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Cleveland College of Art & Design FdA Costume Construction for Stage & Screen Programme Handbook 2013-2014 1


FdA Costume Construction for Stage & Screen Programme Handbook 2013-2014

Your Programme Handbook provides you with a range of essential information that you will receive during your time at the College. It can be accessed as an online or paper copy through the VLE. The information contained in this Handbook is, as far as possible, accurate and up to date at the time of production. The express permission of Cleveland College of Art & Design must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.


FdA Costume Construction for Stage & Screen Programme Handbook 2013-2014 Contents

1. Your Programme 1.1 Programme General Description page 4 1.2 Programme Structure page 5 1.3 Programme Module Diagrams page 6 1.4 Learning Outcomes and Assessment Criteria page 6 1.5 Educational Visits page 10

2. Learning and Teaching 2.1 Learning and Teaching Overview page 11 2.2 Learning and Teaching Methods page 12 2.3 Personal Development Planning (PDP) page 14

3. Assessment 3.1 Assessment and Feedback page 16 3.2 Awards Marking Criteria page 17 3.3 Awards and Progression page 19 3.4 Submission and Late Submission of Work page 19 3.5 Mitigating Circumstances and Appeals page 20 3.6 Academic Misconduct page 21 3.7 Academic Regulations page 22

4. Modules 4.1 Level 4 Modules page 23 4.2 Level 5 Modules page 39


1. Your Programme

1.1 Programme General Description This foundation degree aims to provide you with the opportunity to acquire and develop an extensive range of technical and practical skills in order to pursue career routes available in the creative industry of costume. The programme has been developed as a direct response to growing industry requirements for specific skills gained from the education sector for costume makers in theatre, film and heritage. The rationale is to provide a comprehensive training facility for you to gain employment in the costume industries with advanced level skills in order to continue Britain’s reputation for excellence in costume cut and construction. With just a small number of other specialist programmes available with similar specifications in the UK, and a high demand for graduating students, the programme is unique to the North East and offers skills and expertise relevant to a range of career or further educational opportunities. What will I study? … At Level 4, you will be introduced to a range of practical, research and interpretation skills which provide a comprehensive foundation to costume construction. Modules include both historical and contemporary work, and demonstrate the construction process from initial interpretation to final product. At Level 5, modules on this programme provide opportunities for more advanced studies, and further exploration of skills initiated at Level 4. Emphasis is on individual development, and the aim is for you to establish your chosen career pathway through practical investigation and work experience. How will I be assessed? … The programme is modular and assessment takes place on a continuous basis to enable progression from one level to the next. You will undertake intellectually challenging work involving in depth study. At Level 5, you will be expected to demonstrate an independent approach to learning. What are the job opportunities? … Graduates can find employment as costume makers or supervisors, wardrobe assistants, stylists, milliners, curators, costumiers, costume buyers or as a designer / maker in the costume and entertainments industries. Students have the opportunity to top up to Level 6 of BA (Hons) Production Design for Stage & Screen at CCAD or other similar degree programmes.


1.2 Programme Structure

The programme structure consists of two Levels (4 and 5), each of which has a specific focus of development and assessment. Each Level is made up of a group of modules that you will have to study and pass so that you can accumulate the required number of learning credits you need to progress. Level 4 – Foundation and Orientation Modules

Introductory Professional Studies 20 credits Introductory Contextual Studies 20 credits Cut and Construction Skills 20 credits Embellishment Techniques 20 credits Work-Related Costume Skills 40 credits

Level 5 – Development and Exploration Modules

Professional Studies 20 credits Contextual Studies 20 credits Tailoring 20 credits Millinery 20 credits Work-Related Costume Construction 40 credits

Both Levels have learning outcomes and assessment criteria that demonstrate the progressive development of students throughout the programme. A combination of 20 credit and 40 credit modules has been designed to ensure that your assessment load is manageable and that the focus is on the learning process supported by regular formative feedback. The modular structure of the programme provides a clear framework for assessment and progression, with an effective system of credit accumulation that enables you to gain appropriate recognition for all learning undertaken and to accumulate credits towards recognised qualifications.

Level 4 120 Level 4 credits and the possible award of a Certificate of Higher Education

Level 5 120 Level 5 credits and the possible award of Foundation Degree (FdA) On successful completion of the programme, students can apply to top up to Level

6 of BA (Hons) Production Design for Stage & Screen at Cleveland College of Art & Design.

Your overall classification for your Foundation Degree will be based on the marks from Level 5 modules only. All Level 5 modules studied for the FdA award will be included.


The overall grades are:

Distinction 70% - 100% Merit 60% - 69% Pass 40% - 59%

1.3 Programme Module Diagrams Level 4 – Year 1 Full-time

20 credits INTRODUCTORY PROFESSIONAL STUDIES

20 credits INTRODUCTORY CONTEXTUAL STUDIES

20 credits

CUT AND

CONSTRUCTION

20 credits

EMBELLISHMENT TECHNIQUES

40 credits

WORK-RELATED COSTUME SKILLS

Level 5 – Year 2 Full-time

20 credits PROFESSIONAL STUDIES

20 credits CONTEXTUAL STUDIES

20 credits

TAILORING

20 credits

MILLINERY

40 credits

WORK-RELATED COSTUME CONSTRUCTION

1.4 Learning Outcomes and Assessment Criteria

The aim of your programme is to help you to develop the knowledge and understanding, personal attributes and essential skills that will equip and prepare you for continuing personal development and professional practice, with a particular emphasis on the skills of employability. Learning outcomes describe what you should be able to understand, know and do at a defined stage of your programme, or within a module. They also help you to understand what you need to know (knowledge and programme content), how you can learn it (learning and teaching strategies) and how well you have learnt it (assessment).


Therefore, explicit learning outcomes encourage you to take a more active, student-centred approach to learning and assessment. Each learning outcome has a linked assessment criteria, which indicates the evidence you need to provide so that your achievement of the learning outcome can be assessed. The learning outcomes and assessment criteria are divided into four main headings: Knowledge and understanding - what you will be expected to know and understand about the content of your subject. Cognitive and intellectual skills - thinking skills, eg. analysis, generating ideas, problem-solving. Practical and professional skills - doing skills, eg. presentation, technical processes, using materials and equipment, professional practice. Key transferable skills - essential skills that can be transferred between activities, eg. communication, numeracy, use of IT, learning how to learn. The learning outcomes and assessment criteria for your programme are given below, and you will notice that they become more challenging as you progress from Level 4 to Level 5. The assessment criteria are highlighted in red below each learning outcome. Level 4 Learning Outcomes On successful completion of Level 4, you will be able to: Knowledge and Understanding

Describe, explain and use key elements of knowledge and key concepts of the costume construction industries in defined contexts

Evidence of key elements of subject knowledge Identify, explain and apply selected research methods in defined contexts

Evidence of relevant research methods Generate a range of ideas in defined contexts

Ability to generate a range of ideas Cognitive/Intellectual Skills

Gather, describe and apply research from a defined range of primary and secondary sources Guided application of research

Justify the development of ideas in defined and limited contexts Evidence of ideas development

Recognise the changing nature of knowledge and concepts relevant to the costume construction industries Ability to recognise the provisional nature of knowledge

Apply defined methods to problem-solving and begin to appreciate the complexity of associated issues Evidence of problem-solving


Practical/Professional Skills Apply a specified range of practical, technical and professional skills relevant to

the costume construction industries in defined contexts, observing relevant Health & Safety guidelines and ethical considerations Application of practical, technical and professional skills

Demonstrate the application of a range of materials, equipment and technologies relevant to the costume construction industries in defined contexts Application of materials, equipment and technologies

Identify and use a range of presentation methods in defined contexts Ability to present work

Operate with limited autonomy under direction or supervision within defined guidelines Evidence of limited professional practice

Key Transferable Skills

Identify and apply a range of approaches to learning, reflecting own learning strengths and needs Evidence of a range of learning strategies

Meet assessment deadlines Evidence of time-management

Identify and articulate personal skills, abilities, interests and motivations and relate these to career opportunities in the costume construction industries Awareness of career opportunities

Identify and use oral, written and visual communication skills appropriate to the context Evidence of communication skills

Apply numeracy skills for measurement and simple calculations in defined contexts Evidence of basic numeracy skills

Use basic IT skills in defined contexts Evidence of basic IT skills

Engage in a range of activities to develop approaches to learning and working both individually and in co-operation with others Evidence of working individually and in co-operation with others

Level 5 Learning Outcomes (these are also the overall programme learning outcomes) On successful completion of Level 5, you will be able to: Knowledge and Understanding

Extend and critically analyse subject knowledge of the costume construction industries in its application to a range of activities Evidence of extended subject knowledge

Review and apply alternative research methods to more complex situations Evidence of alternative research methods

Demonstrate increasing responsibility for generating ideas in the context of negotiated briefs and/or professional practice Ability to generate and negotiate ideas


Cognitive/Intellectual Skills Analyse, apply and interpret research from a variety of primary and secondary

sources Increasingly independent interpretation of research

Identify an individual focus for the development of ideas in a range of contexts Evidence of an individual focus for ideas development

Apply an enquiring approach to the changing nature of knowledge and concepts relevant to the costume construction industries Evidence of intellectual enquiry

Integrate and apply links between theory and practice to the resolution of problems Evidence of linking theory to practice in problem-solving

Practical/Professional Skills

Select and apply a range of practical, technical and professional skills relevant to the costume construction industries in situations of varying complexity and predictability, observing relevant Health & Safety guidelines and ethical considerations Increasingly independent application of practical, technical and professional skills

Use appropriate materials, equipment and technologies relevant to costume construction industries with increasing confidence and competence Increasingly independent application of materials, equipment and technologies

Select and apply professional presentation methods appropriate to a range of contexts Ability to present work professionally

Operate with increasing independence and a reduced need for direction or supervision within defined guidelines Evidence of increasingly independent practice


Select, apply, reflect upon and evaluate appropriate approaches to learning in the management of own work on an increasingly independent basis to support lifelong learning Ability to manage own work with increasing independence

Demonstrate a realistic match between career opportunities in the costume construction industries and personal aptitudes, interests and motivations Evidence of matching career opportunities to personal attributes

Develop, evaluate and apply oral, written and visual communication skills appropriate to the context Evidence of appropriate communication skills

Demonstrate numeracy skills for measurement and calculations in more complex contexts Evidence of effective numeracy skills

Use a range of specialist IT software appropriate to the costume construction industries Evidence of appropriate IT skills

Develop individual working skills and effectively co-operate with others Evidence of effective individual work and co-operation with others


1.5 Educational Visits Throughout your programme, we will be organising a number of educational visits to exhibitions, museums, galleries, trade shows and live performances. These visits are an integral part of your programme and are highly recommended, as they will enhance your learning experience, knowledge and awareness. They provide excellent opportunities for research and to make contact with potential employers. Educational visits are organised in advance to give you time to budget accordingly and to let you know about costs and timings. It is important that you attend any visit that you have agreed to participate in. All educational visits must be paid for in advance by the specified deadline. Any student who withdraws from a visit at short notice may be required to pay in full.


2. Learning and Teaching

2.1 Learning and Teaching Overview Your programme has been designed to give you a clear and logical learning experience, which encourages you to take an active part in the learning process. Each Level of the programme has explicit learning outcomes that indicate the range of your knowledge and understanding, cognitive and intellectual skills, practical and professional skills and key transferable skills. The programme helps you to develop the ability to plan, manage and evaluate your learning, which is vital to the process of you being able to take more responsibility and to become more independent. It also encourages you to take a more questioning approach, so that you can start to problem-solve with increasing confidence in your own judgements. Formative feedback throughout modules helps you to recognise the progress of your own learning, and to identify your individual strengths and areas for development, based on feedback from your tutors, other students, and your own self-evaluations. Level 4 - Foundation and Orientation Level 4 provides you with an introduction to the concepts, skills and knowledge associated with your subject area. You are given an appropriate level of tutor guidance within timetabled teaching sessions, but you are also expected to develop your skills during independent study time. Regular tutorials help to support you in developing independence as a learner. Formative feedback, both verbal and written, is used by tutors to provide you with a clear indication of your progress, and formative self and peer evaluation is used to help you to develop your critical and evaluative abilities. Level 5 - Development and Exploration The learning and teaching strategies used in Level 5 encourage you to take a more active involvement in your personal development. You are provided with opportunities to extend your subject knowledge and associated skills, and to study specific areas in greater depth. As you progress through Level 5, you are able to focus increasingly on your individual areas of interest and specialism. This is determined through the Learning Agreement, in which you can negotiate routes of research, development and realisation. Throughout Level 5, work-related learning and work experience enable you to develop your professional practice and experience of working in a commercial context. Increased levels of formative self and peer evaluation, in conjunction with the Learning Agreement, help you to take more responsibility for your learning.


2.2 Learning and Teaching Methods A variety of methods is used to help you to engage with your learning, both by you as a student and by your tutors – the range of these methods is described below. Timetabled Teaching Sessions Your student timetable clearly indicates the teaching sessions that have been arranged for you across the modules that you are studying. All timetables for the academic year are included in the Module Guide for the Level you are studying (available on the VLE). Within your teaching sessions, you will take part in a variety of activities that will help you to learn and develop as appropriate to each module and assignment. Specific learning and teaching strategies used in teaching sessions can include: Projects and assignments - covering a range of learning areas Tutorials - for appraisal and development as an individual or in groups Critiques - to provide formative feedback and to develop your presentation skills Lectures - formal and informal Seminars - discussions that develop your critical responses Demonstrations - practical and workshop-based activities Enhancement activities - visiting speakers, educational visits, workshops Independent Study In addition to teaching sessions, the development of your skills and knowledge requires extra individual input defined as independent study. This will appear on your timetables and is an important part of the learning hours required for each module. During these periods, tutors are not timetabled to teach you, but technician/demonstrators and Library staff are available to help you to undertake research and the development of ideas and practical work. It is your responsibility to make good use of independent study time and the facilities available. It is essential that you access the specialist workshops during this time to develop your skills with materials, equipment and processes. The College's opening times and access to resources are intended to provide extra opportunities for you to benefit from your studies and to achieve your goals. Tutorials Tutorial support is available throughout your programme of study. Tutorials are arranged so that you can discuss your work, progress and assessment, or any personal issues with your tutors on a confidential basis. Each student has a designated Personal Tutor, who arranges the timing of tutorials throughout the year. You can also request additional tutorials if appropriate, particularly if you need to discuss any personal issues that may be affecting your studies. There are three types of tutorial: Individual Academic Tutorials - These are organised to discuss your academic progress with your Module Tutor or Personal Tutor in confidence on a one-to-one basis. Occasionally, there may be more than one tutor present as circumstances require. Group Academic Tutorials - These take place with tutor(s) and groups of students to discuss assignments, overall progress and key themes concerning the programme. Personal issues and individual progress are not discussed in group tutorials.


