FORM B Course Specification · FORM B. VFX – Course Specification –2016/17 Page 1 of 22 ....

FORM B

VFX – Course Specification –2016/17 of 22

Course Specification Please refer to the ‘Guidance Notes for the completion of required Validation documentation’ and the QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Chapter A3 - Securing Academic Standards and an Outcomes-Based Approach to Academic Awards: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Name of final award: (e.g. FdA / FdSc / BA (Hons) / BSc (Hons) / MSc)

BA (Hons)

Course title: e.g. (Digital Media Arts)

Visual Effects with Foundation Year

Level:

3, 4, 5 and 6 Credits: 480

Exit awards, level and credits: (where applicable)

• 480 credits (L3 120 credits, L4 120 credits, L5 120 credits, L6 120 credits) – BA (Hons) Degree in Visual Effects with Foundation Year

• 420 credits (L3 120 credits, L4 120 credits, L5 120 credits, L6 60 credits) – BA Degree in Visual Effects with Foundation Year

• 360 credits (L3 120 credits, L4 120 credits, L5 120 credits) –

Diploma of Higher Education in Visual Effects with Foundation Year

• 240 credits (L3 120 credits, L4 120 credits) – Certificate of

Higher Education in Visual Effects with Foundation Year

• 120 credits (L3 120 credits) – Transcript of Credit

School:

London School of Film Media and Design

Field/Subject:

Film and Media

Academic Partners: (where applicable) Note: Approval for an academic partner to deliver a course requires an additional approval event.

none

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Form B – Course Specification Template – Mar 16 of 22

Document version:

Date document completed:

4th August 2106

Document completed by:

Angus Luscombe


1. Awarding body/Institution

University of West London

2. Teaching institution

University of West London

3. Admissions criteria

180 UCAS tariff points at Level 3 which would normally include at least two subject areas, and

include an art and design related subject plus GCSE English and Maths (A*-C).

Applicants with no formal qualifications will be considered on an individual basis.

International students need to meet our English language requirement at either IELTS at 6.0

or above and a minimum of 5.5 for each of the 4 individual components (Reading, Writing,

Speaking and Listening).

IELTS Score for International Students (including the minimum score in all elements)

International students need to meet our English language

requirement at either IELTS at 6.0 or above and a minimum

of 5.5 for each of the 4 individual components (Reading,

Writing, Speaking and Listening).

4. Codes

UCAS Code A W900

UCAS Code B W900

JACS Code W614

Other i700 (BA/DVE)

5. Professional, Statutory and Regulatory Body accreditation (if applicable) None at present. However the Course Team will be seeking Skillset Accreditation in due

course. At the time of writing we are awaiting completion of Creative Skillset’s new

accreditation work for VFX. This work indicates strong industry support for partnerships

between education and the industry.

http://bit.ly/XAxqqZ

http://bit.ly/XAxqqZ


6. Career and progression opportunities and employability skills

The Nesta: Next Gen report, published in February 2011 depicts the VFX landscape as a fast-moving fast-growing element of the UK economy, the majority of which is based in London. The report, commissioned by the Minister for Culture, highlights concerns that, whilst the “video games and visual effects industries play to the UK’s twin strengths in creativity and technology, [… the] visual effects industry, though still enjoying very rapid growth, is having to source talent from overseas because of skills shortages at home.” The report goes to say, “that is mainly a failing of our education system – from schools to universities – and it needs to be tackled urgently if we are to remain globally competitive.” With this, and other evidence from numerous contemporary sources, highlighting the need for future undergraduate courses to seriously address the demand for “VFX graduates”, Creative Skillset commented that there is a “unique opportunity” for universities and colleges to create “new and innovative VFX training and teaching formats." The BA Visual Effects with Foundation Year at UWL offers a generalist CGI grounding, whilst enabling students to specialise in a particular area – something the industry increasingly requires. Graduates from this course will go on to work in film, games, motion graphics, broadcast or as an independent animation director and in both small- and large-scale productions. Progression opportunities within higher education and the University include postgraduate study on EASDM's new MA Design Practice. Sources: Creative Skillset. (2012). Core Skills of VFX Handbook. Retrieved 10 22, 2012, from Core Skills of VFX Handbook: http://www.creativeskillset.org/animation/qualifications/article_8377_1.asp Livingstone , I., & Hope, A. (2011, 2 01). Next Gen. (Nesta) Retrieved 10 22, 2012, from Nesta: http://www.nesta.org.uk/home1/assets/features/next_gen

7. Location of delivery

UWL, St. Mary’s Road Campus, Ealing

8. Mode of delivery (Copy and paste this symbol - ) Full time Part time Distance learning Work-based learning*

Other If other, please specify:

*Work-based learning - if the course includes work-based learning elements, please specify below:

a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 24)


Although work placements are not essential to completion of the course, students are encouraged to engage in industry-related work experience – particularly during the summer period following the completion of year 2 of the course. The school (ESADM) has dedicated administrative support for locating and advertising work experience. Relevant work experience undertaken by students will not attract formal credits although students are very much encouraged to engage with the opportunity as a means to enhance their employability.

9. Planned course duration

3 years full-time

10. Sequencing within the academic calendar (Copy and paste this symbol - )

September only start February only start September and February start

Other If other, please specify:

11. First date of delivery of the course (month and year)

September 2016

12. Language of study

English

13. Formalised Links with External Organisations/Industrial Partners

It is the intention of the Course Team to involve industry contacts as much as possible in the setting of live briefs on several of the modules that constitute the course. It is also an intention to set up an Industry Advisory Panel to provide feedback and advice on future directions and industry needs. Industry involvement will provide enhancement to the student experience and contacts are encouraged to provide formative advice to students. However, they will not be involved in the summative assessment process.

14. Student support arrangements

Throughout their course of study, each student will have access to a variety of sources of support depending on individual circumstances and needs. Apart from the University-wide support framework, which encompasses the course leaders, the module leaders, the personal tutors, in-course learning skills development and Personal Development Planning (PDP), all students will have at their disposal a variety of different support systems which depend on the nature of the course. The development of learning skills includes such techniques and activities as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. These skills will be an integral part of learning courses.


Students are expected to participate in an induction. This will introduce them to the requirements of their course of study and will provide an opportunity to receive all the relevant course documentation, visit the Library and meet and discuss requirements and expectations of their planned learning experience with the course team. The following student support services are available for students: Careers and Employment Services Advice Team Disability Team Information and Funding Team Accommodation Team Chaplaincy Counselling Students’ Union Further course specific information: All students enrolled on the BA (Hons) Visual Effects with Foundation Year course will have a named Personal Tutor who acts as the first point of contact and to whom [the student] can refer for the following:

• Signposting to University services, including all welfare services and academic services such as learning support and careers. NB students do not require referral to these services by a Personal Tutor but may approach a Personal Tutor for guidance when they are unclear about which service they require or what support may be available from the University.

• Generic advice on academic progress. Students will receive guidance on the processes of reflection and review of personal progress. (e.g. personal development planning) through skills development within their teaching course, however, where students have particular concerns about their general academic progress or seek advice on problems affecting their study, they may approach their Personal Tutor. Course Leaders may request Personal Tutors to arrange meetings with any student in the Personal Tutor’s group whose overall performance and/or attendance is causing concern.

• References in support of applications for employment or further study. (Accommodation references will normally be covered by letters of proof of student status issued by the Finance Department).

• Advice on academic/administrative procedures." Extracted from Undergraduate Supplement to the Student Handbook 2012/13 Full details at: http://www.uwl.ac.uk/files/Students/current/UG_Supplement.pdf

15. Aims of the course

The BA (Hons) Visual Effects with Foundation Year course aims to produce: 1. practitioners, suitable equipped with the language, knowledge, understanding, skills and experience to enable them to be successful, on graduation, in the VFX employment market place; 2. graduates with a wide-ranging generalist breadth of creative, analytical and technological CGI skills allied to in-depth specialisms directly related to the production of VFX artefacts; 3. alumuni who exhibit the three core UWL graduate attributes, namely being: a creative and enterprising professional; a reflective and critical lifelong learner; and a globally literate citizen.

