Bachelor of Arts Honours in Visual Communication

Purpose

The purpose of this qualification is to equip learners with skills to engage critically in solving problems through substantive research. This qualification aims to produce innovative critical thinkers who are able to make meaningful and professional contributions to the Visual Communications industry. They will be able to undertake a sustained period of independent self-directed study in the area of creative professional practice.

The Bachelor of Arts Honours in Visual Communication therefore aims to develop Visual Communication learners (in the respective disciplines/majors) who can engage critically through substantive research when producing Visual Communication solutions.

The Bachelor of Arts Honours in Visual Communication is designed to provide learners with knowledge of Visual Communication and equip them with skills that will enable them to engage in solving such problems. This qualification allows the development of theoretical, research and practical competencies at a higher level of expertise. As such this it is designed to build on and develop the competencies gained during the undergraduate studies.

Rationale

Visual Communication as a field of study is becoming increasingly complex. It has become both progressively specialised and simultaneously integrated and interdisciplinary. Outcomes can be physical objects, digital manifestations or a combination of both. Additionally, the issues addressed vary from the commercial to the social or political. However, there is also a growing awareness that commercial enterprises need to be socially aware and take cognisance of sustainability. Accordingly, Visual Communicators of the future need to understand their particular field of specialisation as well as be business-savvy, conscientious citizens. In other words, education needs to respond to produce adaptable and critically informed Visual Communicators.

The core interrelating elements (subjects) that constitute the design of this qualification, therefore, address aspects of innovative creative practice, critical theory and social responsibility.

Recognition of Prior Learning (RPL)

The Institution recognises the differences between the application of Credit Accumulation and Transfer (CAT) and the implementation of RPL and also the potential impact on each other. The Policy will therefore address each of the two issues separately.

When selecting learners for admission, the Institution will take into account the wide variety of backgrounds and learning experiences of the applicants. Based on the information that a learner provides if not meeting the standard criteria for acceptance into the qualification, the applicant may apply for RPL and the Institution will assess each application on its individual merits. The RPL regulations do not apply where formal credit transfer arrangements have been established and eligibility for RPL assessment does not guarantee an applicant a place in the qualification. The Institution recognises prior learning in the following instances where a candidate:

• Does not hold a National Senior Certificate (but meets the minimum age requirements as specified by and for the sector).
• Has not received university exemption.
• Has completed a secondary school exit level examination in another country, e.g. Namibian Higher and Ordinary Level (formerly HIGCSE and IGCSE).
• Have relevant work experience.

Entry Requirements

The minimum entry to this qualification is

• A Bachelor's Degree, Level 7.

This qualification comprises compulsory modules at Level 8 totalling 120 Credits.

Modules, 120 Credits

• Visual Studies (VS 4), 30 Credits.
• Creative Practice (CP 4) (personal creative project), 60 Credits.
• Contextual Studies (CS 4), 30 Credits.

1. Develop advanced discipline-related skills, knowledge and competences which reflect an understanding of the values, principles, methods and limitations of their disciplines, which will allow graduates to function at an advanced level in the creative industries.
2. Develop intellectually curious, creative practitioners who are able to conduct, analyse and synthesise visual, verbal and textual research to investigate complex problems and provide effective solutions.
3. Exercise critical judgment and imaginative/innovative thinking to solve complex industry and societal problems.
4. Conduct credible research (critical theory and practice-led research), which will inform and facilitate creative production and theoretical writing.
5. Effectively communicate in written, verbal and visual formats, which demonstrate the ability to articulate complex ideas and concepts to diverse audiences.
6. Confidently engage in dialogue in defence of ideas and in negotiation with others.
7. Professionally conduct and utilise discipline-related knowledge and interpersonal skills to make a positive contribution when working in a team.
8. Understand ethical, social and global responsibilities of the creative disciplines and act in a responsible and empowering manner.
9. Know that the creative industries are interlinked and ever-changing and that they need to be flexible and adapt their skills and knowledge to excel in unfamiliar situations.
10. Understand current issues, trends and emerging technologies that affect the design.

