BA (Hons) Art Practice
22 Feb 2026 - 31 Aug 2028
| Course Leader | Christopher Nurse |
|---|---|
| Course Team | Martyn Jones, Tiffany Oben |
| Awarding Body | University of South Wales |
| Teaching Institutions | Merthyr Tydfil College |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 3 |
|---|---|
| Valid From | 22 Feb 2026 |
| Valid To | 31 Aug 2028 |
QAA Benchmarks
Educational Aim
The main aims of the course are:
To facilitate acquisition of appropriate knowledge and understanding, development of the necessary personal attributes and mastery of the essential skills which will equip and prepare students for continuing personal development and professional practice.
The ‘Top Up’ year for the Foundation Degree in Art Practicecourse aims to prepare students for:
Self-employed/supporting artist – commissions, grants, residencies, artists’ co-operativesParticipatory arts, practitioner and collaborative artistTeachingAssistant curation in museums and galleries and alternative venuesArts management and administrationCraftspersonSculptor, public artistOther career opportunities also become available in the design and performing arts sector,Educational/schools/museums programmes that include elements of art practice and art historyArts health and wellbeing
On graduation students have a range of options for personal progression, students may continue into teacher training, to study at a higher level such as the MA course in Arts Practice at USW or into employment, which they may undertake alongside continuing their personal practice through a portfolio career. Recent graduates have set up an artist group, called ‘Clyc’ and have already had several successful exhibitions. They have begun selling work successfully. One graduate from 2013 is now a part time member of staff at The College Merthyr Tydfil teaching on the Art courses while another is a full time art technician. Several students have undertaken teacher training within the college undertaking their professional placement within the Creative Industries department at The College Merthyr Tydfil. Students may also continue their studies at USW MA Arts Practice Fine Art or Arts Health and Well Being (AHWB) at Atrium, Cardiff. [GB1]
[GB1]This is not appropriate for this section.
The first sentence is more appropriate in section M – although this is already completed so may not benefit from this addition.
The second paragraph is confusing as this is a new course being validated for the first time so there cannot be previous graduates.
Learning Outcomes
| A1 | Articulate, synthesise and generate knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employability and enterprise, preparation for further study, research and personal development demonstrate an understanding of the role and impact of intellectual property (IP) within art and design subjects. |
| A2 | Apply underlying concepts and principles of art practice outside the context in which they were first studied and the application of those principles in a work context. |
| A3 | Demonstrate subject specific and generic knowledge, skills and understanding and evaluate critically the appropriateness of different approaches to solving problems in art practice and apply these in a work context. |
| A4 | Engage with the concepts, values and debates that inform study and practice of art and art history, their objects and artefacts, as well as an awareness of the limitations and partiality of historical knowledge and a confident engagement with the processes and applications of historical analysis. |
| B1 | Use a range of techniques effectively to critically analyse and synthesise information, proposing solutions to problems, in the field of art practice and in a work context. |
| B2 | Communicate information, arguments and analysis in a variety of forms effectively, using a variety of techniques in the field of art practice and in a work context. |
| B3 | Consider and evaluate their own work in a reflexive manner, with reference to academic and/or professional issues, debates and conventions |
| B4 | Carry out various forms of research for art practice, history and critical studies relating to art practice and the wider creative industries involving sustained independent enquiry |
| C1 | Demonstrate qualities and transferable skills necessary for employment and progression to other qualifications requiring personal responsibility and decision making, including time-management, self-motivation, personal initiative, organisational skills planning strategizing and responsibility |
| C2 | Negotiate, work with others, communicate, take responsibility, comply with regulations, group membership skills |
| C3 | Demonstrate professional/vocational skills in Art Practice that include detailed knowledge and experience of complex processes, the nature and behaviour of materials, media and machines, the organisation and planning ahead of events, processes and use of resources. |
| C4 | Evaluate professional/vocational skills in Art History and theoretical knowledge that requires clarity of expression, ordering of information and concepts, researching and marshalling of evidence, well organised in presentations, tutorials and contacts with outside agencies, understanding implications of social and funding policies on the arts and artists and education. |
Course Structure
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| VH3S017 | MOD011099 | Studio Practice: Research Develop Critique | Running | 20 | specified |
| VH3S018 | MOD011100 | Professional Study | Running | 20 | specified |
| VH3S019 | MOD011101 | Contextual Study | Running | 20 | specified |
| VH3T009 | MOD011098 | Studio Practice: Refine, Resolve, Exhibit | Running | 60 | core |
Teaching and Assessment
Learning and Teaching Methods
Active/simulation based
Students are encouraged to exhibit their work in the college gallery as a simulation based exercise preparation for exhibition opportunities in public galleries. Mock interviews are conducted to build confidence in communicating ideas and presenting portfolios.
