COURSE HANDBOOK

UAL Foundation Diploma in Art and Design 2022–23 Level 3 / Level 4

About UAL Awarding Body UAL Awarding Body believes in transformative education. They design and award creative qualifications that empower and inspire educators to help students reach their potential. UAL Awarding Body is regulated by Ofqual, Qualification Wales and CCEA and currently offers qualifications in Art and Design, Fashion Business and Retail, Creative Media Production and Technology, Music Performance and Production and Performing and Production Arts. They are also the UK’s leading provider of the Foundation Diploma in Art and Design. Their qualifications have high retention and achievement rates because they are flexible, responsive and relevant to industry needs, and facilitate student progression.

The Kings School of Art and Design is an Approved Centre for delivery of the following UAL Diplomas in Art and Design – Foundation Studies: UAL Level 3 Foundation Diploma in Art and Design UAL Level 4 Foundation Diploma in Art and Design UAL Awarding Body's qualifications enable students to experiment and develop. Students completing these qualifications will explore materials, methods and processes as they build a portfolio of work. The UAL Foundation Diploma is a highly intensive and stimulating course designed to give students a fulfilling and rewarding learning experience, and to prepare for university undergraduate studies. Students benefit from regular one-to-one teaching with a variety of specialist teachers who maintain their creative professions alongside their teaching commitments at Kings. Our high teacher-to-student ratio enables individually tailored experiences for our students. We organise regular opportunities for students to work in larger groups and with other art specialists, such as the Art Residential currently taking place in Bristol at the University of the West of England Bristol. Regular events are planned throughout the year with the aim of providing opportunities for students from the different Kings colleges to work collaboratively and to share good practice such as the joint Art/CSS, and Mid-FMP presentations, and group gallery visits. Spread over three terms, the course is 80% Art and Design, supported by 20% Communication Study Skills (CSS) including IELTS. The Foundation Diploma is made up of three units: Unit 1, 2 and 4 for the Level 3 and Unit 1, 3 and 4 for the Level 4 programme. Both level 3 and level 4 qualifications are accepted for university entry.

Course dates

Course aims

September – June (34 weeks, 544 hours Art and Design learning hours; 266 hours)

▪ Developing awareness of different creative practices, approaches and perspectives;

Qualification structure

▪ Researching, analysing and evaluating relevant information as part of the creative practice; ▪ Instilling the value of research as an investigative and creative practice;

Qualification Structure Unit 1 — Diagnostic Investigation into Creative Practice Unit 2 or Unit 3 — Developing Specialist Practice

Unit 4 — Consolidating Practice

Level 3 — 29 credits Unit 2 Level 3 – 46 credits Unit 3 Level 4 – 46 credits Level 4 — 45 credits

▪ Exploring solutions to complex problems through the application of practical, theoretical and technical understanding; ▪ Enabling students to explore media and processes within a safe environment; ▪ Encouraging independent creative practices and self-led initiatives; ▪ Developing ideas through investigative practices;

Grading

▪ Identifying opportunities for progression;

Unit 1 and 2 are graded Pass or Fail. Unit 4 is graded as Pass, Merit, Distinction or Fail.

▪ Using critical visual, verbal and written language to communicate ideas and entire bodies of work effectively to both peers and the wider audience.

Context Research Development Planning Progression Production Communication

Unit content Each unit consists of thematically driven projects/assignments during which students produce a body of work which is of equal importance, or even more important, than the finished work, often called the “Final Piece” or Pieces, or “Finished Piece(s)”. Throughout each unit students will undertake research, development of ideas and processes, planning, and will produce work related to specific subject matters or themes driven by themselves. In their “Final Major Project” students select and plan around an area of their choice, which will support and reflect their subject area. What a project/assignment entails Research and Contextual Understanding An initial exploration of the subject, theme or brief through different research methods including mind-maps, asking questions, making notes, lists, diagrams, making sketches and drawings, photography and analysis of the work of other artists, designers and craftspeople. Students use log books, sketch books and other recording formats to document these processes. Experimentation and Development Experimentation with materials, media, techniques and processes, and production of practical work which helps both to learn new skills and to develop existing ones. After exploring the subject broadly, and experimenting intensively, students will have come up with a range of ideas or possible ‘solutions’ to a brief. They will develop their ideas and bring the project to a conclusion by producing the Final Piece(s).