Pastoral Tutorials - These are organised for individual students as required to discuss any personal issues or concerns with your tutor on a confidential basis. It is not always possible for tutors to advise on personal issues, but you can be referred to the appropriate Student Services, who are trained to deal with pastoral concerns. Assignments A strategy based on practical and/or written work, ranging from staff-initiated activities at Level 4, and leading progressively to increasingly student-led activities at Level 5. Live Assignments An assignment negotiated between a tutor and a relevant external agency, providing an opportunity for you to work within the constraints of a commercial brief. Live assignments can also include competitions and awards. Projects An activity initiated by you as a student in which the emphasis is on student-centred learning. The tutor acts as a supervisor, negotiating the choice of topic with you through the Learning Agreement and supporting you through the project, which can be undertaken on an individual basis and/or in groups. Lectures A structured presentation of ideas, concepts and content knowledge by academic staff and visiting lecturers to groups of students, followed by feedback, questions and answers. Seminars A group activity involving the open discussion and analysis of topics. Seminars may be tutor-led or student led and can include short presentations. Group Critiques These involve all students in presenting and discussing work with tutors and the peer group within modules, giving you the opportunity to evaluate and respond to feedback. Workshops Specific activities within specialist modules that provide the skills required for assignments and can be delivered by tutors and/or technician/demonstrators. Technical and practical skills are developed in a range of techniques, processes and materials relevant to your area of study and specialism. Educational Visits Educational visits to a range of external venues provide opportunities for you to broaden your field of research and knowledge related to your area of study. You will be given information about your programme’s planned educational visits throughout the academic year. Learning Agreements As you progress through the programme, there are increasing opportunities for you to negotiate your own learning. Learning Agreements are introduced at Level 5 as a mechanism to support you in defining your individual learning in the context of the


programme. Within the Learning Agreement, you will outline how you intend to fulfil the module aims and outcomes and how you plan to achieve this. This enables you to vary the work you produce according to your own personal and professional goals and aspirations whilst meeting the specified aims and learning outcomes of the module. The Learning Agreements contribute towards evidence of your Personal Development Planning. Work Experience Work experience refers to any optional period of industrial, professional or commercial experience arranged with an employer or external agency as part of the programme. It can be an invaluable aspect of your development, providing you with the opportunity to put your knowledge and skills into a professional context and to give you a realistic view of employment. You are encouraged to participate in work experience that will suit your individual interests and circumstances. The majority of work experience is unpaid, but can provide invaluable professional contacts and potential future employment opportunities. Your tutors will help you to find appropriate work experience, but you will be expected to take responsibility for the details of organisation, including travel and accommodation if appropriate. You can find more information about work experience in the Work Experience Student Handbook, which you can access on the VLE. E-learning The integration of IT into learning and teaching embeds the use of appropriate technologies, including the Virtual Learning Environment (VLE). The VLE gives you flexible access to information and documentation about your programme and related study materials both in and outside of the College environment. Examples of items featured on the VLE include programme documents, hyperlinks to important websites, discussion forums, PowerPoints and research tools. The VLE provides a link to the College's interactive Study Skills Website, which enables you to access guidance in researching and producing written work. The interactive nature of the website helps you to access information that is relevant to your study needs whenever you need it. 2.3 Personal Development Planning (PDP) Personal Development Planning [PDP] is a process that will give you the opportunity to plan and reflect on your learning and development throughout your programme in preparation for future professional practice. PDP will help you to measure and monitor your academic and professional progress based on your own self-evaluations, and on feedback from tutors, peers and interaction with potential clients (eg. within live assignments). It will also help you to develop a range of skills and information that will contribute towards the development of independent learning and employability. PDP will be evidenced in a range of assessment components, eg. Learning Agreements and self-evaluations, and supported by tutorial records and written feedback. PDP will benefit you by: Providing a clear overview of your studies Helping you to reflect critically on your progress and performance Enabling you to become more independent Encouraging you to take an active role in your learning and career development


Providing you with opportunities for self-evaluation, forward planning and working towards the achievement of personal goals

Enhancing your opportunities for learning and development


3. Assessment 3.1 Assessment and Feedback The purpose of assessment is to measure the outcomes of your learning, in terms of the knowledge, understanding and skills you have demonstrated. It is a process that confirms your level of achievement against the learning outcomes of each module. During the programme, your work will be assessed on a continuous basis, allowing your progress to be carefully monitored. Assessment takes place in a variety of ways and provides you with regular and constructive feedback, both verbal and written, to help you to take increasing responsibility for your own learning. Formative Feedback This provides supportive, constructive and diagnostic feedback throughout assignments and modules, and helps you to identify your progress and what you need to do so that you can improve the quality of your work before you hand it in for assessment. Summative Assessment Summative assessment takes place at the end of a module, after you have handed in the work you have been asked to do. The work required for each module, and the dates and arrangements or submitting it, will be clearly indicated on your assignment briefs. After submission, your work will be marked against the learning outcomes of each module. Following the summative assessment of your work for each module, you will be given a copy of your summative assessment feedback sheet that will indicate your final mark and written feedback about your performance. You will normally receive this summative feedback within 4 academic weeks of the summative assessment deadline for each module. For an explanation of the summative mark you have achieved in each module, you can refer to the Awards Marking Criteria. To pass a module, you must achieve all of the learning outcomes with a minimum mark of 40%. Students should note that any feedback given prior to an Assessment Board is for the purposes of advice and guidance and to assist your learning and development. References to standards and marks are entirely provisional and subject to confirmation following validating body procedures. Summative marks are not final until they have been confirmed by the Assessment Board. Internal Moderation This is the process through which students’ work is marked by more than one tutor to ensure the standard and consistency of marking decisions. Assessment decisions are then discussed by the relevant members of staff and a final mark is agreed. Assessment Criteria Assessment criteria are indicated on every assignment brief and module specification (in your Module Guides) and indicate the evidence you need to provide against each learning outcome.


3.2 Awards Marking Criteria

FdA AWARDS MARKING CRITERIA LEVEL 4 The information given below gives an example of the code of practice applied to modular marks within Level 4.

Description % Mark

Work of an exceptional quality based on wide-ranging research that is initially tutor led, but is progressed by substantial self-directed enquiry. There is a very clear insight, understanding and application of taught ideas and content, and a highly developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate an exceptional level of competence, and the presentation of work is exemplary.

98

95

92

Distinction

70% - 100%

Work of a distinguished quality based on wide-ranging research that is initially tutor led, but is enhanced by self-directed enquiry. There is a clear insight, understanding and application of taught ideas and content, and a very well developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate a very high level of competence, and the presentation of work is excellent.

88

85

82

Work of an excellent quality based on wide-ranging research that is initially tutor led. There is a clear insight, understanding and application of taught ideas and content, and a well-developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate a high level of competence, and the presentation of work is of a very high standard.

78

75

72

Work that clearly demonstrates all qualities listed below, but which indicates a greater ability to analyse and synthesise.

68

Merit

60% - 69%

Work of a high quality that is based on tutor directed research. There is a clear understanding of taught ideas and content, and a very sound ability to analyse and synthesise material in visual and written form. Taught skills demonstrate competence and the work is well presented.

65

Work that contains many of the above qualities, but where the ability to analyse and synthesise is less developed. 62

Work that clearly demonstrates all qualities listed below, but which contains an increased ability in skills and analysis.

58

Work of a sound quality, based on adequate research. Taught ideas and content are understood, but the understanding lacks complexity. There is an ability to analyse and synthesise material in visual and written form at a reasonable level. Taught skills and presentation are applied satisfactorily.

55

Pass

40% - 59%

Work that demonstrates many of the above qualities, but which indicates a degree of weakness in analytical and competency skills.

52

Adequate and suitably organised work that demonstrates an acceptable level of the development of taught skills, presentation and analytical work and a satisfactory level of understanding and practical ability.

48

Work of a basic, but adequate quality, based on mainly tutor led research. There is some misunderstanding of taught ideas and content. There is sufficient ability to analyse and synthesise information in visual and written form. Work needs to be more consistent and with greater attention to detail. Taught skills are applied, although some areas require development. Presentation is adequate.

45

Work of a basic, but acceptable quality, indicating a lack of ability to analyse and synthesise information. Presentation is weak. Taught skills require development.

42

Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. There is limited understanding of taught ideas and concepts. Application of taught skills and presentation are poor. There is limited evidence of research.

32-38

Fail

Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. There is very limited understanding of taught ideas and concepts. Application of taught skills is limited and presentation is very poor. There is very limited evidence of research.

22-28

Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. The work submitted is of extremely poor quality. There is minimal understanding of taught ideas and concepts. Application of taught skills is incompetent and presentation is extremely poor. There is little or no evidence of research.

2-18

No work submitted. 0


FdA AWARDS MARKING CRITERIA LEVEL 5 The information given below gives an example of the code of practice applied to modular marks within Level 5.

Description % Mark

Work of an exceptional quality based on extensive and increasingly independent research. There is a very clear

insight, understanding and application of ideas, skills and content from both taught sources and independent study. There is a highly developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by self-directed exploration, demonstrate an exceptional level of competence and innovation, and the presentation of work is exemplary.