Lectures
Lectures form an integral part of all practical and contextual coursework modules in providing students with an effective method of presenting and analysing relevant information. Lectures may form part of an introduction to a practical module or be specifically timetabled for Art History.
Seminars
Seminars are conducted in both practical and contextual studies based modules. Seminars form the basis of encouraging interaction between students and help generate and enhance students thought processes and ideas. (e.g. student presentations, small group work, role-play)
Tutorials
Students are asked to sit in on each other’s tutorials, in order to provide further opportunities to sharpen their critical skills and to foster collaborations and a community of practice.
Groupwork
Professional Study and practical modules provide opportunities for students to engage in group work and activities throughout the course. Students work as part of a team with employers as well as when presenting work in exhibitions. Assessment of group or collaborative outcomes is done on an individual basis through evaluative reporting (oral, visual and written) in presentations, visual journals and blogs
Demonstration
Demonstration of digital software, uses and applications of a variety of art materials would normally occur at the beginning of a module and is included in allocation of time spent in practical workshops
Practical Classes and Workshops
Practical classes and workshops form the core of the course but this is underpinned by theoretical, based outcomes, largely written essays or research investigations. involving the synthesis, of extensive secondary source research, undertaken by students as a means to inform and develop their art practice and professional studies, and which forms part of their assessment for each module.
Supervised time in studio/workshop
Students will be expected to develop their practice in a studio environment where they can work collegiately able to gain informal feedback from staff and peers
Fieldwork and work placement opportunities occurs at level 5 within FD art Practice.
External Visits(including fieldtrips)Top-up s Students take part in a field trip to London as part of their studies. The trip, which takes place over two - three days, entails visits to major collections and exhibitions, A foreign trip is organised each year, which students from both years may attend. FD students are also able to join in with college-wide trips, which are organised for BTEC and A Level students.
Directed Study (including Online Learning)
Directed study allows students to plan and carry out a self-directed project, working one-on-one with a faculty member as required for Art Practice modules. Learning and teaching is supported on-line through the provision of learning materials and reading lists on Unilearn. Comprehensive briefs are provided for each module, which outline its theme, aims and objectives, content of taught sessions, suggestions for research, and assessment requirements. Students are also provided with extensive technical notes and health and safety information. The course makes use of Unilearn for announcements and email, Art history and contextual studies assignments are presented via Turn It In. Students are provided with a course handbook, study timetable and assessment timetable on-line (these are also provided in hard copy in the studios).
Independent Study
Independent study will involve students working without tutor support or supervision. Students will be required to work independently in their studio space or outside of the college environment.
Formative assessment-scheduled
The summative assessment of a students’ performance occurs at the end of each year. However some work is also assessed formatively throughout the period of the academic year so as both tutor and student can monitor progress. Formal assessment will often combine both formative and summative elements, for example when a visual journal is returned to a student with a mark and some comments.Formative assessment-independentStudents are encouraged to reflect on their progress in relation to the assessment criteria so that they develop a realist understanding of their performance and strategies to improve
Employer Engagement
Visiting Speakers
BA Art Practice top-up year offers a programme of visiting speakers drawn from across the spectrum of contemporary art practice and the wider creative industries, which will be made available for FD students to attend. Alumni are invited to speak to students as part of employability events for professional studies.
Volunteering
Volunteering is an opportunity for students to improve their chances of prospective employment and an important way of gaining skills required for a future career. Students will be expected to reflect on their choice of an appropriate volunteering placement within the creative industries in the first instance. An application or meeting with a prospective employer would then be arranged.
Fieldwork
For specific modules students may create work on location in response to particular environments or commercial developments.
Fieldtrips
Field trips are organised for student groups to visit museums and galleries and alternative venues locally regionally and nationally. Students are also expected to independently research possible work placement opportunities as part of professional studies.
Employer Forums
Employers are invited to come into college to discuss work placement opportunities with staff and students. During these meetings employers are invited to use the time as an opportunity to comment on effectiveness of these placements and their relevance for future employability.
Other
Professional studies enable work placement opportunities for students wishing to pursue careers in education through supporting and working with the teaching team at Merthyr College.
Means of Assessment
Studio Practice: Refine Resolve Exhibit
Studio Practice: Research Develop Critique
Professional Study
Contextual Study
Learning Support
Induction
Students receive inductions to the library and student support services to become familiar with resources, where to locate them and how to use them. Students receive inductions to the various workshops: print-making, drawing and ceramics, which includes health and safety and risk assessment. Students receive inductions that focus on key skills for art history including essay writing, Harvard referencing and writing critically.
Personal tutor
The course leader acts as the personal academic coach for the students across the board as the course has a small cohort of 10-12 students per year group.
Office hours
Open door policy allows students to approach tutors and personal tutor during non-taught hours.
Tutorials
Tutorials are given throughout the course for each module to monitor student progression. For practical modules tutorials consist of looking at, and discussing journals, annotations, research, ideas, and works in progress. For art history modules, tutorials are given on a one to one basis, and are time-tabled in once work on assignments begins with each student having the opportunity to discuss ideas, research, study skills, and works in progress on a weekly basis, if desired, otherwise weekly during the month before deadlines.
Seminars
A combination of lectures and seminars are conducted as standard practice to introduce a new module and enable group discussion during the course of development of the project. Seminars also occur on a weekly basis in art history modules to discuss set texts and address study skills such as research, essay writing, essay structuring, Harvard referencing, critical writing, etc.
Formative Assessment
Longer running modules require students to submit early assignments before a final summative assignment. Shorter modules will be formatively assessed through tutorials with a final summative assessment.
Progress meetings
Students have three half hour pastoral tutorials spread through the year.
Research Supervision
Students’ research progress is supervised throughout modules. Modules begin with an overall introduction to relevant artists and lists of artists to research are given. Thereafter, students gain further marks for independent research, and this is supervised through regular tutorials and informal discussion.
Online Resources
Online resources are provided by tutors via Moodle or Blackboard and by the library.
Advice Centres
Students are directed to the advice centre to additionally gain advice and skills in research, writing and general study. Representatives are also called in to provide lectures on key study skills such as Harvard referencing and essay writing. Students are encouraged to use the college Student Services to seek help with study skills and especially with the academic Art History modules if needed. This can help with improving level of written work in critical studies and visual Journals, explaining how the assessment criteria are applied to determine performance and how students can address the criteria effectively through their work, their statements of intent, research folios and approaches to research. The student support system operates on a strictly confidential one-to-one basis and students find this beneficial.
DDS Service
Those students with specific learning needs conditions such as dyslexia are advised to approach the advice zone centre to gain further assistance such as note-takers, study skills and technology designed to assist. Students can also make use of the Student Disability & Dyslexia Services drop-in appointments and gain general access to Disability Advisers to discuss support requirements, answer queries or discuss funding for support.
The arts have a high degree of dyslexic practitioners, Mmany students will begin the course having already been assessed with regard to diagnosed with specific learning needs conditions during school or further lower level education and will understand the processes for gaining assistance such as note takers or digital equipment and software to assist their studies, as well as note takers and advisers.Details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/ The aim is to provide a is can help with improving the level playing field for students with specific learning needs to supportof written work in critical studies and visual journals, explaining how the assessment criteria are applied to determine performance and how students can address the criteria effectively through their work, their art practice proposalsstatements of intent, research folios and approaches to research.
IT/Library
The library induction introduces students to the wide range of resources available freely online via the USW and Merthyr College hubs including books, articles, journals, images, radio, TV and films. The college also offers a wide range of IT equipment both in class, in the library and in designated areas on each floor that students can access and use. This includes both PC and Macs with a wide range of software aimed at general and subject specialist use.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Arts (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
Progression Route
At the end of the third year, Upon completion of the course, successful students may can choose to progress (subject to course-specific requirements) to masters postgraduate study courses either at the University of South Wales or an alternative HEI. similar course in the UK. Other employment progression routes available include: Self-employed/supporting artist – commissions, grants, residencies, artists’ co-operatives Participatory arts practitioner and collaborative artist TeachingAssistant curation in museums and galleries and alternative venues Arts management and administration Craftsperson Sculptor, public artist Other career opportunities also become available in the design and performing arts sector, Educational/schools/museums programmes that include elements of art practice and art history Arts health and wellbeing
Entry Requirements
Admission to the course is typically through the following qualifications:
Admission to the programme is normally through gaining one of the following qualifications:
Completion of a Foundation Degree in Art Practice
or 240 Credits from a combination of Levels 4 and 5 from an equivalent and relevant degree programme.
