PHOTOGRAPHY · Unit 8 Ideas in Context (Year 2) Unit 9 Research project (Year 2) Assignments will normally be ma Unit 110 Photographic techniques (Year 1) Unit 112 Location photography

HN

D A

rt &

Des

ign

PH

OT

OG

RA

PH

Y

HE

Co

urs

e H

an

db

oo

k

Higher Education Course Handbook

BTEC HND Art & Design: PHOTOGRAPHY September 2016

Welcome to the Faculty of Creative

Industries

The Faculty of Creative Industries offer a range of

higher education courses which are nationally

recognised qualifications that can lead to increased

career prospects or can be topped up to degree level

at university.

We hope you will enjoy your time here, and that you

are able to get the most from your studies here at

City of Wolverhampton College.

Please make sure that you take time to fully digest the

induction information and the guidance that staff offer

you, especially during the earlier part of your course,

as this will provide you with an excellent platform

from which you will be able to progress successfully

through your studies.

Remember that our higher level courses will demand

of you much more self-directed learning where you

will be able to devise your own approaches to project

work and often set your own goals and targets.

Studying at higher education level can be a challenge,

but we aim to ensure that you have access to the full

range of support services here at City of

Wolverhampton College which will enable you to

succeed.

Careers Guidance and Support

In addition to your course tutors, our Guidance Team

is here to help – from finding a part time job, to taking

your next career steps. The Guidance Team can help

you access careers advice; support you with job

search and interview tips, and how to get the best

from your finances.

Learning Support

All learners with a disability, including deaf learners

should apply for a Disabled Student’s Allowance to

access funding for their support. You can do this via

the following website:

https://www.gov.uk/disabled-students-allowances-

dsas/overview

Once you have been assessed and funding agreed you

can request a confidential meeting with a member of

the Additional Learning Support Team to discuss your

support needs.

The College can provide additional learning support

to learners with a wide range of disabilities or learning

disabilities/difficulties - including physical disabilities,

visual impairments and dyslexia. A wide range of

support is on offer and we work with each individual

learner to identify how the support is delivered in line

with your Disabled Student Assessment.

The Additional Learning Support Team can be

contacted on 01902 821075, 01902 317555 or

01902 317723.

Counselling

A free personal counselling service is available to

learners. This service is there to help you cope with

any personal difficulties you may experience during

your time with us. You can contact them through

your tutor, the Student Hub or telephone 01902

317689.

https://www.gov.uk/disabled-students-allowances-dsas/overview

https://www.gov.uk/disabled-students-allowances-dsas/overview



Finance

There is a range of funding to support HE learners for

both full and part time courses. You can contact

Student Finance England on: 0845 300 50 90 or you

can apply on line via the Student Finance England

website:

http://www.studentfinance.direct.gov.uk/portal/page?_

pageid=153,4680119&_dad=portal

This can support fees, exam costs and in some

circumstances general living expenses. If you would

like to know more or need any help with completing

the application form contact the Guidance Team who

are located in the Student Hub.

If you experience financial hardship once you have

taken out your full HE Loan, you can apply to the

College Access to Learning Fund. Every application is

treated individually. To apply contact the Financial

Advisors based in the Student Hub.

Attendance and Punctuality

It is vital that you attend College on a regular basis to

ensure that you make good progress. If you are going

to be absent, please contact our CALMS (Champions

for Attendance Learning and Monitoring for Success)

team.

Paget Road – Natalie 01902 834286

Wellington Road – Katie 01902 821167

Metro – Lachmi 01902 821342

It is expected that you will arrive on time for classes.

Classes start on time, and it is extremely disruptive

and unprofessional to arrive late.

Your tutor and the College will monitor your

attendance and punctuality record carefully. If your

attendance becomes an issue, or if you are constantly

late for classes, your tutor will discuss this with you.

Persistent lateness or absence may result in instigation

of the college disciplinary procedure.

Personal study

Your timetable includes days when you are not

timetabled for set teaching sessions. During this time

you will be expected to continue with study during

your own time. This might be in the form of research,

visits to libraries etc. or by developing skills and

completing assignments.

It is important that you make good use of personal

study time in order to maximise your own full

potential and succeed.

As a HE student you have access to an inclusive

learning environment available at the Paget Road and

Wellington Road Campus.

Equality and Diversity

We have a culture based on mutual respect and

celebration of individuality and difference. You will see

a range of events taking place which celebrate

diversity, and we welcome your contributions and

ideas for further developments.

Health and Safety

We all have a responsibility to make sure that we

study and work in a healthy and safe environment. All

College sites are no smoking buildings, although there

are designated smoking areas outside. Your tutors will

tell you about college health and safety policies as part

of your induction.

Stay Safe from Abuse

The College wants to ensure that our learners are

kept safe from harm, abuse or bullying. If you are

concerned about your own experiences, or the

wellbeing of others, talk to your tutor or someone

from the Safeguarding Team who you can contact by

calling in to the Student Hub or telephoning 01902

317575.

http://www.studentfinance.direct.gov.uk/portal/page?_pageid=153,4680119&_dad=portal

http://www.studentfinance.direct.gov.uk/portal/page?_pageid=153,4680119&_dad=portal



Being a City of Wolverhampton College

Graduate

At City of Wolverhampton College we expect our

learners to strive to be successful to enable you to

progress into employment and / or higher education.

You will be able to track your progress using online

ProMonitor with support and feedback from your

tutors, who will celebrate your achievement and

support you in setting set aspirational targets.

Enrichment

Our enrichment programme offers you opportunities

to gain and develop skills through new experiences

outside of your main programme. Not only is it a

great way to be involved and to make new friends it

provides powerful evidence of skills and commitment

that give an advantage in applications for jobs or

further courses in the future.

Joining the Student Union is also a great way to do

something different. There is an HE Officer post,

which makes sure HE student voice is heard and that

the HE learner experience continues to be a great

one.

For further information on the student union,

volunteering, or other ways to get involved, contact

the Student Liaison Team on 01902 317645, or pop

into the Student Hub.

Student Voice

There are many opportunities to tell us what you

think about being a higher education student at the

College. Our elected HI:ED student representatives

consult with their peers to provide valuable feedback

to tutors and management. Students work in

partnership with College staff to evaluate the quality

of provision and influence changes and improvements.

You will be invited to take part in online surveys

student focus groups, course reviews and Student

Submission to the Quality Assurance Agency. This

may include information about graduate destinations

including employment and further study; and how

satisfied students are with the programme. External

Examiner reports are shared with our HE students,

and there are opportunities to participate in the

Student Conference.



Your Course

BTEC HND Art & Design: Photography

Mode of Study

Full Time (2 Years)

Unit information

Core Units (Mandatory)

Unit 1 Visual communication in Art and Design (Year 1&2) Unit 2 ideas generation and Development in Art and Design (Year 1&2) Unit 3 Contextual and Cultural referencing in Art and Design (Year 1&2) Unit 4 Professional practice in Art and Design (Year1&2) Unit 5 Project Design, Implementation and Evaluation (Year 2) Selected Units (Specialist)

Unit 111 Digital Image Creation and Development (Year 1) Unit 105 Studio Practice in Photography (Year 1) Unit 113 Fashion Photography (Year 1) Unit 116 Photographic Materials techniques and technology (Year 2) Unit 15 Work based Experience (Year 2) Unit 8 Ideas in Context (Year 2) Unit 9 Research project (Year 2) Unit 110 Photographic techniques (Year 1) Unit 112 Location photography (Year 1) Unit 117 Exhibition of Art Work (Year 2) Unit 86 Digital Media in Art and Design (Year 2)

Assessment calendar

Your unit tutors will supply you with an individual

assessment calendar; however, all assignments must

be submitted in line with the assessment submission

rules.

Individual unit tutors are shown on sheet at the back

of booklet.

Timetable

Please see individual timetable

Submission of assignments

Assignments must be submitted by the due deadline

to the study hub or in certain cases to the appropriate

tutor. We have an electronic system for tracking

submission dates (Mark-book). If, for any reason, you

are unable to complete work on time you must

complete an extension request or extenuating

circumstances form.

