Camberwell College of Arts

UNIT 9 CONTEXT 2011/2012 BA HONOURS - DISSERTATION

INDEX
INTRODUCTION..............................................................................................3 SUPPORT: Supervisor & Context staff.........................................................3-4 ASSESSMENT EVIDENCE FOR UNIT 9........................................................5 ASSESSMENT.................................................................................................5 LEARNING OUTCOMES.................................................................................6 ASSESSMENT MARKING CRITERIA..........................................................6-8 ASSESSMENT DEADLINES............................................................................9 EXTENUATING CIRCUMSTANCES...............................................................9 ACCOMMODATED ASSESSMENT..............................................................10 WHAT IS ACADEMIC MISCONDUCT......................................................10-12 LIBRARY SERVICES................................................................................12-14 FINDING WRITING HARD?...........................................................................15

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INTRODUCTION
Context Unit: Dissertation requires you to research, develop and complete a dissertation that explores a research question relevant to your Individual Programme of Study. The dissertation must be presented using the required academic standards and conventions. The dissertation allows for extensive research of a topic from art or design chosen in consultation with your tutor. This is a chance to develop ideas that have emerged, or are emerging. Writing a dissertation will demonstrate your understanding of the relationship between theory and practice, your ability to sustain a coherent argument and engage with current conceptual and critical discourses. You are required to develop a research question that will form the basis of your study. You will then need to critically explore this question through extensive analysis of your research material presenting a set of conclusions at the end.

SUPPORT: Supervisor & Context staff

Week 1 Course Briefing: How units 9 and 10 work together. Week 2 or 3 Student led seminar Supervisor and peer group: Use this opportunity to present (5 minutes) and get feedback (10 minutes) on your progress to date as detailed in your 1,000 word Draft. You will meet your supervisor and s/he will give you advice for the Revised Draft 1 and further research. *Remember to include your (working) question and bibliography to date this will help the group focus their feedback. Week 3 Friday 21st October WILSON ROAD MAIN HALL 1pm TALK given by Context Staff: This will consider how to harness your developing research, what needs to be in Revised Draft 1; it will include advice on how to prepare for Tutorial 1 and getting the most out of this one to one with your supervisor. Week 4 Upload Revised Draft 1 to CONTEXT Blackboard site: Deadline Wednesday 26th October 5pm to include your question, introduction, structure/chapter headings and bibliography to date.
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Weeks 5 or 6 Tutorial 1 with your supervisor: Your supervisor will give you focussed advice and research suggestions. S/he will also discuss how you should approach Draft 2 (3,000 words) in terms of your subject analysis and writing plan. Week 7 Friday 18th November WILSON ROAD MAIN HALL 1pm TALK given by Context Staff: This builds on the writing/thinking done since Tutorial 1 and supports you as you develop Draft 2 (3,000 words). There will be a focus on organising structure as well as effective image analysis, a recap on Harvard and using primary and secondary sources effectively + Q&A. Week 8 Upload Draft 2 to CONTEXT Blackboard site: Deadline Wednesday 23rd November 5pm must include Draft 2 (3,000 words) and bibliography to date. Your supervisor will read these and prepare detailed written feedback to discuss in Tutorial 2. Week 10 TWO IMPORTANT DIARY DATES (1) Tutorial 2: your supervisor will go through Draft 2 (3,000 words), explain their feedback and give advice for the final write-up and conclusion. (2) Friday 9th December WILSON ROAD MAIN HALL 1pm TALK given by Context Staff after Tutorial 2: Sorting/editing text; using appendices effectively; submission requirements and the assessment process; Q&A - Harvard/bibliography/citing & quoting; structure/content; image usage etc. Week 11 SIGN-UP / 15 minute tutorial will answer queries; course staff. Week 12 HAND-IN on Wednesday 18th January 2012 10am to 12 noon and 2pm to 4pm. Peckham Road Seminar Room. Week 15 Accommodated Assessment HAND-IN Wednesday 8th February 2012 10am to 12 noon. Peckham Road Seminar Room.

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ASSESSMENT EVIDENCE FOR UNIT 9

Two bound copies* and a CD Rom 6,000 - 7,000 words; word-processed. ( Binding can be professionally perfect bound or spiral bound or DIY with pages holepunched, contained in a ring binder. Please plan this sensibly to hand-in on time ). Bibliography.

