Curriculum Information

Art & Design https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-art-and-design-17.pdf?sfvrsn=71eef781_16

Computing https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-computing-16.pdf?sfvrsn=26e1f781_12

Communication, Media, Film and Cultural Studies https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-communication-media-film-and-cultural-studies-16.pdf?sfvrsn=4fe1f781_12

The main aims of the course are to: Engender an aesthetic sensibility and the capacity to become a confident creative practitioner.

Develop a detailed and progressive understanding of the nature of current 3D Computer Animation production techniques and practices, encompassing the 3D CG film, TV, VFX, Games and other new media industries.

Instill theoretical and practical knowledge of the core, generic skills required for professionals working within the 3D Computer Animation sector with emphasis on employment and industry pipelines and practices.

Enable high levels of self-motivation, intellectual curiosity, speculative enquiry, imagination, and divergent thinking skills, enabling students to recognise the interactive relationship between materials, media and processes, between ideas and issues, and between producer, mediator and audience, through engagement in critical discourse and understanding of contextual frameworks in practical application.

To engender in students the managerial and entrepreneurial skill to operate in the creative industries in a variety of roles from self-employment, to SME and large companies, including decision making in relation to the aesthetic, operational, user, market, production and/or manufacturing characteristics of artefacts and systems both individually and as part of a group.

Develop creativity in students reasoning involving flexibility of ideas and methodologies informed by an awareness of current critical debates including considerations of expressive, functional, stylistically issues that are commercially driven or socially motivated.

Use Skills in communication and presentation -articulate ideas and information comprehensibly in visual, oral and written forms; present ideas and work to audiences in a range of situations.

Equip students with the ability to critically analyse and evaluate 3D Computer Generated work from a variety of perspectives, including artistic, socio-cultural, scientific, historical, ethical and legal.

Provide a number of exciting yet appropriate challenges to generate creative content and produce inspiring work to drive and inspire artistic and technical boundaries.

Promote a range of opportunities for collaboration, teamwork and the experience of a “studio simulation” environment within a university context.

Develop the capacity to work independently, and to critically reflect upon future learning needs.

Lectures An Illustrated presentation on a particular topic. The term 'lecture' covers everything from the traditional model, where a single member of the institution's staff or an affiliate23 introduces ideas or delivers facts to a group of students, to approaches that might be much more interactive, involve a variety of contributors, make use of a range of media and technologies, and take place virtually as well as in person.

Seminars A discussion or classroom session focusing on a particular topic or project. Seminars are defined as sessions that provide the opportunity for students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a lecture - the extent of interaction will depend on the delivery method. A typical model would involve a guided, tutor-led discussion in a small group. However, the term also encompasses student or peer-led classes with a staff member or affiliate present. As with lectures, use\\u2028of technology means seminars may take place virtually.

Tutorials A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project. Tutorials may be distinguished from seminars in light of the stronger emphasis they place on the role of the

tutor in giving direction or feedback. Tutorials can happen virtually as well as face-to-face.

Groupwork A range of activities involving collaborative working and usually culminating in a presentation of work. Group work involves students working collaboratively on set tasks, in or out of the classroom.

Project Supervision A series of meetings or exchanges with a supervisor to discuss a particular piece of work. The term 'project supervision' is used to refer to the meetings that a student or group of students would have with a supervisor, to plan, discuss, and monitor progress on a particular piece of work, such as a dissertation or extended project.

Practical Classes

and Workshops A session involving the development and practical application of a particular skill or technique. Examples are wide ranging and could include a laboratory class, recital, artefact handling/ identification, language conversation, sports match and so on. Practical classes and workshops might incorporate elements of teaching or guided learning, and they are at least likely to be supervised or observed by lecturing staff.

Fieldwork Some learning sessions take place outside of the teaching space. These sessions are usually associated with visual studies These sessions are usually supervised and students will visit locations such as museums, castles, town centres etc

External Visits

(including fieldtrips) A visit to a location outside of the usual learning spaces, to experience a particular environment, event, or exhibition relevant to the course of study. Visits are ad hoc, and student focussed, and it is

Examples are wide ranging and could include a visit to a company, film studio, a location, a museum, collection or performance. These visits might be unsupervised or supervised, and supervisors could include staff or appointed representatives. difficult to provide specific hours for this activity as it will change annually.

(including Online Learning) Directed study relates to the study hours which are academically directed but do not take place in direct contact hours. Such direction would normally be undertaken by the use of online resources, for example on a virtual learning environment, or through workbooks and other materials, and may involve students carrying out a piece of research or reading relevant course material as directed by staff.

Independent Study Study instigated through student’s own initiative. Higher education is distinguished from general and secondary education by its focus on independent learning. Scheduled learning and teaching activities typically feature alongside time in which students are expected to study independently, which may itself be 'guided'. Independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment tasks, revision, and so on. The relative amounts of time that students are expected to spend engaged in scheduled activities and independent study varies between courses. In all cases, students are expected to be responsible for their own learning, with appropriate support being provided by the institution. Such support can be via study skills training, feedback on assessed work, access to libraries and learning spaces.

The assessment at regular intervals of a student's progress with accompanying feedback in order to help to improve the student's performance Formative assessment can include diagnostic assessment. It is guided by the need to provide students with developmental feedback and may be provided by means of the following: 1. Oral, written and aural commentary 2. Regular feedback through seminar and tutorial activities 3. Feedback on self-study tasks 4. Peer evaluation (which may form part of the summative assessment strategies at later levels) If formative assessment is designed as part of in-class delivery, the time allocated for such assessment will be indicated as ‘scheduled’. These assessments might include in-class tests and non-assessed presentations.