Evaluation and Reflection Throughout the whole process students reflect on what they do, assess and evaluate problems, and find creative solutions to resolve them. This provides evidence for deepening critical awareness, ideas and inspirations and the rationale behind their practical work. Presentation and looking forward Each unit of work concludes with a presentation of work to tutors and fellow students. This is an important opportunity for students to present and analyze their research, idea development, what went well and what needs to be improved. This process is an important part of helping students to refine their thinking and to develop further their practice through forthcoming work.

UCAS Application From September to January students are supported by art staff and the UCAS coordinator during the UCAS application process. This support will include subject-specific advice regarding courses and universities, guidance on how to write Personal Statements and filling in UCAS forms correctly. All references are written by the art tutors. Applications are completed and sent by the first January university deadline.

Shiyu Qiu, How to be a Woman

Course structure and content Term 1 Unit

Unit learning outcomes

Unit 1 (level 3) — Diagnostic Investigation into Creative Practice ▪ Research and context, visual language, ideas development, skills development, audience identification linked to progression opportunities, problem identification, understanding and investigation, evaluation and reflection

1. Apply, integrate and contextualise research methods and activity within a creative practice

▪ To include digital practice, and how practical and other work is recorded and presented to create links between theory and practice

2. Identify, select and safely use appropriate materials, methods, media and technologies in relation to a variety of creative practices 3. Develop ideas, solve problems, and apply learning strategies within the context of a range of diverse creative practices. 4. Understand the conventions and application of critical evaluation and reflection for a range of audiences and purposes

▪ This is the first step towards producing the digital and hard copy portfolio.

Term 1 – Term 2 Unit

Unit learning outcomes

Unit 2 (level 3) or Unit 3 (level 4) — Developing Specialist Practice Apply (specialist) skills, methods and processes:

1. Research and contextualise creative ambitions within specialist practice

▪ Specialist research and context (placed into broader context — social, environmental, ethical, political, scientific, cultural etc. Including possible links to sustainability)

2. Apply research methodology and use technical skills and practical experimentation to develop ideas within a specialist practice

▪ Evaluation and reflection

3. Use self-reliant learning strategies to develop ideas and solve complex problems within the context of specialist practice to inform and realise creative solutions

▪ Recording and selection of HE portfolio or show-reel for apprenticeship/job etc

4. Use critical evaluation and reflective skills in order to take responsibility for own learning and development

▪ Problem investigation (initiation/exploration)

5. Review and apply presentation skills in order to communicate their creative practice to a selected audience

▪ Concept development ▪ Communication to an audience (linked to progression)

Term 3 Unit Unit 4 (level 4) — Consolidating Practice ▪ Initiate and develop a creative project proposal using a range of critical and contextual perspectives and approaches

Unit learning outcomes 1. Initiate and develop a creative project proposal using a range of critical and contextual. perspectives and approaches 2. Use research, analysis and evaluation to develop ideas and solutions for a creative project

▪ Use research, analysis and evaluation to develop ideas and solutions for a creative project

3. Use appropriate methods and specialist skills in the realisation of a creative project

▪ Use appropriate methods and specialist skills in the realisation of a creative project

4. Integrate practical, theoretical and technical understanding to solve complex problems in order to realise a creative project

▪ Integrate practical, theoretical and technical understanding to solve complex problems in order to realise a creative project.