N.B. Harvard academic writing conventions must be used when evidencing research in your text i.e. citing and quoting. *The college will retain one copy.

ASSESSMENT
Formative and Summative Assessment Assessment is divided into 2 main types: Formative assessment focuses on giving you informal feedback on your progress in order that you are informed of your strengths and weaknesses and to give guidance on forward planning and how you may improve your work and learning. Formative assessment is a continuous feature of the course, occurring through tutorial discussions, peer assessment, formal and informal critique and self evaluation. Summative assessment is concerned with making objective judgments about the standard of your work in relation to unit or course learning outcomes. Summative assessment occurs at the end of a unit of study where tutors review and record your achievement against each of the Marking Criteria for the unit. Following summative assessments, you will receive written feedback on your work, indicating your achievement against the unit Marking Criteria. THE RELATIONSHIP BETWEEN THE COURSE LEARNING OUTCOMES AND THE UAL MARKING CRITERIA The course is designed to enable you to demonstrate the learning outcomes by completing the assessments. Your work will be assessed through the UAL marking criteria, (see Assessment Marking Criteria Matrix p.8), which have been developed to help tutors give you clear and helpful feedback on your work. Each unit descriptor has a table that shows which marking criteria relate to the learning outcomes for that unit. The unit description should be checked to ensure that all the correct work is handed in, and that what has been submitted meets the learning outcomes for the unit. Refer to your Course Handbook for further information on Assessment .
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LEARNING OUTCOMES
On successful completion of this unit you will be able to effectively demonstrate: Camberwell Learning Outcomes UAL Assessment Criteria Unit 9 A coherent critical position in relation to detailed awareness and understanding of key historical and contemporary debates/contexts within art/design Subject Knowledge Understanding and application of subject knowledge and underlying principles Analysis Examination and interpretation of resources Personal and Professional Development Management of learning through reflection, planning, self direction, subject engagement and commitment Communication and Presentation Clarity of purpose; skills in the selected media; awareness and adoption of appropriate conventions; sensitivity to the needs of the audience Collaborative and / or Independent Professional Working Demonstration of suitable behaviour for working in a professional context alone, or with others

Independence in planning and organising your own learning, in relation to all aspects of your work, through a process of analysis, reflection and self-evaluation The deployment of a range of transferable skills such as communication, initiative and problemsolving to equip you for professional practice, further study, employment

MARKING CRITERIA
There are eight standard UAL marking criteria: Research Analysis Subject knowledge Experimentation Technical competence Communication and presentation Personal and professional development Collaborative and/or independent professional working

These will be applied to your work to help you understand what you have accomplished, how any grade given was arrived at, and how you can improve your work in future. Not all the criteria will be relevant to every course unit or assignment. Any criteria which do not apply will be marked as such. See the standard UAL marking criteria matrix and the standard assessment feedback form (below). The Marking Criteria Website includes more information about assessment and resources for you to download: www.arts.ac.uk/assessment/marking criteria

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University of the Arts London Undergraduate Marking Criteria

Criteria Level of Achievement Indicators Fail F 1 Research Systematic identification and investigation of appropriate sources Marginal Fail E Pass D

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Not assessed in this unit

2 Analysis Examination and interpretation of resources

F Little or no evidence of examination of source material

E Constituent elements may be incorrectly identified; analysis may be attempted but not justified E Limited knowledge of the subject and its development

D Key elements within relevant information are identified, but may lack accurate interpretation

C Accurate interpretation of the relationships between constituent elements

B Accurate interpretation and evaluation of relationships between elements

A Accurate and perhaps personally based synthesis and evaluation of elements

3 Subject Knowledge Understanding and application of subject knowledge and underlying principles

F Unable to evidence or articulate basic principles and knowledge related to the subject

D Evidence of understanding key aspects of the subject context, in current debates and / or historical background. References to some relevant movements / people D

C Accurate understanding of subject context. References to key movements and people

B Accurate, extensive understanding of subject context. Evidence of appreciation of the relative significance of movements and people

A Contributes to the subject debate by assimilating knowledge into a personal hypothesis (or elements of / the beginnings of one)

F 4 Experimentation Problem solving, risk taking, experimentation and testing of ideas and materials in the realisation of concepts

Not assessed in this unit

F 5 Technical Competence Skills to enable the execution of ideas appropriate to the medium