http://www.uwl.ac.uk/files/Students/current/UG_Supplement.pdf


16. Content of the course by level (UG)/stage (PG) The BA (Hons) Visual Effects with Foundation Year course at UWL offers a generalist CGI grounding, whilst giving students the crucial ability to specialise in a particular area (T-shaped skills, knowledge and understanding) – something the industry increasingly requires. With a strong CGI focus the course emphasises the importance of a solid grounding in art and design principles whilst teaching students to model, rig, animate and light in 3D. Theoretical, practical and technical knowledge form the basis of an accumulated set of creative software skills that include, but are not limited to: CGI foundations, VFX compositing, 3D match-moving, motion tracking, matte painting, environment creation, rigging and creature effects, digital sculpture, dynamics and CGI lighting and visual development.

17. Summary of the Course for the HEAR transcript

Visual effects (VFX) are the processes whereby sequences for movies, commercials, television, games and other new media are created through digital techniques – live action is enhanced, augmented or replaced altogether. The use of VFX can save money and avoid dangerous or difficult live action filming but, most of all, it enables the impossible to happen. With VFX, imagination is the only limit. Think about mass battles in fantasy realms, exploding planets, interstellar travel, realistic yet mythical creatures, epic disasters, crowd scenes, historical and futuristic settings, car chases and extreme weather conditions. These, and much more, are the products of VFX. The Visual Effects course at UWL is ideally placed to help you develop a career in this

exciting creative industry. Based in West London with close industry ties, the course emphasizes the theoretical, practical and technical knowledge that forms the basis of an accumulated set of creative software skills that include:

• 3D Modelling • Digital Sculpture • VFX Compositing • 3D Matchmoving • Motion Tracking • Environmental Effects • 3D Character Rigging and Creature Effects • CGI Lighting and Rendering

18. Module list and pre-requisites

Module Title Code Level Credits Pre-requisites Core Optional Personalised Learning ED30003E 3 20 N/A

Academic Performance ED30002E 3 20 N/A

Contextual Studies in Media and Design AD30002E 3 20 N/A

Creative Research in Media and Design AD30003E 3 20 N/A

Creative Sectors AD30004E 3 20 N/A


Foundation Major Project AD30005E 3 20 N/A

Principles of VFX AD40201E 4 20 N/A

Digital Toolbox MA40109E 4 20 N/A

Visual Studies AD40110E 4 20 N/A

CGI Foundations AD40199E 4 20 N/A

VFX Toolbox MA40124E 4 20 N/A

Visual Narratives AD40200E 4 20 N/A

Digital Sculpture AD50211E 5 20 N/A

Rigging and Creature Effects AD50209E 5 20 N/A

The Composite AD50208E 5 20 N/A

Character Animation AD50243E 5 20 N/A

3D Match Moving MA50278E 5 20 N/A

Research and Development AD50210E 5 20 N/A

Environmental Effects 6 20 N/A

Professional and Industry Practice MA60118E 6 20 N/A

Project Design and Planning MA60115E 6 20 N/A

Investigative Study MA60116E 6 20 N/A

Major Project MA60117E 6 40 N/A

19. Course Structure diagram indicating the Module Delivery Plan (delete UG/PG as appropriate)

Undergraduate Semester 1 Semester 2 Semester

3 Level 3 Personalised Learning

Academic Performance Contextual Studies in Media and Design Creative Research in Media and Design

Personalised Learning Academic Performance Creative Sectors Foundation Major Project

NA

Level 4 Principles of VFX

Digital Toolbox

Visual Studies

CGI Foundations

VFX Toolbox

Visual Narratives

NA

Level 5 Digital Sculpture

Rigging and Creature Effects

The Composite

Character Animation

Research and Development

3D Match Moving

NA

Level 6 Environmental Effects

Professional and Industry Practice

Project Design and Planning

Investigative Study

Major Project


20. Course Learning Outcomes

Level 3 Relevant modules

A – Knowledge and understanding

Evidence an emerging ability to identify key concepts, theories and practices relevant to the appropriate subject area (art, or design and communication). Demonstrate an introductory knowledge of contemporary developments across a range of media. Show knowledge of the role of technology in the development of forms and practices.