Please note that work submitted after the due

deadline, where a request for extension or

extenuating circumstances has not been submitted

and approved, would only achieve a maximum PASS

grade. (Any request for extension should be

submitted at least seven days before the due

deadline).

Remember that, at Higher Education level,

professionalism and working to near industry

expectations means that effective time management

will become critical.

Assignments will normally be marked and feedback

given within ten working days.

Appeals

If you don’t agree with an assessment grade you

should talk to the assessor involved. If you are still not

happy with the decision, then see your personal tutor,

who will explain the appeals procedure as outlined in

the Assessment and Verification Policy.



Plagiarism & Cheating

This is defined as student submitting the work of

others as his/her own. Examples of this may include:

Getting someone else to do the assignment

for you.

Copying another student’s work.

Handing in work that has been mostly

copied from the internet, a textbook or article.

Submitting written work containing quotes

from textbooks without crediting the author.

Plagiarism will lead to disciplinary action as outlined in

the Malpractice Policy.

Materials

A4 or A3 Hardback sketchbook x4

A plastic A2 size portfolio to carry work in progress

A portable memory stick/pen drive/flash drive for storing files of work produced on a computer (16gb minimum).

General stationary (pens, pencils etc)

Note pad

Photography Student Hoodie for events (optional)

A1or A2 Plain Card for mounting portfolio work (minimum 15 sheets)

A portfolio (usually A1 or A2 - check the requirement for your chosen specialism) with rings and plastic sleeves

Adobe Creative cloud (photography package)

Printing credit

DSLR Camera

SLR Camera

Please see you tutor for details of where to purchase

these items.

Meeting the team:

Chris Hill (Photography/Personal tutor)

01902 834281

email: [email protected]

Office: 260 B block Paget Road Campus

Justin Nicholson (Graphic Design/Digital Print)

01902 317717


Office: 216 A block Paget Road Campus

Michael Dixon (Curriculum Head: Creative

industries)

01902 317622


Unit Profiles

Unit No 1: Visual Communication in Art and Design Learners will be expected to develop an understanding of the role and responsibilities of the artist, designer and photographer in a commercial context and to acquire the ability to communicate ideas through drawing and other visual techniques and skills. Learners need to engage in integrated research to include analysis of the brief, preparation of initial ideas, market research, investigation and practical exploration into materials, processes and techniques. Learners will need to explore the visual and tactile properties and characteristics of materials. They will also need to investigate contexts and demonstrate the ability to select and interpret research information through design development. This will necessitate practical first-hand experience in manipulating materials to meet requirements of briefs. It is important that a level of practical competence is shown in studio and workshop practice combined with evidence of an

[email protected]

mailto:[email protected]

mailto:[email protected]



awareness of relevant safe working practice. Learners will need to gain a thorough understanding of design practice, relevant legislation, including health and safety, public liability and copyright law. Learners should keep records of all professional practice (meetings, attendance, punctuality, contracts etc) and provide evidence of the correct use of terminology and vocabulary in written and oral presentation. It is important that learners gain a thorough understanding of contemporary professional practice and guest speakers, workshops, visits to design studios and appropriate exhibitions will contextualise practical studies.

Unit No 2: Ideas Generation and Development in Art and Design This unit introduces a number of idea-generating techniques to demonstrate that creative thinking is a skill that can be continually developed. Evidence of ‘thinking on paper’ may take the form of ‘open-ended’ idea sheets and visual/verbal ‘mind maps’. Learners will be encouraged to originate ideas which fulfil visual communication objectives. Learners will also be required to use mark-making techniques to express their ideas on paper and they should be able to identify the cultural contexts in which their ideas work. Selection, review and development of ideas should be evidenced in sketchbooks, design sheets, thumbnails or concept sheets. Learners should be encouraged to research the creation of graphic imagery and digital portfolio and be exposed to a broad cross section of good quality examples. In particular, the study of graphic and visual imagery in relation to different cultural contexts should be wide ranging and eclectic. Their study could include examples from contemporary youth and music culture to which material from other cultures can then be related. A series of progressively developed idea sheets and concept boards could culminate in clearly expressed ideas produced by learners to meet specific communication tasks. Visual communication assignments should be inventive and stimulating, and, where possible, should have topical and/or contemporary cultural relevance. In addition, experimentation and risk taking should be encouraged.