Not assessed in this unit

6 Communication and Presentation Clarity of purpose; skills in the selected media; awareness and adoption of appropriate conventions; sensitivity to the needs of the audience

F Ineffective use of visual / oral / written communication conventions in the production and presentation of ideas

E Partial lack of awareness and observance of conventions and standards; lack of clarity in structure selection and organisation of information; lack of awareness of audience

D Conventions and standards are applied; structure is clear; information selection and organisation shows awareness of audience requirements and preferences

C Communication media have been selected / used with good judgement; standards and conventions of use have been fully adhered to; decisions show awareness of the audience and the context C Evidence that a cycle of reflection and planning has been iterative and productive. Actively works to develop strengths and mitigate weaknesses C Aware of and able to meet most standards required of relevant profession in simulated or real professional situations. Productive when working in a team or working alone

B The nature and strengths of appropriate communication media have been exploited; information has been selected, organised and presented showing awareness of audience and context

A Message and medium are unified with personal style; the communication is persuasive and compelling; it takes full account of diverse audience needs

7 Personal and Professional Development Management of learning through reflection, planning, self direction, subject engagement and commitment

F Consistent lack of evidence of reflection or planning for learning. No awareness of personal strengths and weaknesses in relation to task

E Sporadic evidence of reflection and planning for learning but not followed through consistently. Incomplete awareness of personal strengths and weaknesses E Collaborates reluctantly; struggles to produce work alone; has unrealistic view of professional life

D Evidence that reflection and planning have led to increased subject engagement and commitment. Developing an awareness of strengths and weaknesses D Awareness of main standards required of relevant profession. Able to work both collaboratively and independently

B Reflection and planning is self directed, iterative, habitual and evidenced clearly. Strengths have been built on, weaknesses have been mitigated

A Takes full responsibility for own learning and development through iterative cycles of well articulated purposeful analysis and planning, supported by extensive evidence A Integrates a sense of own identity productively into real or simulated professional situations. Can work comfortably as a team member, in a leadership role, or alone

8 Collaborative and / or Independent Professional Working Demonstration of suitable behaviour for working in a professional context alone, or with others

F Does not collaborate with others; unproductive working alone; shows no knowledge of related profession

B Aware of and able to meet most standards required of relevant profession in simulated or real professional situations. May work well in a team, provide effective leadership, and demonstrate a well rounded profile working alone

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University of the Arts London Undergraduate Assessment Feedback Sheet

Date of Assessment

Student Name

Course Unit Title / Code

Type of Assessment Staff Assessment

Name of Student
Student ID

Text
Course Unit Level Self Assessment Peer Assessment

Date
Assessment Title

AA 000000
Course and College

0
Assignment / Project Title

Text
Marking Criteria 1 Research Systematic identification and investigation of a range of academic and cultural sources 2 Analysis Examination and interpretation of resources 3 Subject Knowledge Understanding and application of subject knowledge and underlying principles 4 Experimentation Problem solving, risk taking, experimentation and testing of ideas and materials in the realisation of concepts 5 Technical Competence Skills to enable the execution of ideas appropriate to the medium 6 Communication and Presentation Clarity of purpose; skills in the selected media; awareness and adoption of appropriate conventions; sensitivity to the needs of diverse audiences 7 Personal and Professional Development Management of learning through reflection, planning, self direction, subject engagement and commitment 8 Collaborative and / or Independent Professional Working Demonstrates suitable behaviour for working in a professional context alone or with others in diverse teams The feedback you are given should be informed by the criteria and should help you plan and execute work in the future as well as understand how your grade was arrived at. Grades are arrived at through markers holistic judgement informed by the criteria
Marker(s)

Course College
Level of Achievement

Text

Formative Summative

Fail

Pass

Criteria Specific Comments (optional) Where criteria do not apply, write n/a in the comments box

F F F F F F

E E E E E E

D D D D D D

C C C C C C

B B B B B B

A A A A A A

Text here To indicate achievement level, highlight the grey bullet in the text box below the relevant grade and change the font colour to black Text here

Text here

Text here

Text here

F E D C B A F E D C B A

Text here

Text here

Text here

General comments and advice on how to improve your work in the future

Text

Name(s) of Marker(s)
Signature(s)

Date

Grade

Date

This is an indicative grade which is subject to moderation and ratification by the Board of Examiners. Internal verification complete / pending / not required (delete text as applicable)

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ASSESSMENT DEADLINES
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Planning, time management and meeting of deadlines are part of the professional skills expected of students. For this reason, and to avoid students building up a backlog of work and to be fair to all students, no extensions beyond the notified submission date
(Wednesday 18th January 2012) are allowed. Students who submit work late will be deemed to have failed that particular assessment. The procedures regarding extenuating circumstances (see next) apply. Students should contact their Course Director and the Academic LeaderContext at the earliest opportunity if a deadline is missed. Course Directors have the discretion to act appropriately in cases of exceptional emergency.

