning is not restricted to

undertaking work experience or going on a placement. Incases where the student is unable to secure a placement

outside the College, support will be provided by the College for

an alternative project/attachment on campus to fulfil the

learning outcomes of the module/ programme.

The degree of complexity and responsibility undertaken bystudents during this type of learning will be monitored,evaluated and supervised by mentors and/or supervisors.


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---------------------------------------------------------------

Assessment Criteria---------------------------------------------------------------

The aims of the programme and the intended learning

outcomes of the modules determine the definition of theassessment criteria. Assessment criteria have been compiled

in relation to:

1. the students!ability to develop and test ideas in theory and

practice

2.

different levels of attainment and their relation to the aimsof the modules3.

the measurement of the students!attainment of intellectual

and imaginative powers

4. the student!s deployment of appropriate methods for the

development of communication skills

5. the students attainment of professional and vocational

skills

Assessment Criteria Charts

The following charts establish Assessment Criteria as

evaluation guidelines for students and staff. A distinction has

been made between written work, practical projects and

research criteria in order to clarify the need for a different

approach to the examination of the intended learning out come.

Using these charts as a basis Staff will develop Level specific

Assessment Criteria appropriate to each Summative

Assessment and aligned to the Level Learning Outcomes.


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------------------------------------------------------------------------------------------------------------------------------------Summative Grading Descriptors and Criteria

------------------------------------------------------------------------------------------------------------------------------------

GENERIC GRADING CRITERIA CHART

Mark % Descriptor Generic grading Criteria Specific Grading Criteria

(Marking Criteria)0 Non submission

or plagiarisedassessment

A categorical mark representing either the failure to

submit an assessment or a mark assigned for a

plagiarised assessment. Please refer to the Academic

Regulations for further details

For a more detailed overview of

assessed items, please refer to theMarking Descriptors

1 9 Very bad fail A submission that does not even attempt to address the

specified learning outcomes

As above

10 24 Bad fail Represents a significant overall failure to achieve the

appropriate learning outcomes

25 39 Fail Represents an overall failure to achieve the appropriate

learning outcomes.

As above

40 49 Pass Represents the overall achievement of the appropriatelearning outcomes to a threshold level

As above

50 59 Good Represents the overall achievement of the appropriate

learning outcomes to a good level.

As above

60 69 Very good Represents the overall achievement of the appropriate

learning outcomes to a very good level.

As above

70 79 Excellent Represents the overall achievement of the appropriate

learning outcomes to an excellent level.

As above

80 89 Outstanding Represents the overall achievement of the appropriate

learning outcomes to an outstanding level.

As above

90 100 Exceptional Represents the overall achievement of the appropriatelearning outcomes to an exceptionally accomplished

level.

As above


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LEVEL 1

Mark

Band

Descriptor Marking Criteria

Studio Practice / Workshop

Marking Criteria

Written Assignment

Marking Criteria

Presentation

0% No

submission

or plagiarism

Failure to submit assignment(s)/ folio(s).

Or plagiarised submission of

assignment(s), presentation, or folio(s).

Failure to submit an

assessed assignment.


an assessed assignment.

Failure to submit an

assessed presentation.


an assessed presentation.1

9%

Very bad fail A submission that does not attempt to

address any learning outcomes

Did not attempt basic requirements of

component briefs and exercises

No evidence of technical skill learned

and applied

No evidence of reflection and

application of reference texts and

visuals

No evidence of experimentation with

media, materials and testing of ideas

Unprepared folio

No sense of addressing

the assignment briefs.

Scope and terms ofreference are not

defined.

No structure of

argument with no

research and reflection.

Very low proficiency

language is

fundamentally flawed

and cannot be

understood.

No clarity in the

communication of

information, ideas and

arguments.

Not proficient overall.

No time management

and professionalism.

10 24%

Bad fail A submission that does not fulfill a greatportion of the learning outcomes and is not

relevant to the requirements

Missing a large portion of

requirements from component briefs

and exercises

Very little progress in technical skill

acquired and very little application

Unable to make relevant reflection

and application of reference texts and

visuals

Shows no understanding of

experimentation with media, materials

and testing of ideas

Shows no consideration in

organization and making

presentations

Poor sense ofaddressing the

assignment brief or, at

most, only sporadically.

Scope and terms of

reference are poorly

defined.

Weak structure of

argument with little, or

mostly irrelevant


Low proficiency

language is flawed and

difficult to read.

Little clarity in thecommunication of


arguments.

Very low proficiency in

presentation skills.

Little time management

and professionalism.

25

39%

Fail A submission that fulfills only a few of the

required learning outcomes

Fulfills only a few requirements from

component briefs and exercises

Very weak progress in technical skill

acquired and with very poor

application

Very little understanding in making

reflection and application of reference

texts and visuals

Very weak experimentation withmedia, materials and testing of ideas

Weak organization and presentation

Unsatisfactory sense of

addressing theassignment brief and its

requirements.

Scope and terms of

reference are not well

defined.

Incoherent structure of

argument with some


Inconsistent sense ofstyle, language and

syntax.

Insufficient clarity in the

communication ofinformation, ideas and

arguments.

Low proficiency in


Unsatisfactory timemanagement and

professionalism.

40

49%

Pass A submission that fulfills adequately the

learning outcomes although with somelevel of inconsistency

Manages to fulfill sufficient

requirements from component briefs

and exercises

Sufficient grasp of technical skill but

incomplete application

Acceptable level of reflection and

direct application of reference texts

and visuals

Minimum level of experimentation with

media, materials and testing of ideas

Inconsistent standard of organization

Addresses at least half

of the assignment and

the work meets

satisfactory standards.

Limited scope andterms of reference.

Sufficient structure of

argument with relevant


Consistent sense of

style, language and

syntax.

Satisfactory and clear

communication of


arguments.

Presentation ofsatisfactory proficiency.

Satisfactory time

management and

professionalism.


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24

and presentation

50

59%

Good A submission that fulfills the desired

learning outcomes with a level of

consistency

Fulfills the majority of requirements

from component briefs and exercises

Good grasp of technical skill with

ability in application Good level of reflection and selective

in application of reference texts and

visuals

Good level of experimentation with

appropriate media, materials and

testing of ideas

Competent level of organisation and

presentation

Addresses mostaspects of the

assignment brief, but

unevenly.

Scope and terms of

reference are defined.

Evidence of a cohesivestructure and relevant,

though limited,

argument with

adequate research and

reflection.

Good sense of style,

language and syntax.

Good communication ofinformation, ideas and

arguments.

Good proficiency in


Good time

management andprofessionalism.

60

69%

Very good A submission that fulfills desired learning

outcomes with good level of achievement

Fulfills all requirements of component

briefs and exercises

Demonstrates very good level of

technical skill with effectiveapplication

Shows very good level of reflection,

shows ability to analyse and be

selective in applications of reference

texts and visuals

Very good and effective level of

experimentation with appropriate

mediums, materials and testing ofideas

Effective levels of organization and

presentation

Addressed all aspects

of the assignment brief.

Scope and terms of

reference are well

defined.

Clear structure andargument with relevantuse of research and

reflection.

Consistently good

sense of style,

language and syntax.

Very good

communication of

information, ideas andarguments.

Very good, proficiency

in presentation skills. Very good time

management and

professionalism.

70

79%

Excellent A submission that fulfills desired learning

outcomes with an excellent level of

achievement

Fulfills all requirements from

component briefs and exercises withcoherent understanding

Demonstrates excellent level of

technical skill with successful

application

Comprehensive level of reflections,

shows good ability in analysis and

successful applications of reference

texts and visuals

Excellent and effective level ofexperimentation with selectivity in

choice of media, materials andeffective in testing of ideas

Clear and well accomplished levels of

organization and presentation

Covers all aspect of the

assignment briefthoroughly.

Scope and terms ofreference are well

defined with argument

structure reveals ability

to weigh both sides of

the argument and is

clearly supported bybreadth of research

evidence and

competent use of

source material.

Exhibit excellent writing

style, language andsyntax.

Excellent

communication ofinformation, ideas and

arguments.

Excellent, proficiency in


Excellent time


80

89%

Outstanding A submission that fulfills desired learning

outcomes with an outstanding level of

achievement


component briefs and exercises with

coherent understanding and a sense

of confidence and independence,

even at times originality

Outstanding and confident level of

technical skill with successful and

assured application Comprehensive level of reflection with

critical analysis and successful

Comprehensive

coverage of all aspects

of the assignment briefwith of originality.

Scope and terms of

reference are well

defined and argument

structure reveals abilityto weigh both sides of

the issue and is clearly

supported by breadth ofresearch evidence and

very good use of

Outstanding

communication of

information, ideas andarguments.

Outstanding,

proficiency in


Outstanding time

management and

professionalism.


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application of reference texts and

visuals

Confident, fluent and effective level of

experimentation with well selected

choice of mediums, materials andhighly effective in testing of ideas

Outstanding well accomplished level

of organization and presentation

source material.

Exhibit outstanding

writing style, language

and syntax.

90

100%

Exceptional A submission that fulfills desired learning

outcomes with an exceptional level of

achievement


component briefs and exercises withextensive grasp of all aspects and

extremely thorough with a absolute

sense of confidence and

independence and with originality

Exceptional, high level of technical

skill with successful and fully assured

application

Comprehensive level of reflection and

maturity of thinking coupled withcritical analysis and successfulapplication of reference texts and

visuals

Confident, fluent and creative level of

experimentation with well selected

choice of mediums, materials and

highly effective in testing of ideas with

resolution

Perfect accomplished level of

organization and presentation

Covers all aspects of

the assignment brief

extensively with

originality of thought,

communicating abrilliant understanding

of the key concepts of

the subject and ability

to discuss these

concepts in a free-

ranging manner.

Exceptional

communication of


arguments.

Exceptional proficiency

in presentation skills.

Exceptional time



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LEVELS 2 & 3: Faculty of Design Marking Descriptors

Mark

Band

Practical Work Creative Process Journal Written Essay/Report Oral Presentations Achievement of

Learning Outcomes

0% Non submission or plagiarised assessment NA NA NA NA

1-9% No grasp of the principles and practice of thecreative process to execute relevant ideas

No handling of materials and techniques No level of studentship

No communication of information, arguments and

analysis

No understanding of theory and practical contexts No reflective skills

No communication of information,

ideas and arguments No use of language No approach and method

No communication of information,

ideas and arguments No proficient presentation No time management

None of the learning

outcomes achieved

10-24% Little grasp of the principles and practice of thecreative process to execute relevant ideas

Little handling of materials and techniques Little studentship

Little communication of information, arguments

and analysis

Little understanding of theory and practicalcontexts

Little reflective skills

Little communication of information,

ideas and arguments Little use of language Little approach and method

Little communication of information,

ideas and arguments Little proficient presentation Little time management

Few of the learning

outcomes achieved

25-39% Unsatisfactory grasp of the principles andpractice of the creative process to execute

relevant ideas

Unsatisfactory handling of materials and

techniques Unsatisfactory level of studentship

Unsatisfactory communication of information,arguments and analysis

Unsatisfactory understanding of theory andpractical contexts

Unsatisfactory reflective skills

Unsatisfactory communication ofinformation, ideas and arguments

Unsatisfactory and inaccurate use oflanguage

Unsatisfactory approach and method

Unsatisfactory communication ofinformation, ideas and arguments

Unsatisfactory proficient presentation Unsatisfactory time management

Some learning outcomesnot achieved

40-49% Satisfactory grasp of the principles and practiceof the creative process to execute relevant

ideas

Satisfactory handling of materials andtechniques

Satisfactory level of studentship

Satisfactory communication of information,

arguments and analysis at a proficient level Satisfactory understanding of theory and practical

contexts Satisfactory reflective skills

Satisfactory communication of

information, ideas and arguments Satisfactory but sometimes

inaccurate use of language Satisfactory approach and method

Satisfactory communication of

information, ideas and arguments Satisfactory proficient presentation Satisfactory time management

Learning outcomes

achieved to a limited but

adequate level

50-59% Good grasp of the principles and practice of thecreative process to execute well-informed ideas

Generally good handling of materials and

techniques Good level of studentship

Good communication of information, argumentsand analysis at a proficient level

Good understanding of theory and practical

contexts Good reflective skills

Good communication of information,ideas and arguments

Generally good and mainly accurate

use of language Good approach and method.

Good communication of information,ideas and arguments

Good proficient presentation Good time management

Generally soundachievement of learning

outcomes

60-69% Very good grasp of the principles and practiceof the creative process to execute well-informedideas

Consistently good handling of materials and

techniques Very good level of studentship

Very good communication of information,

arguments and analysis

Very good understanding of theory and practicalcontexts

Very good reflective skills

Very good communication of

information, ideas and arguments Consistently good and essentially

accurate use of language Very good approach and method

Very good communication of

information, ideas and arguments Very good proficient presentation Very good time management

Consistently good

achievement of thelearning outcomes

70-79% Excellent grasp of the principles and practice ofthe creative process to execute well-informed

ideas

Confident handling of materials and techniques Excellent level of studentship

Excellent communication of information,

arguments and analysis at a proficient level Excellent understanding of theory and practical

contexts Excellent reflective skills

Excellent communication of

information, ideas and arguments Confident and substantially accurate

use of language Excellent approach and method

Excellent communication of

information, ideas and arguments Excellent proficient presentation

Excellent time management

Achievement extending

beyond the learning

outcomes

80-89% Outstanding grasp of the principles and practiceof the creative process to execute well-informed

ideas

Fluent and fully assured handling of materialsand techniques

Outstanding level of studentship

Outstanding communication of information,

arguments and analysis at a proficient level Outstanding understanding of theory and practical

contexts Fully developed reflective skills

Outstanding communication of

information, ideas and arguments Fluent and fully assured use of

language Outstanding approach and method

Outstanding communication of

information, ideas and arguments Outstanding proficient presentation Outstanding time management

Substantial achievement

extending well beyond the

learning outcomes

90-

100% Exceptional grasp of the principles and practice

of the creative process to execute well-informed

ideas

Confident handling of materials and techniques Exceptional level of studentship

Exceptional communication of information,arguments and analysis at a proficient level

Exceptional understanding of theory and practical

contexts Exceptional reflective skills

Exceptional communication ofinformation, ideas and arguments

Confident and substantially accurate

use of language Exceptional approach and method

Exceptional communication ofinformation, ideas and arguments

Exceptional proficient presentation Exceptional time management

Exceptional achievementextending beyond the

learning outcomes


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DIPLOMA IN FASHION / SECTION C


27

---------------------------------------------------------------

Section C---------------------------------------------------------------

Module Descriptors---------------------------------------------------------------


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Summary

Year Semester Module Code Modules Credits

1 1 D-SH101 Introduction to Studio Practice 20

1 D-SH102 Introduction to Contemporary and Contextual Studies 20

1 and 2 D-SH103 Technical Skills Workshops for Studio Practice 20

2 D-SH104 Exploration of Studio Practice 20

2 D-SH105 Specialist Studio Practice 202 D-SH106 Key Skills in Contemporary and Contextual Studies 20

2 1 D-FH201 Contextual Studies - Modern Fashion History 10

1 D-FH202 Fashion Studio 1 15

1 D-FH203 Technical Studies 1 35

2 D-FH204 Contextual Studies - Introduction to Fashion System and Terminology 10

2 D-FH205 Fashion Studio 2 15

2 D-FH206 Technical Studies 2 35

3 1 D-FH301 Industry Placement - Professional Practice 10

1 D-FH302 Self-directed Study - Fashion Studio I 50

2 D-FH303 Career Management - Fashion 10

2 D-FH304 Self-directed Study - Fashion Studio II 50


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--------------------------------------------------------------- Level 1