Discussion and criticism should concentrate on the potential and interest of ideas and this can be presented separately or in the form of annotations to visual ideas sheets, concept boards and collections of exemplar material.

Unit No 3: Contextual and Cultural Referencing in Art and Design This unit develops learners’ knowledge of the cultural history and social theory which informs current thought and debate across the visual arts. Emphasis is on research and study skills and on learners acquiring source material and knowledge. For this unit learners will need to be familiar with a broad sweep of the historical and cultural developments which inform current thought and debate about art and design in general and their chosen specialism in particular. Also presentation skills will be applied in a practical context. Notebooks and visual diaries should indicate that learners understand and develop information received from lectures and seminars. Oral presentations and illustrated assignments should form part of learners’ practical work and can be linked to practical units.

Unit No 4: Professional Practice in Art and Design This unit serves to evaluate and assimilate learners’ skills to provide a coherent, creative and professional portfolio of work which can be used for subsequent interviews and presentations. Portfolios will be focused on individual career paths and should be in the most appropriate format, eg paper based, CD, website, blog, vlog, integrated media. Learners will also prepare for their future, through participation in self-analysis and reflection, recognition of strengths and weaknesses, goal setting, practising interview techniques and making applications for jobs. Learners will be expected to research their intended career path and specific job role in order to be well informed of the strategies and knowledge needed to conduct successful interviews. Opportunities will be given to the development of a business database and the opportunity to formulate a



long-term career plan or further study proposal. This will be supported by the creation and production of a self-promotional package, including an updated CV, business cards, web page and other appropriate promotional tools. This unit will allow learners the time to reflect on the previous years of study and to assess their strengths and weaknesses. It will allow evaluation of their own progression, the contribution they have made to their subject and the broader critical debate surrounding their subject. Learners will work in groups to help each other understand their strengths and weaknesses. Tutorials will be conducted throughout the unit with a formal in-house job interview and presentation critique at the end of the unit. The unit should be further enhanced by input from visiting practitioners from a selection of areas within the specialist subject. Learners should be encouraged to contact potential employers for interviews, work shadowing or work placement.

Unit No 5: Project Design, Implementation and Evaluation

This unit gives learners opportunities to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project. The unit requires learners to select, plan, implement and evaluate a project and present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints to produce an acceptable and viable solution to an agreed brief. If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result. Learners must work under the supervision of programme tutors or work-based managers.

Unit No 111: Digital Image Creation and Development

In this unit learners will work with digital image systems and equipment to produce digital images to a specified brief. This could be applied to many different sectors, for example image editors working on images intended for newspapers, magazines, websites, mobile devices, packaging, illustration, large-scale images for film, advertising hoardings or exhibition. Source images may include photography, line art, textures or specially created drawings, prints or paintings. They will learn key aspects of digital practice such as file naming conventions, storage, compression and output. They will also work with a range of input devices and software tools. Learners will be encouraged to explore approaches to developing digital imagery that incorporate creativity and sound technical skills. Learners will evaluate their response to the set brief and consider areas such as copyright and legislation in commercial and non-commercial contexts in contemporary practice. Delivery will be primarily practical with the provision of demonstrations of software and hardware. In addition, theory sessions will facilitate learning in some topic areas, for example file size, formats, resolution and compression. Learners will be encouraged to adopt an experimental approach to generating imagery. This will enable learners to broaden their creative experiences and their understanding of the creative and potentiality of digital imaging systems. Tutors will provide a set brief, or facilitate learners in developing their own set brief that meets the requirements of the unit. Learners will prepare designs for images, capture images, save appropriately, and present evidence that demonstrates their understanding. There will be opportunities for learners to focus on the critical evaluation of their own work. This may involve peer group and/or tutor presentation and discussion.A large proportion of this unit will be practice based, and learners should demonstrate competent use of digital imaging systems in the production of practical work. The documentary evidence for each learning outcome will include images,



their evaluation and supporting material that demonstrates knowledge and understanding.