98

95

92

Distinction

70% - 100%

Work of a distinguished quality based on extensive and increasingly independent research. There is a clear insight, understanding and application of ideas, skills and content from both taught sources and independent study. There is a very well developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by self-directed exploration, demonstrate a very high level of competence and innovation, and the presentation of work is excellent.

88

85

82

Work of an excellent quality based on extensive and increasingly independent research. There is a clear insight,

understanding and application of ideas, skills and content from both taught sources and independent study. There is a well-developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by self-directed exploration, demonstrate a high level of competence and innovation, and the presentation of work is of a very high standard.

78

75

72

Work that clearly demonstrates all qualities of a Merit level, but which indicates greater insight and innovation. 68

Merit

60% - 69%

Work of a high quality, based on wide-ranging and increasingly independent research. There is a clear understanding and application of ideas, skills and content from both taught sources and independent study, appropriate to the visual and written representation of the subject. There is a well-motivated consistency of personal practice and well developed abilities to think analytically and/or critically and synthesise material. There is evidence of innovation gained through increasingly independent insight. The work is well presented.

65

Work that contains many of the above qualities, but where the analytical and/or critical judgement is less developed

and there is less insight and innovation. 62

Work of the qualities of a Pass level, but which contains a greater degree of critical analysis and insight. 58

Pass

Work of a sound quality that is based on adequate, mainly tutor led research. There is an adequate understanding and application of taught ideas, skills and content appropriate to the subject and to its visual and written representation. Personal practice is reasonably sustained, but needs tutor input. There is a modest degree of analytical thinking and synthesis. There may be some innovation, but the work tends to be routine and with some lack of insight. The work is reasonably presented and there are no serious omissions or irrelevancies.

55

40% - 59% Work that demonstrates many of the above qualities, but which contains less analytical thinking and limited insight. 52

Adequate and suitably organised work that demonstrates a reasonable level of the development of taught skills,

ideas of presentation, and a satisfactory level of understanding and practical ability. 48

Work of a basic, but adequate quality and quantity based on limited and heavily directed research. The work is appropriately organised and presented, but there may be some misunderstanding of taught ideas, skills and content. Work shows a limited ability to select relevant information and there may be some omissions. Personal practice is inconsistent and mainly tutor directed.

45

Work is of a basic, but acceptable quality, lacking appropriate levels of understanding, presentation and the ability to

synthesise information. 42

Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of a poor quality. There is limited understanding and application of taught ideas, skills and concepts. Presentation is poor. There is limited evidence of research, analysis and integration of ideas.

32-38

Fail

Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of a very poor quality. There is a very limited understanding and application of taught ideas, skills and concepts. Presentation is very poor. There is very limited evidence of research, analysis and integration of ideas.

22-28

Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of an extremely poor quality. There is minimal understanding and application of taught ideas, skills and concepts. Presentation is extremely poor. There is little or no evidence of research, analysis and integration of ideas.

2-18

No work submitted. 0


3.3 Awards and Progression Your progression from one Level of your programme to the next will depend on the successful completion of all modules in each Level. You will need to pass all of the modules at each Level to progress or to achieve your final award. Publication of Results At the end of each year, following the Assessment Boards, you will be informed of your results through e-vision, which is an electronic system for the reporting of marks. Towards the end of your first year of study you will be allocated a log-in password and details of how to access e-vision. Please note that this password will last for the duration of your studies and you will need to remember it. If you experience any difficulties accessing e-vision please contact the General Office on 01429 422000. 3.4 Submission and Late Submission of Work

For all of your modules, you will be assessed on the work that you have produced and that you submit at the end of each module. There are no final examinations at the end of modules. You will be given clear guidelines within your modules about how, when and where you need to submit work for assessment. If you are in any doubt about these arrangements, please make sure you contact the relevant Module Tutor as soon as possible. You must attempt all assessments at the first opportunity. You must do each assessment (course work, essay, project, report, etc.) for every module. You should do this even if you don’t think you can fully complete them. You do not have an automatic right to resit or to repeat a year of study. An Assessment Board (which meets at the end of the academic year to look at all your marks) will decide whether you can resit or repeat study. The Assessment Board will take into account whether you have attempted all assessments. It is much more likely to give you an opportunity to take resits or repeat study if you have attempted all assessments. It is less likely to give you this opportunity if there are some assessments which you did not attempt at the first opportunity. All work for assessment must be handed in on time. In some circumstances students can apply for a 7 day extension. This is referred to as Extension to Assessment Deadline, and must be agreed officially with your Programme Leader. In exceptional circumstances requests can be made for a longer extension but this must be approved by the relevant Head of School - please speak to your Programme Leader about the process for applying for this extension. These applications must be supported by relevant documentary evidence such as a doctor's note.


For circumstances which are beyond a student's control and may have significantly affected their performance in assessment, a student may apply for Mitigating Circumstances. Please see section 3.5 (below) on Mitigating Circumstances. If you are unclear about this information or feel you are at risk of not being able to attempt any assessment you should contact a member of academic staff (Module Tutor, Personal Tutor or Programme Leader) for further advice before the hand-in date as there are a variety of ways in which support can be given. 3.5 Mitigating Circumstances and Appeals Cleveland College of Art & Design has a policy regarding Appeals and Mitigating Circumstances. This will be explained by your Personal Tutor if required, and further information is available through your Programme Leader. Mitigating Circumstances Mitigating Circumstances is defined by the College as circumstances outside of the control of the student that have significantly affected performance in any summative assessment. The College’s intention is, wherever possible, to support you in completing your programme of study. It recognises that there may be times when you, through unforeseeable and unpreventable circumstances, find that you are unable to perform in an assessment to the full extent of your abilities. Examples of these situations may include:

Long term illness or injury (not including short term viral infections for example) Family crisis Private legal issues

If you are unable to complete work for an assessment owing to such circumstances, this procedure may be applicable to you, and the Mitigating Circumstances Regulations enable you to request that your situation is taken into consideration. You are expected to have taken reasonable steps to ensure that you could not have prevented the circumstances from taking place. It is your responsibility to notify the College, through your Programme Leader, of any Mitigating Circumstances, which you feel will affect, or may have affected, your performance in any summative assessment. Remember, any application you make has to be approved by the Mitigating Circumstances Board and if your application does not meet the criteria then Mitigation may not be granted. An application for Mitigating Circumstances is only one of the support mechanisms available to you. There are other options for you to consider, therefore it is important that you discuss your situation with your Programme Leader who will be able to provide guidance on the most appropriate course of action. Where you are unable to meet the deadline for an assessment, then an extension may be the better option for you. In circumstances which are likely to affect your progress over a longer time period, you


may be advised to suspend your studies until the circumstances no longer have an impact on your studies. Appeals Under the Academic Regulations, students are able to appeal against marks only if there is proof of academic irregularity. You cannot appeal against a summative assessment mark if you merely do not agree with it. If you think that you have grounds for an appeal please contact the Academic Registrar through the General Office on 01429 422000. 3.6 Academic Misconduct Academic misconduct is treated very seriously by the College. It is defined as any activity or attempted activity which gives an unfair advantage to one or more students over their peers. To ensure that students are treated fairly and equitably, academic misconduct is divided into the following three types: Academic Negligence This is regarded as the least serious offence and covers first-time minor offences. It includes plagiarism that is small in scale, not related to the work of other students, and which is considered to have resulted from ignorance or carelessness. Academic Malpractice This covers extensive paraphrasing of material with no acknowledgement of the source, systematic failure to reference, submitting work which has already been submitted for another assignment and subsequent cases of Academic Negligence. Academic Cheating This is regarded as the most serious offence and covers plagiarism in dissertations and final year projects, collusion with other students, theft, commissioning/purchasing work, falsification of results/data, and all assessment irregularities. Work submitted by students may be checked by the College using electronic systems that assist in the prevention and detection of plagiarism. Cheating may be defined as engaging in any action with the intent of gaining an unfair advantage over other students taking the same assessment. Plagiarism may be defined as the deliberate and substantial incorporation of anothers work in an assessment without proper acknowledgement. This can include written, visual and practical work.


The College will apply the full penalties for proven cases of cheating or plagiarism, and these can include a '0' mark for an assignment, and termination of studies. 3.7 Academic Regulations Academic regulations for your programme and Level of study are available to access on the VLE.