---------------------------------------------------------------

Introduction to Studio

Practice---------------------------------------------------------------Module

Code

Credits Sem Weeks Status

D-SH101 20 1 1 - 15 Compulsory

This module aims to develop in students a basic understanding

of Studio Practice in the context of Tertiary Art and Design

education. The module introduces students to Drawing

Fundamentals, Basic 3D Studio Practice, Basic 2D Studio

Practice. The contents include conceptual thinking and ideadevelopment, research for practice, the function, interpretation

and execution of the Studio Practice Brief, the role and functionof sketchbooks and the development of reflective journals, the

purpose of critique and the value of group and collaborative

work. There are four components within the module all of which

are designed to complement and supplement each other in

achieving the overall aims and learning outcomes of theModule.

The Components are:

A 2D Studio Practice

B 3D Studio Practice

C Drawing Fundamentals

D Grey Matters

(Development of conceptual thinking skills)

Indicative Workload (in hours):

Lectures/ Seminars 120

Tutorials 24

Private Study 56

Total 200

Aims

To introduce students to Drawing Fundamentals and basic

2D and 3D studio practice

To introduce students to the basic elements and principles

of art and design

To introduce students to basic reflective and critical studio

practice

Learning Outcomes

On successful completion, students will be able to

demonstrate:

Knowledge and Understanding

A basic understanding of the elements and principles of art

and design

Subject Specific Skills and Attributes

A basic ability to use 2D, 3D and drawing skills

Transferable Skills

o The basic ability to use a reflective process when

responding to project briefs

o A basic understanding of studentship

o

A basic ability to use thinking skill as part of studiopractice

Teaching Methods

Lectures, tutorials, practical class-work, discussions and

demonstrations

Assessment

D-SH101-1 Studio Practice

(Skills Development)

20%

D-SH101-2 Studio Practice

(Final Submission)

60%

D-SH101-3 Grey Matters 20%

Required Reading

Dodson Bert, Drawing by Seeing Northlight Books, Cincinnati

1995.

Recommended Reading

Dodson Bert, Keys to Drawing with Imagination, Northlight

Books, Cincinnati, Ohio 2006.


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---------------------------------------------------------------Level 1

---------------------------------------------------------------

Introduction to

Contemporary andContextual Studies---------------------------------------------------------------

ModuleCode



The purpose of this Module is to introduce students to the

fundamental processes of Contemporary and Contextual

Studies. Students will learn how to develop a range of written

work including note taking and reflective and creative writing.

Discussion and presentation will also be introduced and

students will be required to attend lectures, workshops and

screenings. Students will also learn how to look at art, designand media through an understanding of history and theory.



Tutorials 24

Private Study 128

Total 200

Aims

To introduce visual / cultural literacy and to cultivate the

inquisitive, questioning approach to learning.

To develop the ability to process and reflect on information

(research, project brief, assessment criteria) in order to

communicate it.

Learning OutcomesOn successful completion, students will be able to

demonstrate:


o

A basic knowledge of art design and media history

and theory


o A basic ability to discuss, to present and to write

creative essays.

Transferable Skills

o The basic ability to document and record information

gained from lectures, tutorials, workshops and

screenings

o

A basic ability to research, respond to texts anddevelop essays.

Teaching Methods

Lectures, tutorials, skills development workshops and

screenings

Assessment

D-SH102-1 Thinking and Academic Skills 40%

D-SH102-2 Presentation 20%

D-SH102-3 Essay 1 40%

Required Reading

Berger, J. (1995). Ways of seeing. London: Penguin, 1977.