Diploma of Higher Education 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3.
Applicants from outside the institution or students who have completed other related Foundation Degree Qualifications must attend and pass an interview. They must have successfully completed 240 Credits from a combination of Levels 4 and 5 from an equivalent and relevant degree programme.
Applicants from overseas will need to provide evidence of 6.0 IELTS score or equivalent experience to a level not lower that than required for students from the UK. Applicants will also be expected to either send a portfolio of work or negotiate with the award tutor regarding email or web site equivalent or attend a. A face-to-face interview.
The University requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
\\rThe Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
\\rTransitional Arrangements for Current Students (if applicable)
\\rN/A
\\rArrangements for Feedback to Students
\\rThe arrangements for providing feedback to students on their assessed work within 20 working days are:
\\rFor Studio Practice modules sStudents are given verbal feedback during assessment tutorials shortly after the coursework submission deadline. Each student has the opportunity to discuss the written feedback during individual tutorials following the publication of grades. Students will have received the written feedback within 20 days following the deadline for the submission of work. The course applies and have adapted the generic grading criteria that are used across the University and indicate the levels of performance that merit the different degree classifications: 1st / 2:1 / 2:2/ 3rd and fail. This grading criteria has been adopted as indicative of typical qualities associated with grades and degree classifications. They are descriptive rather than prescriptive. Grading criteria will be adopted in line with USW standard conventions, which detail progression through levels.
\\rStudent Representation
\\rCourse and Student Voice Representatives will represent the students on this course at meetings with teaching staff and other members of the University.
\\rThe role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues back to staff during designated meetings and feedback to the students the outcomes/actions arising from these meetings.
\\rStudent Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
\\rCourse Monitoring
\\rThe University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as continuousannual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
\\rExternal Examiner
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
\\rThey provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
\\rExternal examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
\\rThe external examiner(s) associated with this course are recorded in the Course Handbook.
Quality Of Standards Indicators
Engagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rThe teaching team has considered a range of internal and external sources of guidance in developing the course. The University’s Learning and Teaching Strategy 2013-17 outlines the means by which the University aims to fulfil learner potential in contributing to the social and economic requirements and the wider skills agenda within Wales and beyond; the Academic Blueprint for all Undergraduate courses at University of South Wales advises on the key principles to be considered in the design and review of courses; the University Assessment For Policy outlines how assessment should be used to enhance learning, and sets tariffs for assessment weightings. The QAA These key documents have enabled the team to ensure that the proposed course is in line with the University’s expectations for new and revised curricula. In addition, the Faculty provides guidance on designing learning outcomes and key skills for its courses, which ensures that these essential elements of curriculum design are appropriate to the academic level and subject. [GB1]
\\rThe course also responds to key drivers from the Welsh Government. For instance, the Credit and Qualifications Framework for Wales (CQFW) provides guidance on the expectations of knowledge, understanding and skills at each level, which has helped the team to situate potential student achievement within the nationwide educational framework.
\\rThis proposal and its constituent modules conform to the 2017 QAA subject benchmarks for Art and Design https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-art-and-design-17.pdf?sfvrsn=71eef781_16 and History of Art, Architecture and Design https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-history-of-art-architecture-and-design-17.pdf?sfvrsn=dc98f781_14
\\rBenchmark statements have been used to inform educational aims and learning outcomes within the Course Specification for example; ‘articulate, synthesise and generate knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employability and enterprise, preparation for further study, research and personal development demonstrate an understanding of the role and impact of intellectual property (IP) within art and design subjects’
\\rThe development of this proposal has also been informed by CQFW level descriptors and CELT assessment tariff guidelines. http://celt.southwales.ac.uk/documents/download/311/
\\r[GB1]This section is asking for details of engagement with external benchmarks only.