4. Modules 4.1 Level 4 Modules

Introductory Professional Studies 20 credits Introductory Contextual Studies 20 credits Cut and Construction Skills 20 credits Embellishment Techniques 20 credits Work-Related Costume Skills 40 credits


Introductory Professional Studies (Level 4) – 20 credits Module Descriptor This module introduces students to the structure of the appropriate creative industry, its international perspective, and the professional roles within it. Students also develop fundamental skills in professional practice, including IT, communication, research and presentation. Elements of personal development planning (PDP), including individual student blogs, are introduced within this module. Module Aims To enable students to develop an awareness and understanding of the appropriate

creative industry and its international perspective To introduce students to the professional roles within the appropriate creative

industry structure To introduce and develop skills in professional practice, including IT, communication,

research and presentation Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:

Learning Outcomes Assessment Criteria

Knowledge and Understanding

Demonstrate an understanding of the professional and market structures, organisations, roles and responsibilities within the appropriate creative industry

Evidence of key elements of subject knowledge

Cognitive/Intellectual Skills

Research and use information from a defined range of primary and secondary sources

Guided application of research


Present work appropriately

Ability to present work


Identify career opportunities within the appropriate creative industry

Awareness of career opportunities

Communicate in a range of formats

Evidence of communication skills

Use IT skills for written work and research Evidence of appropriate IT skills


Indicative Content Industry structure Professional practice and CVs IT skills Research skills Communication and presentation skills Personal Development Planning (PDP) Introduction to individual blogs Learning Strategy A seminar and lecture format is used to introduce topics, which form the basis for discussion, research and set tasks. Students take an active role throughout the module, working both individually and in co-operation with others, facilitated by a tutor-led structure of activities. The development of basic professional practice and key transferable skills is supported by the delivery of practical workshops, including IT, research, communication, presentation and Personal Development Planning (PDP). Constructive feedback is given throughout the module within teaching sessions and tutorials. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Educational visits, visiting speakers, audio-visual aids, presentations and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their skills and knowledge and to complete the work required. Self-evaluation is used to facilitate the development of students’ progress and PDP. Assessment Strategy ICA 100%

Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: 500 word report Research and information file Written self-evaluation (500 words) Accessibility Statement The College aims to make this module accessible to any student who may benefit by

studying it. Students who are concerned about their ability to access the module are advised to contact the College Student Services Department for details of available support.

There are no extraordinary features of this module that affect the opportunity for disabled students to successfully complete it.


INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) HOWARD, P. What is Scenography? Routledge. London 2002 WHITECROSS, C. The White Book Ocean Media Group. Coventry 2009 Recommended Students will be directed to a range of recommended books as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Journals Students will be directed to a range of recommended journals as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk Students will be directed to a range of recommended electronic sources as appropriate to their individual specialism and creative discipline area.

http://moodle.ccad.ac.uk/


Introductory Contextual Studies (Level 4) – 20 credits Module Descriptor This module outlines the critical role of contextual studies and how specialist practice can be placed within the wider range of design, social and cultural issues and their international perspective. The module is designed to equip students with the skills necessary for effective learning in this field, including selecting and organising information, presenting essays and research files, and initiating research findings according to recognised conventions. Throughout the module, students are encouraged to realise the relevance of social, political and other design contexts to their own specialist studies. Module Aims To encourage an awareness of the relevance of contextual study to the student’s

own specialism To equip students with the study skills of research and information retrieval To develop skills in the selection and organisation of information, writing essays and

reports, and data presentation

Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate a critical awareness of aspects of visual and material culture



Identify and apply a range of research from primary and secondary sources


Analyse visual and material culture using a range of approaches

Ability to recognise the provisional nature of knowledge


Demonstrate information retrieval skills such as effective note-taking and use of relevant archives

Application of practical, technical and professional skills


Demonstrate the ability to plan and manage own study

Evidence of a range of learning strategies Evidence of time-management

Use appropriate methods to communicate theories and ideas

Evidence of communication skills


Indicative Content Lectures Seminars Analysis of social, visual and/or material culture and its international perspective Relationship of contextual theory to specialist study Referencing and academic conventions in relation to the CCAD Study Skills website Learning Strategy A lecture programme is used to introduce topics, after which students undertake a period of research to provide evidence of learning through the collation of relevant material in the Research File. Constructive feedback is given within group discussions and individual tutorials to support the production of essays and research files. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Educational visits may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their subject knowledge, research and study skills. Self-evaluation is used to facilitate the development of students’ progress and to contribute to Personal Development Planning (PDP). In order to enhance the student experience through collaborative learning with students from other discipline areas, the content of this module has been designed to be applicable to students from a number of programmes. Therefore, students are taught in larger multi-disciplinary groups to provide opportunities to explore a more diverse range of topics and to share knowledge and good practice. Assessment Strategy ICA 100%

Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: 2000 word essay Research File Written self-evaluation (500 words) Accessibility Statement The College aims to make this module accessible to any student who may benefit by




INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) MENDES, V. & DE LA HAYE, A. Fashion Since 1900 Thames and Hudson. London 2010 STEVENSON, N. J. The Chronology of Fashion: From Empire Dress to Ethical Design A&C Black. London 2011 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) MANN, S. Study Skills for Art, Design and Media Students Longman. London 2010 Students will be directed to a range of recommended books as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Journals Students will be directed to a range of recommended journals as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk Students will be directed to a range of recommended electronic sources as appropriate to their individual specialism and creative discipline.



Cut and Construction Skills (Level 4) – 20 credits Module Descriptor This module will demonstrate a range of period and contemporary cutting techniques in order for the student to develop their abilities in cutting flat patterns and draping on the stand. The student will be given the opportunity to learn about the equipment and materials a professional cutter will use, and be able to identify the resources required for research to underpin the decision-making process within costume interpretation. Practical costume making skills will be introduced to the student, which will consolidate the skills learnt through cutting as a means to construct costume to a professional standard. Basic skills in sewing will initially be demonstrated in this module, through to more advanced and specific construction work. Module Aims To introduce students to a range of basic costume interpretation techniques To enable students to utilise industrial machinery and resources required within the

costume making industry To enable students to develop basic practical and technical skills pertinent to

costume making using safe working practices Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate a basic knowledge of costume interpretation cutting techniques


Demonstrate a range of basic practical costume construction techniques

Ability to generate a range of ideas


Apply a range of basic techniques to approach practical problem solving


Reflect on and evaluate own learning and progression

Evidence of problem solving


Identify and utilise safe and competent methods of working with materials, processes and techniques


Demonstrate progressive practical skills Application of materials, equipment and technologies Evidence of limited independent practice



Evaluate and reflect upon own learning

Evidence of a range of learning strategies Evidence of time management Evidence of communication skills

Apply technical pattern cutting skills in accordance with individual measurements

Evidence of basic numeracy skills Evidence of basic IT skills

Demonstrate the ability to work both individually and in co-operation with others

Evidence of working individually and in co-operation with others

Indicative Content Use of research in design interpretation work Technical pattern drafting Creative pattern cutting Toile construction Introduction to industrial machinery Introduction to Health & Safety guidelines Learning Strategy Practical demonstrations and lectures will introduce the students to a wide range of both period and contemporary pattern cutting techniques. Different methods will be demonstrated, and students will be encouraged to practice all methods to enable them to develop and enhance their work. Constructive feedback will be given during each session in order to aid the student’s progression on each individual technique. Regular formative feedback will be provided throughout the module in verbal and written forms to aid progression and enhance achievement. Visiting lecturers or visits to production wardrobe studios will enhance the delivery of this module. Students will also be introduced to basic construction techniques during studio workshops. Group work may be introduced in this module for students to develop their team working skills. Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: A portfolio of pattern drafts A range of toiles Log book containing construction sample techniques Accessibility Statement The College aims to make this module accessible to any student who may benefit by


There are no extraordinary features of this module that affect the opportunity of disabled students to successfully complete it.