Recommended Reading

Selected writings to be retrieved from the Learning Portal


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---------------------------------------------------------------Level 1

---------------------------------------------------------------

Technical Skills

Workshops for StudioPractice---------------------------------------------------------------

Module

Code


D-SH103 20 1 & 2 S1: 1 - 15 &

S2: 1 - 7

Compulsory

The central aim of this module is to equip students with the

essential technical skills required for the successful execution

and interpretation of Studio Practice Briefs. There are six

discrete components within the module all of which have been

carefully selected to provide an appropriate range of skills foremergent contemporary artists and designers. There is a range

of over-arching outcomes for the Workshops detailed below

which are designed to ensure that Workshops encourage skills

of research and application as well as the acquisition of

techniques and procedures.

The FIVE Workshops are:

Photography

Moving Images and Sound

Illustrator

Photoshop Clay Modeling


Workshops 90

Tutorials 18

Private Study 92

Total 200

Aims

To equip students with a range of basic technical skills

including digital, analogue and hand skills

Learning Outcomes

On successful completion, students will be able to

demonstrate:


o A basic understanding of the technical skills required

for the execution of studio projects


o

A basic ability to apply technical and workshop skills

to a specialist studio project

Transferable Skills

o The basic ability to use and apply research in

conjunction with technical and workshop skills

o An understanding of the basic principles of

studentship and independent learning in relation to

the acquisition of technical skills

Teaching MethodsLectures, tutorials, practical class-work, discussions,demonstrations and critiques

Assessment

D-SH103-1 Photography 20%

D-SH103-2 Moving Images and Sound 20%

D-SH103-3 Illustrator 20%

D-SH103-4 Photoshop 20%

D-SH103-5 Clay Modeling 20%

Required Reading

Mary Warner Marien - Photography A Cultural History, 2ndEdition (New Jersey, Upper Saddle Rive, 2006)

Michael Rush - Video Art, 2007 (New York, Thames & Hudson,

2007)

Susan Sontag - On Photography, 1977. (Newest edition - New

York: Anchor Books, 1990)

Recommended Reading

*Additional*Charlotte Cotton, The Photograph as

Contemporary Art New York, Thames & Hudson, 2009.


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---------------------------------------------------------------Level 1

---------------------------------------------------------------

Exploration of Studio

Practice---------------------------------------------------------------Module

Code



This module aims to develop in students the basic ability to

explore and apply those skills and understandings which have

been introduced in Semester 1.The module continues to

include Drawing Fundamentals, 2D Studio Practice, 3D Studio

Practice, Grey Matters, and PPD. The components aredesigned to complement and supplement each other in order

to develop in students a clear and thorough understanding ofthe requirements of Studio Practice. By the end of the module

students should be sufficiently independent in their studio skills

to be able to tackle the Specialism Module which will be

delivered in Term 4 of Semester 2.



Tutorials 24

Private Study 56

Total 200

Aims

To nurture students!ability to apply Drawing

Fundamentals and basic 2D and 3D skills to their studio

practice

To develop students!basic ability to explore and apply the

elements and principles of art and design

To encourage students to apply basic reflective and critical

thinking skills

Learning Outcomes

On successful completion, students will be able todemonstrate:


o A basic understanding of the application of elements

and principles of art and design


o A basic ability to apply 2D, 3D and drawing skills

Transferable Skills

o The basic ability to apply a reflective process whenresponding to project briefs

o

An emerging understanding of studentshipo An emerging ability to use thinking skill as part of

studio practice

Teaching Methods

Lectures, tutorials, practical class-work, discussions,demonstrations and critiques

Assessment

D-SH104-1 Studio Practice(Skills Application)

70%

D-SH104-2 Grey Matters 30%

Required Reading

Dodson Bert, Drawing by Seeing Northlight Books, Cincinnati,

1995

Recommended Reading

Dodson, Bert, Keys to Drawing with Imagination, North Light,

Books, Cincinnati, Ohio 2006

Michael Rush New Media In Art, 2005 (New York, Thames &

Hudson, 2005)


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LASA

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AY14_15 Diploma in Fashion

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