5. Plan, organise and maintain records of progress in the production of a creative project

▪ Plan, organise and maintain records of progress in the production of a creative project

6. Maintain records of critical analysis, reflection and evaluation to inform own learning

7. Use appropriate techniques and methods to communicate and ▪ Maintain records of critical analysis, reflection and evaluation present a creative project to an intended audience to inform own learning ▪ Use appropriate techniques and methods to communicate and present a creative project to an intended audience

“Creating my concertina book reflected the beginning of my introspection as I was bringing all I learned through the workshops in each section” Maurane Gadeau, Unfold and Concertina Book Work

Maurane went on to study at Goldsmiths, University of London, after completing the Art and Design Foundation at Kings. Scan the QR to hear her story.

Glossary of terms

4 Dimensional The exploration of narrative and images by time-based processes such as film, animation, and photography.

Audience Specific to whom images and ideas would be directed at. For example, applications to Higher Education Centres, external clients, gallery, retailers, marketing companies.

Alternative A choice of two or more things, propositions, courses of action that are different or unusual and offers the possibility of choice.

Analyse Break the subject or complex situations into separate parts and examine each part in detail; identify the main issues and show how the main ideas are related to practice and why they are important; reference to current research or theory may support the analysis.

Analysis The breaking down of exploration, ideas and resolutions to be able to assess the potential of each.

Benchmarking A benchmark acts as the minimum threshold of performance and can be used to ensure that all pathways are being measured using the same minimum requirements.

Breadth A broad array; range or extent.

Complex A problem specific to the vocational area that has several interrelated elements.

Concept A general notion formed by considered or intuitive thought process. The formative stage of ideas.

Appropriate Suitable or fitting for a particular purpose.

Apply To make use of, relevant, suitable skills or knowledge, for a particular purpose.

Contextual/ Context The analysis, evaluation and understanding of the broader context/situation within which the line of enquiry may be situated.

Creative Practice Could include, but not limited to practice within the areas of fine art, interactive arts, graphics communication, photography/lens-based media, fashion/textile design, three-dimensional design, and Media.

Creative Process Term used to describe the essential steps for the development of ideas.

Critical Critical thinking: the objective analysis and evaluation of an issue in order to form a judgement. Critical reflection: a purposeful activity for making considered changes and improvements to practice, knowledge and meanings made from learning. Critical analysis: an expression of the writer’s opinion or evaluation responding to, interpreting meaning, and making judgements about specific creative practice. Critical evaluation: a piece of writing and / or recording using appropriate language to look at the project as a whole and discuss its successes and weaknesses, thereby helping others to understand to what extent the initial aims were achieved.

Describe Defines, explains the topic or activity giving detailed information.

Demonstrate To make evident the application and ability of skills, or the understanding of knowledge.

Depth The extent to which specific topics are focused upon, amplified and explored.

Develop To identify and build on an idea.

Developed Advanced or elaborated to a specified degree.

Differentiate Identifies the differences between two or more things.

Disciplines Could include but are not limited to practice within the areas of fine art, interactive arts, graphics communication, photography/lens-based media, fashion/textile design, three-dimensional design, and Media.

Ethics The moral principles, and values that define what is good for individuals, society and the planet, and that govern our behaviours and decision making. Students should give consideration to the impact of their practices on individuals (fellow students, intended audiences) the environment (studio, local, global) and living things (animal, plant, nature etc).

Evaluate Examine strengths and weaknesses, arguments for and against and / or similarities and differences; judge the evidence from the different perspectives and make a valid conclusion or reasoned judgment; apply current research or theories to support the evaluation when applicable.

Celia Rose Caplitz, New Wave Glitch

Exceptional Unusually good; outstanding. This should not be interpreted to suggest that absolute perfection is required in a student’s

Internal verification The process of ensuring that everyone who assesses a particular qualification in a centre is assessing to the same

work. Rather it would be more appropriate to look for work that is outstanding, even if it contains some small mistakes, omissions or imperfections.

standards.