Personalised Learning Academic Performance Contextual Studies in Media and Design Creative Research in Media and Design Creative Sectors Major Foundation Project

B – Intellectual skills Evidence an emerging ability to select appropriate research sources to support written and visual work. Be able to participate in informed discussion of contemporary issues circulating the subject area (art, design and communication). Develop the ability to reflect on your own creative work – strengths and weaknesses.


C – Subject practical skills Evidence an ability to select and utilise appropriate practical tools and software at an introductory level. Produce work which demonstrates an emerging understanding of key practical skills and techniques.

Contextual Studies in Media and Design Creative Research in Media and Design Creative Sectors Major Foundation Project

D – Key / Transferable skills Begin to develop IT skills including basic competencies in relevant software. Gather and organise ideas, expressing them effectively in written, visual and verbal means. Work productively individual as well as in a group. Communicate effectively with your peers and tutors.




On successful completion of this level, students will:

Principles of VFX Digital Toolbox Visual Studies Visual Narratives


Demonstrate a knowledge of the underlying concepts and principles associated with VFX and an ability to evaluate and interpret these within the context of that area of study; Demonstrate a basic understanding of, and competence in, the language and concepts of VFX; Demonstrate knowledge, understanding and practical experience of the technical and creative skills underpinning the principles of VFX design and development; Demonstrate awareness of the historical, technological and cultural contexts in which VFX, as a subject, is situated.

VFX Toolbox

B – Intellectual skills On successful completion of this level, students will: Be able to undertake guided research in the history and contexts of VFX, utilising a range of appropriate sources; Be able to apply design principles, processes and tools in relation to the design and development of VFX artefacts; Be able to make appropriate design decisions, informed by experience, knowledge and understanding of tools, techniques and methods.

Principles of VFX Visual Narratives CGI Foundations

C – Subject practical skills On successful completion of this level, students will: Be able to use a variety of relevant software applications at a level of competence and confidence sufficient to support design and development of appropriate VFX artefacts; Be proficient at recording ideas and evolving creative concepts using a variety of media;

Digital Toolbox Visual Narratives CGI Foundations Visual Studies VFX Toolbox

D – Key / Transferable skills On successful completion of this level, students will: Be able to communicate the results of their study/work accurately, reliably and with structured, coherent arguments, using a variety of appropriate recording and presentational media; Demonstrate creativity;

Digital Toolbox Visual Narratives CGI Foundations Visual Studies Principles of VFX VFX Toolbox


Be competent in accessing and using a range of learning resources; Organise, record and present thoughts, plans and solutions



On successful completion of this level, students will: Have an appreciation, knowledge and understanding of the wide ranging principles underpinning VFX (mathematics, computational, scientific, aesthetic perceptual etc); Identify and understand the role of different stakeholders in a variety of VFX industrial contexts and markets.

Rigging and Creature FX Animation Foundation 3D Matchmoving The Composite Digital Sculpture Research & Development

B – Intellectual skills On successful completion of this level, students will: Be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied; Be able to critically evaluate and select appropriately from a wide range of software techniques, tools and methods for the development of variety of VFX projects and artefacts; Recognise and articulate good practice in the design and development of VFX projects and artefacts; Work with increasing autonomy and creativity to solve VFX design and problems; Show familiarity with the routines and operational processes of commercial practice and demonstrate a potential to operate within such an environment; Critically evaluate her/his own development processes and VFX artefacts and those undertaken and produced by others.

Rigging & Creature FX Animation Foundation The Composite Digital Sculpture Research & Development

C – Subject practical skills On successful completion of this level, students will:

Rigging & Creature FX


Be able to employ with confidence a range of advanced software techniques, tools and methods in the creation of complex VFX projects and tasks; Understand the value of, and be proficient in, non-digital modes of expression including drawing, modelling and composition.

Animation Foundation The Composite Digital Sculpture Research & Development

D – Key / Transferable skills On successful completion of this level, students will: Show an understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge; Be able to communicate in a variety of forms to specialist and non-specialist audiences; Demonstrate the ability to research a topic of study; Demonstrate an understanding of the development and planning processes involved in an individual research study.

