Advanced Diploma in Fine Art

Purpose

The purpose of this qualification is to provide an intensive and systematic education in fine art for talented and motivated learners who aim to pursue careers in the field. The aim of this qualification is to give learners a balanced development in obtaining additional technical skills, further their intellectual and creative competences, and develop into professionals, meeting the diverse needs of the creative industry. Learners will deepen their understanding of diverse methodologies that enable a critical framework for specialised art production, study and research. These competencies will enable learners to graduate with a high quality qualification in Fine Art which enhances their employability and further learning.

Rationale

Fine Art, as part of the wider field of the arts, provides a rich source of experiences and understandings that cannot be gained through any other approach. Fine Art is practiced and valued in our complex and diverse society as an important outlet for the communication of ideas, feelings and beliefs and as major source of intellectual, physical, spiritual and emotional development, understanding and enjoyment. Comprehensive and sequential learning experiences provide our learners with necessary skills, understanding and confidence to participate fully in the arts throughout their lives. The Advanced Diploma in Fine Art focuses on creativity, problem solving and decision-making, which form a solid basis of employment for our graduates. Arts and Culture play a crucial role in nation-building as well as in developing a new national identity reflective of our democracy.

The economic needs of fine artists are best seen, if taken out of a nation. Artists provide culture, inspiring infrastructure. They make high profile individuals stay in a city, or not. A city without museums, galleries, artist studios, art workshops, and art schools is not attractive.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible. If a learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to the student. Recognition of Prior Learning will be done by means of Integrated Assessment.

This Recognition of Prior Learning may allow

• Accelerated access to further learning at this or higher levels on the.
• Gaining of credits towards a unit standard.
• Obtaining of this Qualification in part or in whole.

Entry Requirements

The minimum entry requirement for this qualification is a

• Diploma in Fine Art at Level 6.

Or

• National Diploma: Fine Art at Level 6.

This qualification consists of compulsory modules at Level 7 totalling 120 Credits.

Modules

• Studio Practice 4 B, 44 Credits.
• Art Theory 4 B, 16 Credits.
• Studio Practice 4 A, 44 Credits.
• Art Theory 4A, 16 Credits.

1. Demonstrate critical and independent thinking in the context of cultural discourse and art practice.
2. Produce and present creative artefacts which demonstrate an integration of theory and practice of an appropriate professional and technical standard.
3. Apply yourself within a professional environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret the breadth of contemporary fine art in its cultural, historical, international, intellectual and technological contexts in relation to personal art practice.
• Articulate and inform verbally, visually and textually support artefacts in a form.
• Articulate ideas and information comprehensibly in visual, oral and written forms; ideas and present work to audiences in a range of situations.
• Engage with cultural, environmental, global, political, societal, historical, philosophical, ethical and theoretical issues relevant to contemporary art practice.
• Evaluate evidence, arguments and assumptions in order to reach sound judgments.
• Apply analytical and problem solving skills in a range of art related fields.
• Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources.
• Select and employ communication and information technologies.

Associated Assessment Criteria for Exit Level Outcome 2

• Sustain and develop creative and specialist fine art practice in the use of materials, processes and locations.
• Critically generated new ideas take creative risks and produce art works for exhibition and public projects.
• Demonstrate an understanding of the techniques and methods specific to the discipline.
• Integrate an understanding of the interdisciplinary nature of art in the contemporary world into a personal art practice.
• Formulate and consider context and reception within different kinds of art practice and employ methods of reflection and evaluation.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate the ability to work in, and make positive contributions to, collaborative working environments.
• Communicate personal skills, interests and abilities to others, for example in applying for further study or employment.
• Identify and communicate personal strengths.
• Develop audiences for creative work.
• Demonstrate effective communication with a range of external and professional agencies.
• Formulate an approach to business aspects regarding own art production.
• Explore commercial relationships between the candidate`s creative work and the industry.

Integrated Assessment

• Assessment practices are open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever. An integrated approach to assessment is incorporated into the qualification.
• Learning, teaching and assessment are inextricably interwoven. The assessment of knowledge, skills, attitudes and values shown in the qualification are integrated.
• Assessment of fundamental skills and knowledge are integrated with other aspects and use practical contexts wherever possible. A variety of methods are used in assessment and tools and activities appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques are used to provide a context appropriate to the assessment.
• Theoretical and practical components are assessed together. During integrated assessments, the assessor makes use of a range of formative and summative assessment tools methods and assesses combinations of practical, applied, foundational and reflective competencies. Continuous assessment is provided through:

> Portfolios.

> Simulations.

> Workplace assessments and practical workbooks.

> Written assignments.

> Written tests.

> Case studies and case presentations.

> Peer group evaluation.

One on one contact if applicable

> Assessors give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

> Assessment ensures that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner.