- Professor Peter Lloyd (Professor - Southampton Solent University)
|Delivery Type||Delivery length / details|
|Seminar||5 x 2 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1) Essay proposal presentation. 5 minute presentation via powerpoint or other medium||20%|
|Semester Assessment||2) Essay proposal. 1,000 words||20%|
|Semester Assessment||3) Essay proposal presentation. 5 minute presentation via powerpoint or other medium (semester 2). Continuation and development of 1 and 2 above||20%|
|Semester Assessment||4) Final essay. 3,000 words (continuation and development of all the above)||40%|
|Supplementary Assessment||Resit semester 1 elements. 1 x 2,000 words essay proposal||40%|
|Supplementary Assessment||Resit semester 2 elements. 1 x 4,000 words essay||60%|
On successful completion of this module students should be able to:
Identify a viable research topic, and systematically develop and present the case study via 2 x presentations and 2 x essays (utilizing a range of presentation methods e.g. images, media clips, artifacts, and academic sources).
Conduct research into the conception and realization of an interdisciplinary curated project, event, publication etc., via library, internet, gallery archives, interviews, field study, site visits etc.
Clearly articulate research processes and findings.
Reflect on, evaluate, and constructively critique a curated interdisciplinary project.
Understand what motivates a curator and organization, institution, funding body etc to invest in a project by enquiring into how and why does it develops, and expand upon the creative programme or portfolio of the individual or organization.
It continues to encourage the student to ‘join up’ elements of their optional and chosen taught modules offered within the scheme towards a greater understanding of how their multi/inter-disciplinary learning can fit and work together.
The module encourages the students’ understanding of the development of a project from its conception to its realization, including consideration of audiences, by carrying out primary research into their case study via interviews, studio and site visits, and field research.
Through a deeper and broader understanding of the case studies, students will learn how to more thoroughly contextualise their learning within a wider contemporary interdisciplinary critical discourse, and develop research that directly connects and informs their developing self-directed creative practice.
An example of an interdisciplinary exhibition from a Fine Art perspective could be Glasgow international 2016 ; Festival of Contemporary Art Directed by Sarah McCroy. An example from a film perspective could be Amalgams at the New Room/John Wesley Chapel, Bristol, co- curated by Kim Knowles.
Week 2: Interdisciplinary curatorial practice from the perspective of Fine Art (Lecture 1)
Week 4: Interdisciplinary curatorial practice from the perspective of Fine Art (Student-led seminar 1)
Week 6: Interdisciplinary curatorial practice from the perspective of Film (Lecture 2)
Week 8: Interdisciplinary curatorial practice from the perspective of Film (Student-led seminar 2)
Week 10: Student presentations of essay proposal in progress (formal assessment, Assignment 1)
Week 2: Interdisciplinary curatorial practice from the perspective of Theatre (Lecture 3)
Week 4: Interdisciplinary curatorial practice from the perspective of Theatre (Student-led seminar 3)
Week 6: Interdisciplinary curatorial practice from the perspective of Creative Writing (Lecture 4)
Week 8: Interdisciplinary curatorial practice from the perspective of Creative Writing (Student-led seminar 4)
Week 10: Student presentations of Essay in progress (formal assessment, Assignment 3)
|Skills Type||Skills details|
|Application of Number||Where appropriate students will engage with number in relation to developing their projects.|
|Communication||During group discussions, student led seminars and presentations. In both essays and both presentations, assignments 1- 4. Students learn communication skills by carrying out secondary research via interviews, studio and site visits to meet with curators, directors, publishers, editors, audience members etc|
|Improving own Learning and Performance||This will take place throughout the developmental lectures and seminars and independent primary research in the field.|
|Information Technology||Practically in relation to completing the assessment tasks 1 - 4 (written and oral). And using audio and video equipment to recording, documenting and collate research.|
|Personal Development and Career planning||Ongoing throughout the module.|
|Problem solving||Creative approaches to problem solving including identifying personal/professional strengths and weaknesses, project management, tailoring self-evaluation to a given specification.|
|Research skills||In preparation for the essay presentations digital media will be used as part of all presentations. Collating and archiving research material.|
|Subject Specific Skills||Students will gain specific knowledge of their practice and the context for their practice.|
|Team work||Student led seminars and engaging critically with student presentation, providing informal oral feedback|
This module is at CQFW Level 5