Outcome Creative products or an end result Experimentation Trial of different methods and techniques. Plan A detailed proposal for doing or achieving something. Formative assessment A form of assessment that refers to a wide variety of methods that teachers use to conduct in-progress evaluations of student comprehension, learning needs, and academic progress during a lesson, unit or course.

Indicative Serving as a sign of indication of something. ‘Indicative content’ in this sense refers to suggested activities, processes and themes for exploration within the curriculum.

Innovation A new (to the student) and different approach discovered and developed by the student and applied to their work that influences meaning and presentation in a positive way.

Interim assessment Ongoing assessment that can take place prior to formative or summative assessment. 1) Evaluate where students are in their learning progress. 2) Determine whether they are on track to performing well on future assessments.

Practical skills Skills performed by hand or with human intervention using equipment, tools, or technology requiring guidance, force or movement.

Presentation How work is organised, showed, or explained to an audience.

Problem solving At this level students are expected to find solutions to problems that are complex and non-routine. The process of finding solutions to complex and non-routine ideas.

Production The process of transforming tangible inputs (e.g. materials) and intangible inputs (e.g. ideas) into a creative product or end result.

Project Internal moderation A process of ensuring the maintenance of standards, consistency of marking and fairness to students across all specialisms within the qualification.

A self-directed, large-scale activity requiring planning, research, exploration, outcome and review.

Yuri Jang, The Contrast Effect

Gabriella McAllister, Solution for a Housing Crisis

“As I explored different casting techniques, I especially enjoyed plaster casting since I was using the negative space and I could not completely guess what was going to come out” Suleyman Cagri Doner, now studying Architecture at Central St. Martins

Range of A variety, an assortment, gamut.

Reflection Considers own actions, experiences or learning and the implications of this for their practice and/or professional development. This allows students to reflect on their own skills and knowledge and use that to progress or make improvements, skills and development, and make suggestions for their own development.

Relate To link or make a connection

Relevant Closely connected or appropriate to what is being done or considered.

Research Identify and collect data or information about a subject and present it in a codified or structured form. Research does not imply any analysis of the data collected, although that may be implied by the context. Research does not imply any judgement about the data collected but may well be combined with related verbs (analyse, evaluate) to ensure that these actions take place.

Solve Find an answer to, explanation for, or means of dealing with a problem, mystery etc. At this level, students are expected to draw on their practical, theoretical, or technical knowledge to address/inform actions and problems in a range of contexts and situations. Problems are expected to be complex and non-routine but well defined.

Solution A particular instance or method of solving: an explanation or answer to an identified questions or problem.

Specialist practice The process whereby the student exercises individual control and reasonable responsibility over the creation, communication and presentation of creative outcomes within a chosen specialist discipline.

Standardisation The process by which the centre ensures the alignment of standards for Fail, Pass, Merit and Distinction grades across the various qualification pathways.

Fine Art

Drawing, Painting, Printmaking, Sculpture, Mixed Media, Land Art Installation, Experimental Film/Film Installation and Photography Traditionally Drawing, Painting, Sculpture and Printmaking. Fine Artists are particularly concerned with expressing their ideas and feelings. What they produce is not necessarily ‘useful’ — you can’t eat out of it, sit on it or wear it (usually!). It is more about communication, inspiration and expression. Design

All the pathways except Fine Art are Design subjects. Design can be 2D or 3D. You design something which will be of practical use in some way, whether it’s a building or a cup, a dress or a car. All design disciplines follow the Design Process , which usually starts with a Brief (what you are going to do.) Craft

Craft usually refers to Skill in Making something. There are many traditional crafts, e.g. basket making, pottery, weaving which people practise as a career or as a pastime. The product may be entirely hand made or some machinery may be used. Designer-craftsperson

This refers to a person who both designs and makes their own work. They usually work alone, running their own business and producing either unique ‘one-offs’ or small runs of an item, rather than mass producing something.