Rigging & Creature FX Animation Foundation The Composite Digital Sculpture Research & Development



Graduates of this course will: Be able to demonstrate systematic understanding of the contemporary and emerging VFX industry; Be able to describe and comment on contemporary VFX practices, informed through the lens of historical and cultural contexts; Have a fluency, confidence and immersion in the lexicon of VFX; Understand workflows and design principles and methodologies in VFX, from conceptual development through to implementation; Understand and articulate the key roles and responsibilities in a VFX production team.

Project design and Planning Professional and Industry Practice Investigative Study Environmental EffectsMajor Project

B – Intellectual skills Graduates of this course will:

Project design and Planning

Deleted: ¶


Be able to solve complex problems in the fast changing and ambiguous environment of the VFX pipeline; Be confident and able to undertake practical and theoretical research as appropriate in order to meet a VFX design brief; Have a developed capability to review, consolidate, extend and apply general and specific knowledge and skills and understanding to VFX projects.

Professional and Industry Practice Investigative Study Major Project

C – Subject practical skills Graduates of this course will: Be able to accurately select and deploy relevant software tools and professional workflow methods with proficiency, confidence and artistry; Be able to apply audio to images and effects at a proto professional level of competence; Have a developed understanding and sensitivity to managing resource constraints at all stages of the design process; Be able to construct unique VFX artefacts using appropriate techniques to a professional standard in terms of both techniques and aesthetic concerns; Have contributed to the design and development of VFX artefacts in a variety of key VFX production team roles and responsibilities.

Project design and Planning Professional and Industry Practice Investigative Study Major Project

D – Key / Transferable skills Graduates of this course will: Be confident and competent in presenting themselves and their work, be it visually, in writing or verbally; Be able to operate as an autonomous and reflective practitioner; Have a highly developed understanding and practice in communication, networking and promotion in competitive commercial environments; Be capable of exercising initiative and personal responsibility.

Project design and Planning Professional and Industry Practice Investigative Study Major Project


21. Course Level Skills Development For each of the Course Level Skills, please explain how the Course Structure ensures their development both within and across levels.

22. Teaching and Learning Approaches

You should consult with INSTIL including the Technology Enhanced Learning (TEL) Team and I.T. at the start and during the Course development whether it be a new Course or the revalidation of an existing Course. Teaching and Learning strategies include:

lectures workshops practical studio time industry visits guest speakers from industry group project work

The BA (Hons) Visual Effects with Foundation Year programme is a modular course representing four academic years of full-time study. During the initial stages of each semester, you will have the opportunity to participate in a short period of induction and enrolment. In keeping with the Learning and Teaching Assessment Strategy developed by the Faculty, the VFX course has a ‘blended learning’ approach that brings together lectures, workshops and small-group seminars with extensive independent and group project-based study. Lectures retain an important part in the course strategy as they are a useful way of outlining key information, however the course team will regularly reflect on the role of lectures in the process of students ‘active learning’. Small-group learning is a significant part of the timetable, and it is intended that these sessions provide students with opportunities to improve their self-confidence, develop team working skills and, through structured discussion, adopt a ‘deep learning’ approach. (Griffiths, Houston and Lazenbatt 1996).

23. Teaching and Learning Tools For example: lectures, student-led/tutor-led seminars, group work, action sets, workshops, practicals, lab, tutorials, student presentations, discussions, PDP, WBL, placements, employer engagement, PBL. As outlined in the University’s Learning, Teaching and Assessment Strategy, include reference to the way in which you will promote learning approaches using these tools. Teaching and learning will normally take place in a variety of continually evolving contexts, including an appropriate balance of:

• experiential workshops • practical classes • studio-based practice • screenings • lectures • tutorials • seminars • whole group interactive sessions • expert witness observations • working in groups


• group critiques • group and individual learning • professional interactions of varying types • tutor-led, participant-led, self-directed, research & study • use of subject-specific and generic technologies • resource-based learning, including library work and external sourcing

