ARTD1121 Research in Contemporary Issues
Module Overview
This module is designed to develop knowledge of the issues that surround graphic arts. It introduces key ideas and concepts through a review of the social, political and cultural influences that are shaping where the discipline is heading. Using a range of relevant critical texts, case studies, projects and practitioners, we will introduce you to methods and approaches that will inspire you to critically examine contemporary practice and identify and unpack key ideas and concepts. You will communicate your ideas in written form utilising credible and substantiated source materials to gain further knowledge around the conventions that you will utilise during the rest of the programme
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- key critical and contextual ideas and their impact on the development of graphic arts
- the broad social, environmental and ethical dimensions of contemporary issues with graphic arts.
- connections between theory and practice within graphic arts
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- start to inform your practice through reflection of your research on relevant critical and contextual concepts.
- apply critical enquiry and reflection to evaluate the work of others
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- locate, utilise and evaluate an appropriate range of credible sources.
- plan your time effectively and work to deadlines.
- communicate in writing and utilise supporting visual material effectively
Syllabus
Indicative content for this module normally includes: Lectures and discussions will examine the individual ideas and themes that are contributing to the development of the contemporary graphic arts. You will be encouraged to contextualise these ideas through the discussion of key social, political and cultural developments before extending your research using the learning resources provided by the University. Seminars that will provide guidance in the preparation and planning for writing in response to themes introduced in the lectures. Peer feedback and discussion that will then support the creation of an academic essay according to the University academic writing guidelines
Learning and Teaching
Teaching and learning methods
Teaching methods include • Lectures • Seminars • Supporting material distributed via online learning environments such as Blackboard and Panopto. • Online tutorials via Lynda.com Learning activities include: • Peer group discussion • Review and revision of material provided within lectures & seminars. • Guided independent research • Academic writing. • Study skills hub Relationship between the teaching, learning and assessment methods and the planned learning outcomes This module will be directed by lectures which will support the development of the intellectual and skills framework necessary to enable you to apply critical, evaluative, reflection in the contextualisation of your ideas. Seminars and tutorials will enable you to analyse material provided and extend your knowledge and understanding via independent research. Tutorials will help you plan your time and work effectively to deadlines. Intellectual and research skills will be supported and enhanced using guidance and material distributed via virtual learning environments such as Blackboard, Panopto and Lynda.com. The production of an academic essay will develop your ability to communicate in writing in accordance with University conventions.
| Type | Hours |
|---|---|
| Preparation for scheduled sessions | 20 |
| Lecture | 14 |
| Completion of assessment task | 27 |
| Wider reading or practice | 79 |
| Seminar | 10 |
| Total study time | 150 |
Resources & Reading list
Lessig, L (2004). Free Culture.
Shaughnessy, A., (2013). Essays: Scratching the Surface.
Lessig, L. (2008). Remix.
Armstrong, H. and Stojmirovic, Z., (2007). Participate: Designing withUser-Generated Content..
Mason, M (2009). The Pirate’s Dilemma.
Poynor, R. (2007). Obey the Giant: Life in Image World..
McCandless, D. (2013). Information Is Beautiful.
Tapscott, D. and Williams, A. D. (2008). Wikinomics.
Stallman, R. M (2009). Free Software Free Society: Selected Essays of Richard M..
Jenkins H (2008). Convergence Culture: Where Old and New Media Collide..
Shirky, C. (2009). Here Comes Everybody.
Reas, C. (2001). Form+Code in Design, Art, and Architecture..
McCarthy, S. (2013). The Designer as...: Author, Producer, Activist, Entrepreneur, Curator and Collaborator: New Models for Communicating..
panopto. via blackboard.
Blackboard. www.blackboard.soton.ac.uk
Rushkoff, D (2009). Program or be Programmed: Ten Commands for a Digital Age..
GNU.
Assessment
Formative
Individual reflective blog
Summative
| Method | Percentage contribution |
|---|---|
| Illustrated essay () | 100% |
Repeat
| Method | Percentage contribution |
|---|---|
| Illustrated essay () | 100% |
Referral
| Method | Percentage contribution |
|---|---|
| Illustrated essay () | 100% |
Repeat Information
Repeat type: Internal & External
Costs
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
Textbooks
Recommended texts for this module may be available in limited supply in the University Library and students may wish to purchase the mandatory/additional reading as appropriate
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.