EXTENUATING CIRCUMSTANCES
There may be exceptional circumstances that affect your ability to meet an assessment deadline or affect the level of your performance in an assessment. Extenuating Circumstances are normally defined as circumstances which are unexpected, significantly disruptive and beyond your control, and which may have affected your academic performance. You should complete an Extenuating Circumstances claim form and lodge this with the Academic Services Office, Peckham Road, together with written evidence to support your claim, as per University of the Arts London guidelines (these guidelines, along with the form, are available from the College or on the website of the University of the Arts London Secretary). The Students Union is also available to advise you in this matter. It is your responsibility to make any Extenuating Circumstances known to the Course Director and to submit the appropriate documentation within the deadlines set (see Course Handbook, Regulations). Extenuating Circumstances relating to late submissions will not be accepted without a copy of confirmation that the work has been handed in from the respective School/Course team. You are advised to submit work at the earliest opportunity on your return to College, even if as a result of the Extenuating Circumstance, it is incomplete.

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ACCOMMODATED ASSESSMENT
The University is fully committed to ensuring parity of treatment for all students. As part of this it recognises that disabled students may have an entitlement to support and need reasonable adjustments made whilst on course and at assessment. These adjustments can include accommodated assessment. For example: a deaf student, for whom spoken English is not their main language, may make use of a communicator or a dyslexic student may be offered the opportunity to do a viva voce when required to present written work. In order to ensure that the correct reasonable adjustments are put in place and an appropriate level of support is being provided you should discuss your individual needs with your Course Director and a member of the Academic Support team. This should be done as soon as you can and preferably no later than 14 days before the deadline of any assessed work. Please note that a disability itself does not constitute an extenuating circumstance in assessment (see above).

WHAT IS ACADEMIC MISCONDUCT?

Academic Misconduct refers to any form of academic cheating. Examples include: Plagiarism (presenting the work of others as if it were your own) Submitting assignments downloaded from the internet

Commissioning another person to produce a piece of work without acknowledgement Cheating in examinations Colluding with others to submit work (including friends or family who work with you

unacknowledged) Plagiarism is the commonest form of cheating and is defined as stealing another person's ideas and presenting them as though they were your own. Some examples include: Copying from a text-book, journal article, thesis, essay or website without providing
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adequate reference to the author Reproducing original artwork, designs, film, sound or performance and presenting them as though they were your own Copying someone elses programme, database, web-page or multimedia presentation without acknowledging their work Throughout your studies, you will be encouraged to reference the work of other artists, writers, designers or performers in your work. Tutors will expect to find reference to the sources of your ideas in supporting documentation such as sketchbooks or initial drafts. This is an essential and valuable part of your education. As long as the source of the ideas is acknowledged, this is not plagiarism. How to avoid Academic Misconduct and Plagiarism Make sure that, for any assignment, you refer to the Universitys guidance on accepted and acceptable forms of referencing. This lists the correct way to reference any source, from books, journals and essays to works of art, computer programmes and web pages. Always acknowledge anyone else's ideas that you use in your work by quoting the source of the information. There are different ways of doing this, for example: In an essay or assignment, when quoting another person's words "put their words in quotation marks" and properly reference the author within the text and in the bibliography In computer software show where the information has come from in the acknowledgements or credits, e.g. programme design - A Brown, or Graphics - J Smith When using an artefact, put a caption against the object, e.g. "original photograph by Cartier-Bresson";

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If presenting an original piece of work based on an existing design or work of art, quote the source, e.g. "after Rodin", "after Eckersley" If using a strategy of `appropriation' (i.e. the deliberate and conscious use of the style and images of another artist) make sure you tell your tutors what you are doing and why and acknowledge the strategy when submitting work for assessment

In a group project make sure all the members of the group are listed. If individuals undertake specific work within the project, make sure that this is acknowledged

In examinations do not copy another person's work. Do not quote passages from a text-book or journal without acknowledging the source

Failure to acknowledge the use of another person's ideas in your work may be considered a breach of the University of the Arts London's academic regulations; it may also constitute a breach of intellectual property rights, e.g. copyright. Such an offence is likely to lead to failure of that assignment and/ or unit and serious or repeated offences may lead to failure of the whole stage of the course, suspension or even expulsion. In addition a breach of copyright may lead to legal action.