24. Technology Enhanced Learning (TEL) Indicate the strategic use of TEL within Learning, Teaching and Assessment, across the Course Levels. Level 3 Learning activities on the common modules will take a blended learning, ‘flipped classroom’ approach, and student assessment will include online activities developed and delivered by INSTIL lecturers. In the subject specific modules use will be made of digital tools in classroom and activities e.g. students will be asked to prepare a digital timeline based around the themes that you reviewed during this module, and is expected to be visually appealling for the viewer to observe through the use of infographics. The course subscribes to the University’s TEL strategy, which forms part of the more general IT strategy for the University, available at: https://www.uwl.ac.uk/sites/default/files/Departments/About-us/Web/PDF/policies/IT_strategy.pdf The latter is designed to implement various modes of integration and consolidation. Media & Communications: The course subscribes to the University’s TEL strategy, which forms part of the more general IT strategy for the University, available at: https://www.uwl.ac.uk/sites/default/files/Departments/About-us/Web/PDF/policies/IT_strategy.pdf The latter is designed to implement various modes of integration and consolidation. The course deploys all of the resources of the VLE used by the University (Blackboard), and operates in conjunction with the Reading Lists which interface with the Library. The resources of lecture capture technology (UWL Replay) are used on several modules. Modules with an audio-visual focus use Box of Broadcasts for off-air recordings of relevant television programmes, films screened on television as well as radio programmes linked to the syllabus. Almost all modules with a theoretical emphasis will use Powerpoint or another comparable presentational aid. All modules are underpinned by their representation on Blackboard, with content for lectures, seminars and workshops placed on the VLE as appropriate for the learning event in question. On-line assessment submission and feedback are used for all appropriate modules. This is in line with the University’s IT and TEL strategies.

25. Assessment Approaches

Coherence exists between assessment, teaching and learning methodologies.

https://www.uwl.ac.uk/sites/default/files/Departments/About-us/Web/PDF/policies/IT_strategy.pdf





Assessments will be varied but always relevant to the nature of the activity/enquiry being carried out and to the expected outcome – which may involve presentation of research, written essay or portfolio work and team participation. Assessment is primarily through course work and often based around the production of digital artefacts supported by critical analyses and reviews of that work. A variety of assessment types are used, for example:

• proposals • reports • live briefs • essays - linear and hypertext • group working • practice diaries, log books and journals • blogs • walkthroughs • presentations – individual and group • seminar presentations • contributions to online discussions • critical reviews • sketch books • digital artefacts • lo-fi and hi-fi prototypes • reflective accounts • research journals • design analysis • major project

All assessments will provide opportunity for students to measure personal progress, identify obstacles and constraints, evaluate strengths and weaknesses, and provide them with a realistic profile of their current achievement and any means by which they can promote change to that profile. Each completed module must be passed and will receive either a formative or summative grade. Summative assessment results in a final grade, which normally cannot be changed. This occurs at the end of a module or at the end of the programme. Formative assessment and grading is advisory in nature and is intended to help the student improve their performance and eventual grade. Formative assessment can take the form of an indicative grade, written and/or verbal feedback and feed-forward guidance for future work. Mid-semester assessment is primarily formative in nature and end-of-semester assessment is summative. Normally, all assessment is marked within 10 working days of the hand-in date. In the case of mid-semester formative assessment work is returned with feedback also within that timescale. The return of end-of-semester and end of year summative assessments usually takes a little longer due to the requirements of the examination board process. Final assessments and an exhibition of students’ work will take place at the end of the second semester in the final year.

26. Assessment Matrix Module Title Lev

el Credit

Assessment Type (see definitions below)

Weighting (%)

Overall pass mark

Threshold (%)

Submission: Week Number


Personalised Learning 3 20 Webfolio 100 40 N/A 13 (Sem 2) Academic Performance

3 20 Report Portfolio Reflection (Group debate)

60 20 20

40 N/A 5 (Sem 2) 9 (Sem 2) 12 (Sem 2)

Creative Research in Media &Design

3 20 Research Methods File

50

50

40 N/A 11 (sem 1) 11 (Sem 1)

Contextual Studies in Media & Design

3 20 Synopsis Timeline

50

50

40 N/A 10 (sem 1 13 (sem 1)

Foundation Major Project

3 20 Presentation Final Outcome

50

50

40 N/A 6 (sem 2) 12 (sem 2)

Creative Sectors 3 20 Report Presentation

50

50

40 N/A

5 (sem 2) 7 (Sem 2)