INDICATIVE RESOURCES

Essential (available for loan or reference from the Library at Cleveland College of Art & Design) ARNOLD, J. Patterns of Fashion, Macmillan, London, 1985 HUNNISETT, J. Period Costume for Stage and Screen 1500 – 1800, Players Press, California,1991 HUNNISETT. J. Period Costume for Stage and Screen 1800 – 1909, Players Press, California,1988 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) ALDRICH, W. Metric Pattern Cutting, Blackwell Publishing, 2004 ARNOLD, J. Patterns of Fashion 1, Macmillan, London, 1972 ARNOLD, J. Patterns of Fashion 2, Macmillan, London, 1972 BRAY, N. Dress Pattern Designing, Blackwell Science, 2003 SHOBEN, M., SILBERBERG, L. The Art of Dress Modelling, Butterworth-Heinmann Ltd, 1992 SHOBEN, M., WARD, J. Pattern Cutting and Making Up, Butterworth-Heinmann, 1987 WAUGH, N. The Cut of Women’s Clothes, Faber, London, 1968 WAUGH, N. Corsets and Crinolenes, Routledge, 1954 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. These could include current and back issues of the following: Costume – The Journal of the Costume Society (annual) Electronic www.costumiersmanifesto.com

http://www.costumiersmanifesto.com/


Embellishment Techniques (Level 4) – 20 credits Module Descriptor This module introduces the student to a wide range of techniques to both reproduce surface pattern and applied decoration, and to select, create and develop their own interpretation of texture on appropriate fabrics and materials. The student will be given the opportunity to study forms of embellishment from different cultural and historical backgrounds to underpin their practical work in this module. Module Aims To introduce students to a range of costume based embellishment techniques To enable students to develop skills in research for reproduction of applied decoration To encourage a creative response to selecting appropriate materials for design

interpretation Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Generate a range of practical design interpretation solutions

Evidence of key elements of subject knowledge Ability to generate a range of ideas

Demonstrate a critical awareness of aspects of archive material

Evidence of relevant research methods


Present ideas in their developmental stages through to final product, showing the justification of materials selection

Guided application of research Evidence of ideas development


Identify and utilise safe and competent methods of working with materials, processes and techniques pertinent to applying surface pattern and embellishment to fabrics

Application of practical, technical and professional skills Application of materials, equipment and technologies

Present work in a professional and creative manner

Ability to present work


Demonstrate the ability to resize and scale pattern to an appropriate size for costume

Evidence of basic numeracy skills

Demonstrate the ability to manage own workload in accordance with deadlines

Evidence of time management


Indicative Content Practical workshops Gallery and museum visits Research and interpretation skills Applied decoration techniques Surface pattern techniques Embroidery techniques Learning Strategy This module will introduce students to a wide range of basic embellishment techniques influenced by historical and cultural designs for interpretation. Practical demonstrations and gallery and museum visits will enhance the learning opportunities available to the students. Constructive feedback will be given throughout the module at designated points to encourage development in the quality of the techniques produced from basic through to a more advanced level. Regular formative feedback will be provided throughout the module in verbal and written forms to aid progression and enhance achievement. Individual and group tutorials will form the basis of reflection upon learning, and students are expected to continue working on the basic techniques discussed and demonstrated in the session time in order to enhance their work. Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: A range of fabric samples Log book of techniques and educational visits Accessibility Statement The College aims to make this module accessible to any student who may benefit by



INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) DRYDEN, D. Fabric Painting and Dyeing for the Theatre, Heinemann, Portsmouth, New Hampshire USA, 1993 JOSEPH, M. Introductory Textile Science, CBS College Pub. USA 1981 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) CALFEEFFI, Embroidery 1860, Happy Books, Italy, 2003


EARNSHAW, P. A Dictionary of Lace, Shire Publications Ltd, 1982 KOSLIN, D. and SNYDER, J. Encountering Medieval Textiles and Dress, Palgrave Macmillan, 2003 HOWARD, C. Twentieth Century Embroidery in Great Britain to 1939, HOWARD, C. Twentieth Century Embroidery in Great Britain, 1940 – 1963, HUNNISETT, J. Period Costume for Stage and Screen, 1500 – 1800, Players Press, California, 1988 MARSH, G. 18th Century Embroidery Techniques,Guild of Master Craftsman Publishers Ltd, 2006 THOMPSON, A. Embroiderers and Quilter’s Sourcebook: 1000 Textile Images, BT Batsford Ltd, UK 2005 WILSON, V. Dress in Detail from Around the World, V & A Publications, London, 2002 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. These could include current and back issues of the following: Embroidery International Textiles Textile History Electronic www.embroiderersguild.org.uk www.periodfabrics.com

http://www.embroiderersguild.org.uk/

http://www.periodfabrics.com/


Work-Related Costume Skills (Level 4) – 40 credits Module Descriptor This module allows the student to consolidate learning from previous level 1 modules by cutting and constructing a full costume, including accessories from, a negotiated theme. This may be a live assignment for heritage, theatre or film on a student commission basis, or may be an in house project. During this module, students will be able to source and select appropriate materials in order to realise their costume, or costumes, depending on the brief. This module gives the student the opportunity to work alongside a designer or supervisor in a semi-professional environment. Module Aims To enable students to experience the design interpretation process To develop cut and construction skills to a professional standard with specific design

briefs to be realised To enhance the student learning experience to include a live assignment To develop finishing skills for costume making To develop practical problem solving skills in a professional manner Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate an increasing level of knowledge of processes and methods pertinent to the interpretation of costume design


Develop a range of creative ideas to realise a design intention

Ability to generate a range of ideas


Demonstrate logical development of the practical processes within costume construction

Evidence of ideas development

Develop a range of professional problem-solving skills

Evidence of problem-solving

Demonstrate effective use of exploratory and investigative approaches to new materials and techniques

Evidence of problem-solving


Apply a range of appropriate technical skills, using appropriate Health & Safety conscious methods


Work efficiently and appropriately under direction or supervision as a costumier

Evidence of limited independent practice



Evaluate and reflect upon own learning and own development for future professional practice

Evidence of a range of learning strategies Awareness of career opportunities

Operate appropriately in co-operation with others

Evidence of working individually and in co-operation with others

Demonstrate increasing abilities to effectively plan and manage work schedules

Evidence of time-management

Indicative Content Working to professional deadlines Costume interpretation Liaising with a designer or curator Budget control Learning Strategy During this module students will be introduced to a professional costume making based role through in-house live assignments. Visiting lecturers and industry members will become a part of the learning experience through contributions in discussion group and the development of live briefs. Regular formative feedback will be provided throughout the module in verbal and written forms to aid progression and enhance achievement. Students may work within groups to develop team working skills and gain knowledge of the differing roles the costume maker and costumier may take part in. Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: A Log Book of the techniques and skills developed and applied within context Final costume or costumes 500 word evaluation Accessibility Statement The College aims to make this module accessible to any student who may benefit by




INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) COVEY, L., INGHAM, R. The Costume Technician’s Handbook, Heinemann, US, 2003 GILLETTE, J.M. Theatrical Design and Production, Mayfield Publishing Company, California, 2000 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) ALDRICH, W. Metric Pattern Cutting, Blackwell Publishing, 2004 AMBROSE, B. The Little Bodice Book (Little Costume Workbooks), Quite Specific Media Group, UK 1996 AMBROSE, B. The Little Corset Book (Little Costume Workbooks), Quite Specific Media Group, UK 1997 HUNNISETT, J. Period Costume for Stage and Screen 1500 – 1800, Players Press, California, 1991 HUNNISETT. J. Period Costume for Stage and Screen 1800 – 1909, Players Press, California, 1988 SHOBEN, M., SILBERBERG, L. The Art of Dress Modelling, Butterworth-Heinmann Ltd, 1992 SHOBEN, M., WARD, J. Pattern Cutting and Making Up, Butterworth-Heinmann, 1987 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design.