LIBRARY SERVICES
Guide to finding information The Library has a wide range of information resources to help you with your research. Books, videos/dvds & cds held in the library can be found using the library catalogue http://voyager.arts.ac.uk When doing a search on the library catalogue it is good practice to have a list of keywords and terms that describe your research subject or topic and search using those different key words. When you find a record of a title you want to look at you need to note down the shelfmark number which tells you on which shelf you will find the item in the library. Books are arranged using a subject classification system, organised by the shelfmark numbers so that books on the same subject can be found in the same section. There are
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signs to guide you around the collection, or ask a member of library staff for help.

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Books are usually 3 week loans, DVDs and videos are 1 week loans. Please remember to return or renew your books on time or you will have to pay a fine ! You can access My Account via the Library Catalogue to see what you have on loan, renew books (up to 4 times), check reservations and requests, and look at your loan history to see what you have previously borrowed. To use My Account you need the barcode number on your ID card. You can borrow from all the libraries in the university Camberwell, Central Saint Martins, Chelsea, London College of Fashion, London College of Communication and Wimbledon. Periodicals. The library at Camberwell has about 200 periodical (magazine) titles for upto-date information, and back issues of many for in depth research. It is good practice to regularly browse through the latest issues of periodicals to keep up to date with your subject and areas of interest. The e-library http://www.arts.ac.uk/library/e-library.htm gives access to a wide range of electronic resources : E-journal articles accessed via databases such as Art Full Text, Academic Search Elite, and JSTOR References to articles can be found using database indexes such as Art Bibliographies Modern and Design and Applied Arts Index News archives such as Nexis good for exhibition reviews and current awareness Online still and moving image and sound resources Web based resources and subject gateways such as Intute http://www.intute.ac.uk/artsandhumanities/ Researching from home The Library Services home page http://www.arts.ac.uk/library is a gateway to the library catalogue and the e-library. Many of the databases are available for you to also use outside college, wherever you have access to the internet. More information can be found at: http://www.arts.ac.uk/off-campus-access.htm Some other information sources Use the indexes and bibliographies in the books you read.
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 For information about specialist organisations check the Directory of British Associations (in the library at 062 QREF). The National Art Library for art and design history (http://www.vam.ac.uk/nal/) The British Library for humanities and science and technical information (http://www.bl.uk/) You can also use other universities libraries using SCONUL Access. Ask at the Issue Desk and check http://www.access.sconul.ac.uk Other specialized libraries are listed on the other libraries page of the Library Services home page at http://www.arts.ac.uk/library/other.htm Inter-library loans you can request books or periodical articles that you cannot find anywhere else through the inter-library loan service. Harvard referencing help sheets on the Harvard system for referencing information sources and a guide to avoiding plagiarism can be found at http://www.arts.ac.uk/library/skills.htm Extra help Students who are registered with a disability including dyslexia are entitled to extended loan periods for books, dvds and videos. The Library also has assistive software and adapted pcs for you to use in OACC. Please ask at the Issue Desk if you need any particular help finding and using the library or accessing online resources. Library opening times During term time the Library and Open Access Computer Centre (OACC) at Peckham Road are open Monday 9.30 7.30 Tuesday 10.00 7.30 Wednesday, Thursday and Friday 9.30 7.30 Please check with the library for the opening times during vacations. Details of all Library services can be found at www.arts.ac.uk/library

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FINDING WRITING HARD?

Academic Support: Christine Bowmaker c.bowmaker@camberwell.arts.ac.uk Study Support: Wednesday afternoons in the Library at the roundtable Drop-in 2-4pm For English Language Support please check the CONTEXT Blackboard site for current information Bookable Study Support tutorials with Yvonne Kulagowski (usually on Wednesday); in the CONTEXT office, Room 214, South Block Peckham Road. Check the CONTEXT Blackboard site for tutorial times and availability. Academic Leader - Context: Yvonne Kulagowski y.kulagowski@camberwell.arts.ac.uk

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