Principles of VFX 4 20

Written

Assignments

40% 40% N/A 6

60% 40% N/A 12

Digital Toolbox 4 20 Project outputs 40% 40% N/A 6

Project outputs 60% 40% N/A 12

Visual Studies 4 20 Portfolio 100% 40% N/A 11

CGI Foundations 4 20

Written

Assignments

20% 40% N/A 8



Written

Assignments

10% 40% N/A 12

VFX Toolbox 4 20 Project outputs 40% 40% N/A 6


Visual Narratives 4 20 Project outputs 50% 40% N/A 8


Digital Sculpture 5 20 Project outputs 30% 40% N/A 3



Rigging and Creature

Effects 5 20




The Composite 5 20 Project outputs 40% 40% N/A 10

Written

Assignments

60% 40% N/A 12

Character Animation 5 20 Project outputs 10% 40% N/A 5





3D Match Moving 5 20

Written

Assignments

40% 40% N/A 10


Research and

Development 5 20

Written

Assignments

40% 40% N/A 6

Written

Assignments

60% 40% N/A 12

Environmental Effects 6 20 Project outputs 10% 40% N/A 3




Investigative Study 6 20

Written

Assignments

20% 40% N/A 5

Written

Assignments

80% 40% N/A 12

Major Project 6 40

Written

Assignments

10% 40% N/A 3

Written

Assignments

10% 40% N/A 5

Portfolio 30% 40% N/A 12


Assessment type KIS category Written exam Exam Written assignment, including essay Coursework Report Coursework Dissertation Coursework Portfolio Coursework Project output (other than dissertation) Coursework Oral assessment and presentation Practical Practical skills assessment (including OSCE) Practical Set Exercise Varies (see below*) *Examples might include data interpretation, data analysis exercises and problem-based or problem-solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam. Otherwise it should be a practical exam. 27. Opportunities for work experience and employer engagement

Whilst work placement is not an official part of the course students are tutored and encouraged to seek work placement opportunities during the vacation periods, particularly between levels 5 and 6.


Live projects are a feature of the course and these are integrated into the curriculum wherever practical and a worthwhile learning experience for a student cohort. Often it is more practical to offer such projects to identified students and offer them support and guidance to the process. Visiting speakers and workshops by professional designers/illustrators are used to support the module aims. Competition briefs form an integral part of the programme.

28. Personal Development Planning (PDP) PDP is embedded in the course, both through module assessments and as part of the personal tutoring system, where they will receive guidance on suitable PDP practice. Students are expected to journalise their activities, in the form of sketchbooks and journals in hardcopy format and/or online, and they start to build their portfolios in the very first modules of the course. Preparing for professional practice (including networking, self-marketing, development planning etc) is a formal element of the course and delivered at level 6 in the Professional Practice module.

29. QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

The primary QAA benchmarks relevant to this course are Art and Design (2008, available at: http://bit.ly/11SDFFR). Some elements of the QAA benchmarks for Communication, Media Film and Cultural Studies (2008, available at: http://bit.ly/Zmjg7d) are also pertinent. The BA Visual Effects with Foundation Year course is designed to be consistent with all the Art and Design benchmarks. Specifically, we refer to the benchmark outcomes set out in sections 4.2, 4.3, 4.4, 4.5 and 4.6 of the current QAA document. In general, our graduates will be able to: "4.2 […] articulate and synthesise their knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employment, further study, research and self-fulfilment apply, consolidate and extend their learning in different contextual frameworks and situations, both within and beyond the field of art and design." Our graduates will be able to demonstrate an ability to: "4.3 […] generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to set briefs and/or as self-initiated activity employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making select, test and make appropriate use of materials, processes and environments develop ideas through to outcomes, for example images, artefacts, environments, products, systems and processes, or texts manage and make appropriate use of the interaction between intention, process, outcome, context, and the methods of dissemination be resourceful and entrepreneurial."