Introduction to the UAL Foundation Diploma Pathways The UAL Foundation Diploma is primarily a qualification in Art and Design. Within this, however, students can apply for a specific pathway and the course prepares them to study in their chosen area at university. Students are given the opportunity to explore the specialist area they have chosen to study as part of their assignments. As they develop, so their work will become focused in the direction they have chosen.

Fine Art

Animation

Traditionally encompassing Drawing, Painting, Sculpture and

This includes 2D and 3D, stop-frame and computer animation. It

Printmaking. Fine Artists, referred to also as visual artists, are particularly concerned with expressing their ideas and feelings. What they produce is not necessarily ‘useful’ — you can’t eat out of it, sit on it or wear it usually. It is more about communication, inspiration and expression.

could lead on to working on animation and special effects in the film industry, into 3D graphic design and advertising or into the games industry.

Games Design

Architecture

Devising all aspects of computer games including characters, landscapes and narratives.

Working on the design of all types of buildings from domestic to public, internal and external space. An understanding of how people want to use space is vital.

3D Design and Design Crafts

Fashion design Drawing skills and textile skills are needed for fashion designers. Students will learn to develop ideas for designs, to experiment with materials and to be practical and experimental with construction skills.

Textile design Fibres and Fabrics, Fashion Design, Printed and Dyed fabrics, and Domestic Textiles, e.g. curtains, bedclothes, towels, wallpaper and other printed and decorated papers, Interior Design Constructed textiles (e.g. knitted, sewn, woven) Installation and Fine Art Textiles, Costume for stage, film, TV. If you like fabrics, colour, pattern and texture you will like this.

Product Design Product Design involves a broad approach to the designing and making of innovative / new products. This can lead to many areas of design, e.g.: furniture, new technology, transport. It requires a combination of visual design and customer requirements.

Interior Design Students can become an Interior Designer or an Interior Architect. Students will work with the spaces that people use in all aspects of their lives, from private houses and social areas such as bars, restaurants, exhibition/event spaces, to places of work which could be offices, commercial buildings or factories. An understanding of how people use their spaces is vital.

A very broad range of subjects which could also include: Environmental Design, Garden Design, Jewellery/Body Ornament, Ceramics, Design for Stage, Film and TV, Exhibition Design.

Graphic Design Communicating ideas and experiences through image and/or text, Graphic Design includes a broad range of specialisms such as Visual Communication, Illustration, Advertising, Motion Graphics and Photography.

Photography Photography is the art, application and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film. Students might experiment with landscape, portrait, still life, documentary or photojournalism. It is also an integral part of the course, in all areas. When on location and in museums and galleries students will take photos as a record to use as source material for further practical work. All their work will be photographed for both their online and hard copy portfolios. All your 3D work (and the process of making it) must be photographed in case of breakages and disasters. Students will also learn to use Photoshop to manipulate and be creative with their images.

Presentations, critiques and documentation

Presentations

Documentation

Giving oral presentations of work will facilitate good working habits. Students will train to look back and to reflect on their work as it develops. Together with their peers they will evaluate its strengths and identify areas for further development.

Throughout the course, students will be using Reflective Journals and Sketchbooks to document all aspects of their projects, from initial ideas to final outcomes. With each project students should be deepening their knowledge, practical experiences and skills to enable them to challenge themselves.

Student presentations and critiques At the end of each project students will be asked to present their work and to evaluate critically their peers’ work. Failure to attend presentations will considerably affect final marks and will jeopardize university applications.

Kings School of Art and Design, London

Kings School of Art and Design, Brighton

King Edwardd Street Oxford OX1 4BT

25 Beckenham Road London BR3 4PR

27 – 33 Ditchling Road Brighton BN1 4SB

T +44 (0) 7391 822220

T +44 (0) 208 650 5891

T +44 (0) 1273 443403

[email protected] [email protected]

[email protected] [email protected]

[email protected] [email protected]

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Kings School of Art and Design, Oxford