4.2 Level 5 Modules

Professional Studies 20 credits Contextual Studies 20 credits Tailoring 20 credits Millinery 20 credits Work Related Costume Construction 40 credits


Professional Studies (Level 5) – 20 credits Module Descriptor This module extends and develops students’ understanding of the appropriate creative industry, its international perspective, and the roles available within it. This is enhanced through primary and secondary research into specific career pathways. Particular emphasis is placed upon employability, enterprise, networking and professional practice. Personal development planning (PDP) and individual student blogs are developed within this module. Module Aims To enable students to identify individual career potential and aspirations To extend and develop students’ knowledge and experience of professional practice To develop skills for employability and enterprise Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate increasing awareness and knowledge of professional practice in the appropriate creative industry

Evidence of extended subject knowledge


Analyse and apply research from a variety of sources with increasing independence

Increasingly independent interpretation of research


Select and apply appropriate presentation methods

Ability to present work professionally


Manage own learning and professional development with increasing independence

Ability to manage own work with increasing independence

Develop appropriate personal goals for future professional practice

Evidence of matching career opportunities to personal attributes

Analyse numerical data for professional practice Evidence of effective numeracy skills

Indicative Content Careers research and planning Enterprise and entrepreneurship Networking Marketing and promotion Starting a business and freelance work Professional CVs and business plans


Recording, cataloguing and referencing work Costing and selling work Copyright and intellectual property Legal and ethical considerations Job applications and interviews Professional communication and IT skills Development of PDP and individual blogs Learning Strategy A seminar and lecture format is used to introduce topics, which form the basis for discussion, research and set tasks. Students take an active role throughout the module, working both individually and in co-operation with others. Constructive feedback is given throughout the module within teaching sessions and tutorials, and the Negotiated Learning Plan tracks the development of students’ progress and independent learning. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Educational visits, visiting speakers, audio-visual aids, presentations and work from the professional domain may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their subject knowledge, research skills and IT skills, and to complete the work required. Self-evaluation is used to facilitate the development of students’ progress and PDP. Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: Individual CV Digital visual catalogue EITHER a 1000 word report and individual PowerPoint presentation on a negotiated

aspect of professional practice (for progressing BA or FdA students) OR a promotional pack (for graduating FdA students) – the option taken will be negotiated with individual students by week 16 of the module delivery

Written self-evaluation (500 words) Accessibility Statement The College aims to make this module accessible to any student who may benefit by




INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) LLEWELLYN, S. & WALKER, S. A Career Handbook for TV, Radio, Film, Video and Interactive Media A & C Black Publishers Ltd. London 2003 MORNEMENT, C. Craft Galleries Guide BCF Books Ltd. Somerset 2004 Recommended Students will be directed to a range of recommended books as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Journals Students will be directed to a range of recommended journals as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk Students will be directed to a range of recommended electronic sources as appropriate to their individual specialism and creative discipline area.



Contextual Studies (Level 5) – 20 credits Module Descriptor This module enables students to develop skills in critical thinking and academic research by exploring the critical role of contextual studies and how specialist practice can be placed within the wider range of design, social and cultural issues and their international perspective. It also extends study skills and abilities in written communication that adhere to academic conventions and professional formats, with an emphasis on students taking increasing responsibility for their own learning. The latter part of the module provides two potential routes of individual enquiry – a Dissertation Proposal to be delivered as a PowerPoint presentation or an Industry Analysis Report for FdA students wishing to graduate at the end of Level 5. The option taken will be determined by the individual student’s intentions for progression, either to employment or to further study at Honours Degree level. Module Aims To enable the critical understanding and analysis of contextual issues and their

international perspective To equip students with the skills to work on an increasingly independent basis To enable students to produce a presentation for either a dissertation proposal or an

industry analysis report To develop effective written communication and presentation skills to an appropriate

academic and professional format To encourage students to contribute effectively to group discussions

Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate a critical understanding of contextual issues relating to visual and material culture



Analyse and interpret research with increasing independence


Identify and negotiate an individual focus for the application of advanced study and research skills

Evidence of an individual focus for ideas development

Analyse and apply knowledge of influences to the student’s own specialism

Evidence of intellectual enquiry


Independently select formats for presenting work appropriate to the individual context and academic conventions

Ability to present work professionally



Develop individual working skills and co-operate effectively with others

Evidence of effective individual work and co-operation with others

Indicative Content Contextual issues and their international perspective Research and study skills Critical analysis of information Evaluation and organisation of data Professional presentation of written work Referencing and academic conventions in relation to the CCAD Study Skills website Learning Strategy Within the first part of the module, a lecture and seminar format is used to introduce, explore and discuss topics. The latter part of the module is based on a tutorial format for individuals and groups, with an emphasis on developing an increasingly independent approach to learning and management of work. After an initial lecture or seminar, students undertake a period of research to provide evidence of learning through the collation of relevant material in the Research File. Constructive feedback is given within group discussions and individual tutorials to support the production of essays and research files, and the Negotiated Learning Plan tracks the development of students’ progress and independent learning. Regular formative feedback is provided throughout the module in verbal and written forms to aid progression and enhance achievement. Educational visits may be used, where appropriate, to support the module. Students are also expected to undertake work for this module on a self-directed study basis to develop their subject knowledge, research and study skills, and to complete the work required. Self-evaluation is used to facilitate the development of students’ progress and Personal Development Planning (PDP). In order to enhance the student experience through collaborative learning with students from other discipline areas, the content of this module has been designed to be applicable to students from a number of programmes. Therefore, students are taught in larger multi-disciplinary groups to provide opportunities to explore a more diverse range of topics and to share knowledge and good practice. Assessment Strategy ICA 100%

Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: 2500 word essay incorporated into the Design History Journal or Research File Powerpoint presentation of Dissertation Proposal (for progression to Level 6) or an

Industry Analysis Report (for students intending to progress to employment at the end of FdA Level 5)

Written self-evaluation of 500 words


Accessibility Statement The College aims to make this module accessible to any student who may benefit by



INDICATIVE RESOURCES Essential (available for loan or reference from the Library at Cleveland College of Art & Design) ASHLEFORD, J. The Art of Dress National Trust. London 2009 LA MOTTE, R. Costume Design 101: The Business and Art of Creating Costumes for Film and TV Michael Wise. New York 2010 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) CLARK, H. & BRODY, D. Design Studies: A Reader Berg. London 2009 LEES-MAFFEI, G. & HOUZE, R. The Design History Reader Berg. London 2010 MANN, S. Study Skills for Art, Design and Media Students Longman. London 2010 Students will be directed to a range of recommended books as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Journals Students will be directed to a range of recommended journals as appropriate to their individual specialism and creative discipline area, available from the Library at Cleveland College of Art & Design. Electronic http://moodle.ccad.ac.uk Students will be directed to a range of recommended electronic sources as appropriate to their individual specialism and creative discipline area.



Millinery (Level 5) – 20 credits Module Descriptor This module has been developed to introduce students to a specialist area of costume based accessories. The main focus of activity will be the development, utilisation and creative application of blocking and trimming techniques. Students will undertake research to identify source material, and there will be elements of 3D design opportunities. The module recognises the need for students to identify possible career routes in the costume business, and enables students to experience and experiment within the discipline of millinery. During this module, students are expected to engage with the analysis of techniques and procedures in order to enhance skills to a more advanced level. Due to the nature of this discipline, group work may be involved in order to use time effectively throughout. Module Aims To explore, develop and apply specific practical and technical skills To extend the student’s knowledge and range of resources To explore potential career routes in specialist costume based areas through

experiential learning Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Apply specific visual research skills to a practical task


Explain procedures and techniques appropriate to a range of materials and outcomes

Evidence of alternative research methods


Design own methods of working in 3 dimensions using a range of given materials

Evidence of an individual focus for ideas development Evidence of intellectual enquiry

Evaluate the success of new technologies within the context of design interpretation

Evidence of linking theory to practice in problem-solving


Demonstrate an ability to engage in practical work observing current Health & Safety guidelines

Increasingly independent application of practical, technical and professional skills

Identify materials appropriate to the module content with increasing confidence utilising a wide range of sources

Increasingly independent application of materials, equipment and technologies



Evaluate the suitability of methods and technologies in order to inform future professional practice

Ability to manage own work with increasing independence

Demonstrate an ability to apply numeracy in order to ensure appropriate sizing and calculate materials required

Evidence of numeracy skills

Demonstrate an increasing ability to manage workload appropriately and co-operated effectively with others