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx


Their work will be informed by and will inform professional practice in their discipline, including: "4.4 […] the critical, contextual, historical, conceptual and ethical dimensions of the student's discipline in particular, and art and design in general the artist's or designer's relationship with audiences, clients, markets, users, consumers, participants, co-workers and co-creators the implications and potential for their discipline(s) presented by the key developments in current and emerging media and technologies, and in interdisciplinary approaches to contemporary practice in art and design." BA (Hons) Visual Effects with Foundation Year graduates will have: "4.5 […] acquired relevant technical knowledge and practical skills, and will be able to employ materials, media, techniques, methods, technologies and tools associated with the discipline(s) studied with skill and imagination while observing good working practices, and professional/legal responsibilities relating to the subject." In addition the following generic knowledge and understanding, attributes and skills will have been demonstrated by graduating students: 4.6 Self-management Critical engagement Group/team working and social skills Skills in communication and presentation Information skills Personal qualities Elements of the QAA benchmarks for Communication, Media Film and Cultural Studies that inform the design of the BA (Hons) VFX with Foundation Year can be found in sections 4 and 5 of f the current QAA document. Specifically: 4.1 "an understanding of the role of technology in terms of media production, content manipulation, distribution, access and use an understanding of new and emergent media forms and their relation both to their social context and to earlier forms" 4.2 "an understanding of the historical evolution of particular genres, aesthetic traditions and forms, and of their current characteristics and possible future developments an understanding of the history of communication and media technologies, and a recognition of the different ways in which the history of, and current developments in, media and communication can be understood in relation to technological change” 4.3 "an understanding of the processes linking production, distribution, circulation and consumption an understanding of key production processes and professional practices relevant to media, cultural and communicative industries, and of ways of conceptualising creativity and authorship a knowledge of the legal, ethical and regulatory frameworks that affect media and cultural production, manipulation, distribution, circulation, and consumption an understanding of how media, cultural and creative organisations operate, communicate and are managed an understanding of how in creative industries individuals, or collaborative project-oriented teams, are formed, operate and complete their work” 4.4


“an understanding of the student's own creative processes and practice through engagement in one or more production practices an understanding of the ways in which specific media and their attendant technologies make possible different kinds of aesthetic effects and forms an understanding of the audio, visual and verbal conventions through which sounds, images and words make meaning” 5.2 “develop substantive and detailed knowledge and understanding in one or more designated areas of the field consider and evaluate their own work in a reflexive manner, with reference to academic and/or professional issues, debates and conventions” 5.3 “explore matters that may be new and emerging, drawing upon a variety of personal skills and upon a variety of academic and non-academic sources” 5.4 “produce work which demonstrates the effective manipulation of sound, image and/or the written word demonstrate competences in the chosen field of practice demonstrate the development of creative ideas and concepts based upon secure research strategies understand the importance of the commissioning and funding structures of the creative industries and demonstrate a capacity to work within the constraints imposed by them produce work showing capability in operational aspects of media production technologies, systems, techniques and professional practices manage time, personnel and resources effectively by drawing on planning, organisational, project management and leadership skills produce work which demonstrates an understanding of media forms and structures, audiences and specific communication registers produce work which is informed by, and contextualised within, relevant theoretical issues and debates” 5.5 “employ production skills and practices to challenge existing forms and conventions and to innovate”

30. QAA Qualification Descriptors The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

This course was designed and developed using a top-down methodology, whereby graduate outcomes were determined and tested first (ie we asked, 'what would graduates of BA (Hons) VFX from UWL know, understand and be able to do?'). With these outcomes in place we move back down through the levels of study and asked similar questions (eg in determining level 5 (DipHE) outcomes we asked, 'what knowledge and understanding and skills will students need to have to enable them to embark on level 6?').

Development of the outcomes at each level was informed by the QAA qualification descriptors (2008, available at: http://bit.ly/10RLU2z) specifically, pages 15-20.

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

http://bit.ly/10RLU2z


31. External Examiner Arrangements Indicate the current status of External Examiner (EE) arrangements related to this Course(s) i.e. use of existing EE’s for shared modules and, the requirement for additional EE’s. The course currently has a single external examiner who looks at all level 5 and level 6 modules with an option to look at level 4 if requested. The course shares modules with both Graphic Design (Visual Studies) and Media & Communications (Digital Toolbox and Animation Foundation). Jon Macey [email protected]

mailto:[email protected]

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