Associated Assessment Criteria for Exit Level Outcome 1

• Complex visual communication briefs which require the utilisation of discipline-related key concepts, skills, principles and knowledge competences are successfully completed.
• Innovative concepts, which take cognisance of the intended communication goal and client expectations are developed and applied consistently.
• All aesthetic and stylistic design elements are considered, justified and consistently applied.
• An industry-standard portfolio indicative of Honours-level discipline- related work is produced.

Associated Assessment Criteria for Exit Level Outcome 2

• Multiple sources of visual, verbal and textual information (research) with the aim of solving complex Visual Communication problems are analysed and synthesised.
• Current Visual Communication strategies, tools and methods are utilised to produce and refine Visual Communication problems.

Associated Assessment Criteria for Exit Level Outcome 3

• Independently conduct and manage the creative process is demonstrated in order to produce imaginative/innovative and problem-solving ideas.
• A multitude of ideas are produced and critically evaluated and the most appropriate solution is select.

Associated Assessment Criteria for Exit Level Outcome 4

• Execute self-directed research and creative executions within a specified time-frame.
• A relevant research topic is identified, investigated and formulated by means of appropriate research methodologies.
• A research proposal of an acceptable standard is formulated.
• An academically sound research essay is written.
• The characteristics and appropriate use of relevant research paradigms and methodologies are noted.
• Practice-led research is utilised to create and report on personal creative production.
• Academic-research protocol is followed.
• Self-directed research is conducted in order to manage and execute a Visual Communication project in a timely, professional and self-critical manner.

Associated Assessment Criteria for Exit Level Outcome 5

• A number of presentation formats are drawn to clearly articulate communication solutions to diverse audiences.
• Logical arguments in the field of Visual Communication and Visual Studies are produced by means of academic writing that complies with academic standards and protocol.

Associated Assessment Criteria for Exit Level Outcome 6

• Complex ideas/concepts are verbally presented.
• Critical constructive dialogue with others in defence of these ideas/concepts is engaged in.

Associated Assessment Criteria for Exit Level Outcome7

• Understanding of the positive role that individuals can play in the social and creative knowledge-creation process is shown.
• Positive contributions in a group context about Visual Communication are made.

Associated Assessment Criteria for Exit Level Outcome 8

• Advanced Visual-Communication solutions that demonstrate an awareness of and sensitivity to ethical, social and sustainable issues are produced.

Associated Assessment Criteria for Exit Level Outcome 9

• Industry is effectively engaged with by means of internship.
• Other creative disciplines in the execution of collaborative Visual Communication campaigns are understood and worked with.

Associated Assessment Criteria for Exit Level Outcome 10

• Understanding of current and emergent technologies is demonstrated by including the innovative and appropriate use thereof to effect Visual-Communication solutions.

Integrated Assessment

The Institution underscores a system of integrated assessment. Integrated assessment is a particularly useful way of combining tasks and activities as well as combining a variety of methods, tools, techniques and contexts in assessing learner performance, not only within as specific subject but also across the board as interdisciplinary integration where different subjects are linked in one communal project.

Integrated assessment evaluates not only the observable performance, but also the quality of the thinking that lies behind it. Theory is therefore assessed as it is applied in practice as far as possible, with evidence that the learner can apply the knowledge and skills in a real situation.

In planning it is important to provide for opportunities for inter-disciplinary assessments and to assess theory and practice together within one field of learning. Theory and practice are integrated in the following ways at the Institution by assessing a number of outcomes together; assessing a number of assessment criteria together; collecting naturally occurring evidence (such as in a workplace setting); acquiring evidence from other sources such as portfolios, etc.

Research methodology is interdisciplinary and collaborative - it includes all stakeholders' input to come up with sustainable creative solutions.