Unit No 105: Studio Practice in Photography

The photographic studio allows photographers to record subjects through controlling and exploiting lighting, sets and choices of equipment. In this unit learners will explore the different aspects of working in the studio and will gain the skills needed to working in the field of studio photography. Learners will work through tasks involving controlling the studio environment, selecting and using equipment that is fit for purpose, and safe working practices. Professional practice forms an underpinning component of this unit, providing learners with information and guidance to support their photographic practice. The exploration of creative approaches to lighting subjects can also be explored within this unit.

Unit No 113: Fashion Photography

This unit gives learners the opportunity to plan, develop and execute a creative strategy to set fashion photography briefs. Learners will consider the factors that influence fashion photography, and the relationships between designers, audience, content and application of photographic visual language. The ability to understand the requirements of the brief and interpret it in a creative way forms a vital element in fashion photography. Learners will work though the process of research, planning, shooting and producing prints. Knowledge gained in researching contextual factors will be applied by learners to inform the strategy they develop to meet the brief. Aspects such as cultural connections, style, mood and effect will form part of learners’ reflection and evaluation. Technical factors such as lighting and camera use will be incorporated in the decision-making process, alongside sourcing props, and ideas about models, sets and locations. Learners will reflect on their ability to meet the constraints of the brief, and evaluate the effectiveness of their photographs in meeting their creative intentions.

Unit No 116: Photographic Materials, Techniques and Technology

In this unit learners may be able to extend their knowledge of photographic materials, techniques and technologies through considering the respective characteristics and applications of silver based and digital media. Learners may identify the potential applications for photographic media and reflect on the merits of different formats as used in industry and creative practice. Knowledge gained may be applied to the selection and use of photographic media to a set brief. Learners should reflect on their selection and gauge its effectiveness in allowing them to meet the brief and fulfil their creative intention. The unit aims to ensure that learners become confident in their use of materials and methodology, enabling them to make informed decisions about materials, techniques and technologies to fulfil their personal creative direction.

Unit No 15: Work-based Experience

A significant amount of learning can be achieved through carrying out practical activities in a workplace. Learning may be enhanced by taking a more formal approach to work-based activities – by planning and carrying out the activities and reflecting on the benefits of the activities for the business and to the learner. This unit is designed to allow flexibility of study for part-time and full-time learners. It is expected that learners will be supervised in the workplace and by their academic supervisor. Learners will have the opportunity, supported by their supervisors, to negotiate and perform activities which will allow them to meet the assessment criteria for this unit. They will recognise the scope of what they have achieved by recording evidence from carrying out the activities. They will also gain maximum benefit by reflecting on and evaluating the work they undertake.



Unit No 8: Ideas in Context

This unit extends and develops the generation of ideas. Learners are required to generate ideas to fulfil complex visual arts objectives involving social, cultural and commercial considerations. Learners will evolve and adapt ideas to suit a range of different applications in their specialist areas. They will work independently and with others in generating and developing ideas. Learners must also prepare ideas for professional presentation.

Unit No 9: Research Project This unit is designed to enable learners to become confident in using research techniques and methods. It addresses the elements that make up formal research including the proposal, a variety of research methodologies, action planning, carrying out the research itself and presenting the findings. To complete the unit satisfactorily, learners must also understand the theory that underpins formal research. The actual research depends on the learner, the context of their area of learning, their focus of interest and the anticipated outcomes. The unit draws together a range of other areas from within the programme to form a holistic piece of work that will make a positive contribution to the learner’s area of interest. Learners should seek approval from their tutors before starting their research project.

Unit No 110: Photographic Techniques

In this unit learners will work with digital image systems and equipment to produce digital images to a specified brief. This could be applied to many different sectors, for example image editors working on images intended for newspapers, magazines, websites, mobile devices, packaging, illustration, large-scale images for film, advertising hoardings or exhibition. Source images may include photography, line art, textures or specially created drawings, prints or paintings. They will learn key aspects of digital practice such as file naming conventions, storage, compression and output. They will also work with a range of input devices and software tools.

Learners will be encouraged to explore approaches to developing digital imagery that incorporate creativity and sound technical skills. Learners will evaluate their response to the set brief and consider areas such as copyright and legislation in commercial and non-commercial contexts in contemporary practice. Delivery will be primarily practical with the provision of demonstrations of software and hardware. In addition, theory sessions will facilitate learning in some topic areas, for example file size, formats, resolution and compression. Learners will be encouraged to adopt an experimental approach to generating imagery. This will enable learners to broaden their creative experiences and their understanding of the creative and potentiality of digital imaging systems. Tutors will provide a set brief, or facilitate learners in developing their own set brief that meets the requirements of the unit. Learners will prepare designs for images, capture images, save appropriately, and present evidence that demonstrates their understanding. There will be opportunities for learners to focus on the critical evaluation of their own work. This may involve peer group and/or tutor presentation and discussion. A large proportion of this unit will be practice based, and learners should demonstrate competent use of digital imaging systems in the production of practical work. The documentary evidence for each learning outcome will include images, their evaluation and supporting material that demonstrates knowledge and understanding.

Unit No 112: Location Photography

The use of location photography is widespread throughout the visual communication industries. Photography on location is used in areas such as fashion, video stills, tourism, brochures, catalogues, design, automobile industry, corporate reports, architecture and advertising in general. Photographers working on location need to understand the creative potential of backgrounds and subjects, as well as knowing how to exploit available lighting conditions and use additional lighting as required.



In this unit learners will research examples of contemporary location photography and learn about working practices. They will understand how to assess lighting conditions when working on location and how to select appropriate equipment and cameras. Technical considerations will be balanced alongside reflection on creative possibilities. Learners will need to recognise the variability of working conditions experienced when working on location and to have an appreciation of the effects of colour temperature in mixed lighting conditions. Learners will develop an understanding of the quality of different types of lighting, including an awareness of how the quality of natural light changes with time of day/year. Learners will produce a plan for a set location photography shoot that encompasses both technical and creative factors. This plan will also evidence their reasons for choice of additional lighting, its strength and their selection of accessories. They will work through the process of shooting on location to produce outcomes, which they will evaluate for fitness of purpose in terms of client needs, creative intentions and techniques employed.

Unit No 117: Exhibition of Art Work In this unit learners will use a range of techniques to present and exhibit their own work. They will be expected to research circumstances affecting the presentation and exhibiting of fine art. Learners will evaluate the strengths and weaknesses of their own presentation and exhibition.

Unit No 86: Digital Media in Art and Design The aim of this unit is to develop learners’ skills with digital media, combined with the ability to translate ideas from research and drawings into computer-aided design work and visuals. Learners should be given the opportunity to develop their in-depth knowledge of software and be able to communicate ideas using a variety of specialist CAD packages. Learners should broaden their awareness of the benefits of using digital media inside and beyond the remit of art and design. The range of devices and software mentioned is not exhaustive and learners are encouraged to research beyond design applications to gain a broader view.

The aim is to ensure that learners are familiar with a wide range of essential technology and are able to translate these skills into their own work. As technology develops and moves on, learners must be familiar with current software and emerging trends in digital technology. A creative experimental approach is required to encourage learners to broaden their design work and to understand how digital media can be used in art and design in a variety of situations eg creating and developing images, using text and images, creating documents and creating design work, producing professional standard visuals, concept sheets, design work, environments, renders, fly-throughs, story boards. Learners should be able to use digital media as a tool to produce supporting documents, eg publicity and promotional materials, presentations, professional materials. Progression

During your studies you will have several

opportunities to discuss what you are going to be

doing when you complete your course.

There’s more than one way to achieve your goals!

Get to grips with how different our courses work and

how they can provide a cost-effective route to the

final year of university



Documents

PHOTOGRAPHY · Unit 8 Ideas in Context (Year 2) Unit 9 Research project (Year 2) Assignments will normally be ma Unit 110 Photographic techniques (Year 1) Unit 112 Location photography