Evidence of effective individual work and co-operation with others

Indicative Content Blocking techniques Fabric manipulation Using 3D practical work as a design tool Trim and embellishment Visiting Lecturers Learning Strategy Lectures and demonstrations will introduce the student to a range of millinery techniques and products. Students are expected to undertake development work in addition to formal session time to reflect upon and evaluate their work and record this in a log book of techniques. Specialist industry members may form part of the delivery of this module. The module will extend and enhance the students’ costume based expertise. A key element in this module is the development of independent organisation skills. Regular formative feedback will be provided throughout the module in verbal and written forms to aid progression and enhance achievement. There will be a formative feedback point during the module where students will present a trimmed hat from a given design. Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: A completed hat of own design A Log Book of techniques and samples 500 word evaluation Accessibility Statement The College aims to make this module accessible to any student who may benefit by





Essential (available for loan or reference from the Library at Cleveland College of Art & Design) DIAL, T. Basic Millinery for the Stage. Greenwood Press, UK, 2002 DREHER, D. From the Neck Up – an illustrated guide to hat making, Madhatter Press, Minneapolis, 1981 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) AMBROSE, B. The Little Hatmaking Book (Little Costume Workbooks), Quite Specific Media Group, UK, 1996 CAMPIONE, A. Men’s Hats, Chronicle Books, San Francisco, 1988 MACKENZIE, A. Hats and Bonnets, National Trust Enterprises LTD, London, 2002 STUART, J. Make Your Own Hats, G. Bell and Sons LTD, London, 1968 WOMBOURNE SCHOOL OF MILLINERY. Millinery Materials e-book, Morse Brown Design Ltd, 2005 WOMBOURNE SCHOOL OF MILLINERY Freeform Felt Hats e-book, Morse Brown Design Ltd, 2006 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. Electronic www.how2hats.com

http://www.how2hats.com/


Tailoring (Level 5) – 20 credits Module Descriptor The aim of this module is to consolidate construction skills developed in the first year of the course to a more specific area of costume making. The module has been devised to give students the opportunity to produce specialist sampling and utilise specific tailoring techniques during construction of period male costume. During the module, students will gain confidence in their period cutting skills, and use a range of methods to achieve an accurate and appropriate cut and fit of a garment. This module endeavours to create an environment where appropriate materials and fabrics can be selected and sourced for the specific task, and will reinforce the importance of informed choices in materials. Module Aims To extend and develop the student’s costume cutting and construction skills which will

enhance their skills range and underpin future practice To enable students to develop accuracy in sewing skills To introduce students to bespoke tailoring techniques To enhance the quality of finishing skills through using hand stitching techniques and

appropriate materials Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate an understanding of the practical application of specific techniques pertinent to tailoring methods



Identify primary source materials in order to collate appropriate materials



Select appropriate methods of cut and construction through the interpretation of information


Utilise workshop equipment with increasing accuracy and dexterity



Employ professional methods of presentation for both practical and written work

Evidence of appropriate communication skills

Demonstrate progression and ability in complex technical pattern cutting

Evidence of effective numeracy skills


Indicative Content Identifying source material Pattern cutting for period tailored garments Hand stitch and machine stitch construction techniques Finishing techniques Museum visits Industry speakers Learning Strategy This module will consist of demonstrations, practical and problem solving work using a variety of techniques. Students will be encouraged to independently select source material to underpin the subject of their study within a given range of options. Visits to study actual archive material, and costumes will enhance the students understanding of the practical construction techniques developed during the module. Emphasis is focused on the student producing high quality work during the module. Regular formative feedback will be provided throughout the module in verbal and written forms to aid progression and enhance achievement. Assessment Strategy ICA 100% Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including: Reproduction tailored costume Log Book documenting techniques Accessibility Statement The College aims to make this module accessible to any student who may benefit by




Essential (available for loan or reference from the Library at Cleveland College of Art & Design) DAVIS, R. I. Men’s 17th and 18th Century Costume, Cut and Fashion, Players Press, UK, 2000 DAVIS, R. I. Men’s Garments 1830 – 1900 A guide to pattern cutting and tailoring Players Press, California, 1994 WAUGH, N. The Cut of Men’s Clothes 1600 – 1900, Faber and Faber, London 1994


Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) ALDRICH, W. Pattern Cutting for Women’s Tailored Jackets; Classic and Contemporary, Blackwell Science, 2001 CABRERA, R. A Construction Guide to Men’s Tailoring, Fairchild Books, 1983 CABRERA, R., MEYERS, P. Classic Tailoring Techniques: A construction guide for women’s wear, Fairchild Books, 1984 HECKLINGER, C. The Keystone Jacket and Dress Cutter: an 1895 guide to women’s tailoring, Dover Publishing, London 2006 HOLDING, T.H., SHEP, R. L. Late Victorian Women’s Tailoring, R.L. Shep, 2001 MALCOLM – DAVIS, J., MIKHAILA, N. The Tudor Tailor, BT Batsford, UK, 2006 MINISTER, E. The Complete Guide to Practical Cutting (1853), R.L. Shep, California, 1993 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design. These could include current and back issues of the following: Costume – The Journal of the Costume Society (annual)


Work-Related Costume Construction (Level 5) – 40 credits Module Descriptor This module is designed to consolidate prior learning experiences on the programme in order to apply these skills to a work based environment. The module recognises the need for students to work alongside professionals in a live assignment or work experience in order to engage in costume construction as a career and profession. Students will have the opportunity to discuss their personal aims with industry members and develop contacts for future professional practice. Students’ progress will be monitored throughout this module by their specialist tutor on a regular basis. Module Aims To explore the skills required for potential career pathways To apply taught skills to a new, professional situation To work within budgetary constraints To produce industry standard work in accordance with professional deadlines and

within industry Health & Safety regulations To extend the development of key transferable, practical and professional skills Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below:



Demonstrate an increasing ability to apply subject knowledge


Demonstrate a responsible attitude towards working in a professional situation

Ability to generate and negotiate ideas


Demonstrate an enquiring attitude towards working in a professional situation

Evidence of intellectual enquiry


Work within a studio space, following full current health and safety standards


Select appropriate methods of working to fulfil a task


Demonstrate an ever-increasing independence when undertaking practical work

Evidence of increasingly independent practice



Show evidence of an awareness of the roles within the costume industry

Evidence of matching career opportunities to personal attributes

Demonstrate advanced presentation skills appropriate to module content

Evidence of appropriate communication skills Evidence of effective individual work and co-operation with others

Indicative Content Professional skills Organisation skills Speed and accuracy in tasks Recording evidence of work Learning Strategy In preparation for this module students will engage in group discussion and tutorials in order to ascertain their areas of strengths and weaknesses in the field of costume cutting, making and costumier roles. Initial sessions will focus on the organisation skills required to plan and manage a self-initiated programme of study. The student will negotiate the focus and development of their project during this module with the specialist tutor who will monitor their progress. Work experience in-house live assignments will form a major part of this module. Students will be expected to document their work and experiential learning in the form of a Log Book. Analysis of their role in the costume industry is a key emphasis for this module. Regular formative feedback will be provided throughout the module in verbal and written forms to aid progression and enhance achievement. Assessment Strategy ICA 100%

Summative assessment is 100% coursework with clearly defined assessment requirements and assessment criteria. There is only one summative assessment point at the end of the module where students submit a body of work including:

Negotiated Learning Planner A Log Book of techniques Fully marked patterns Costume or costumes, actual or production photographs 1000 word evaluation Accessibility Statement The College aims to make this module accessible to any student who may benefit by





Essential (available for loan or reference from the Library at Cleveland College of Art & Design) INGHAM, R. Costume Technician’s Handbook, Heinmann, Portsmouth USA, 1992 Recommended (available for loan or reference from the Library at Cleveland College of Art & Design) BICAT, T. Handbook of Stage Costume. Crowood Press Ltd, UK, 2006 DRYDEN, D. Fabric Painting and Dyeing for the Theatre, Heinemann, Portsmouth, New Hampshire USA, 1993 Journals Students are encouraged to use the wide range of journals and magazines that are available from the Library at Cleveland College of Art & Design.

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