Bachelor of Arts Honours in Visual Communication

Purpose

The qualification follows a practice-based methodology that comprises both practical and theoretical components with the intent of providing learners with the opportunity to integrate and deepen the advanced knowledge, independent practice, and applied skills. This qualification aims to produce innovative critical thinkers who can make meaningful and professional contributions to the Visual Communications industry. Learners will be able to undertake a sustained period of independent self-directed study in creative professional practice. This qualification aims to develop competence in various appropriate research methodologies to enable learners to conduct self-motivated, independent, and original research.

The qualification will guide learners to effectively utilise visual communication strategies in a specialised area to solve complex design problems aimed at broad audiences and work with insight and professionalism as part of a creative team. The qualifying learner will have the competence to apply advanced design and management strategies together with the creative use of media and techniques to organising image and text to communicate a message successfully in print and on screen within the parameters of cultural, economic, social, ethical, ecological, and ideological constraints. The learner will gain an excellent understanding of his/her chosen specialised area of design whilst building a portfolio of work done under the guidance of industry leaders. Specialisation options for creative practices include Communication Design, Interaction Design, Motion Design, Illustration, Photography, and 3D Visualisation.

Qualifying learners will demonstrate the following competencies

• Identify, analyse, and resolve complex challenges through an attitude of curiosity, experimentation, and creativity.
• Apply and evaluate key principles, concepts and theories relating to the subject.
• Integration and critical application of innovative and strategic thinking in the development of ideas or problem solutions.
• Articulate complex ideas through verbal, visual and other forms of expression.
• Interrogate and investigate pertinent questions and concerns not only through theoretical research but also through the deepening of the creative practices.
• Develop the capacity for effective self-reflection, opinion formation and critical argumentation.
• Develop a proficient level of technical mastery over the media, techniques and processes used in contemporary art practices.
• Produce contemporary artworks of a professional standard informed by the ethical judgment necessary to successfully contribute to the growth and sustainability of the creative industries in Africa.

The qualification prepares learners for research-based postgraduate study granting access to master's degree studies. This qualification is therefore strategically positioned for learners intending to advance the integrated specialised practice (knowledge and skills) to further their studies both academically and professionally.

Rationale

The qualification has been developed to offer an inter-disciplinary Postgraduate study in Visual Communications studies. Visual Communications in and from South Africa has achieved a significant profile globally, with a substantial number of artists being exposed on major international platforms for presentation and critical reception. The sector has been invigorated by the emergence of a new generation of young artists, curators, and entrepreneurs, who are increasingly connected into continental networks and critical forums. Visual media is of paramount importance in every sphere of life, the qualification develops the local professional landscape in both a direct and indirect sense: firstly, by producing well-integrated learners who could work in the public broadcasting or film industries, and secondly, by producing learners who can reflect critically upon these industries and the products.

Studies have emphasised that this sector plays a significant role in addressing the mandate of government in the social and economic realm. In line with the findings presented in the studies three most important factors were taken into consideration during the development of the qualification.

• International demand for creative thinking in the business environment.
• The contribution of Creative Industries to the South African Gross Domestic Product.
• The need for developing African/South African design research and research-lead design practices.

Furthermore, with a transdisciplinary approach to curricular development, this qualification will allow learners to pursue the following career pathways.

• Graphic Designer.
• User Interface Designer.
• User Experience Designer.
• Motion Designer.
• Photographer.
• Illustrator.
• Academic Researcher.
• Writer/Critic.

The creative industries are among the most dynamic emerging sectors in world trade the interface among creativity, culture, economics, and technology, as expressed in the ability to create and circulate intellectual capital, has the potential to generate income, jobs, and export earnings while at the same time contributing to social inclusion, cultural diversity and human development. Recent responses to the current global economic climate have seen the business sector turning towards the design and innovation industries, to safeguard the sustainability of commerce and economic growth. The design and innovation industry has become the up-and-coming cornerstone of the business sector on a global scale. The design of the qualification aims to respond to the global demand and make a valuable contribution to the design and creative thinking.

The qualification aims to contribute to the growth of the design industry by

• Delivering graduates with highly refined technical skills, conceptual thinking, and problem-solving capabilities as well as an entrepreneurial mindset.
• Growing valuable research in the field of visual communication through practice-based research within the context of South African/African design discourse.

It is indisputable that global discourse surrounding cultural practices, such as design, have historically been directed and biased by a limited Eurocentric mandate. A rigorous academic engagement with and understanding of African and South African cultural practices within these fields have therefore been highly underrepresented and grossly misrepresented. The qualification aims to create a structure and environment which encourages and promotes the development of authentic, original theoretical and practice-based research that actively contributes to a deepened understanding of design as a cultural practice on the African continent. The qualification is designed to address the increasing need for economic growth, relevant education, and critical research.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part or whole through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access

Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

• Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.

OR

• Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.
• In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits

Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

• Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.

OR

• Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts in Visual Communication, NQF Level 7.

Or

• Bachelor of Arts in Visual Communication Design, NQF Level 7.

Or

• Bachelor of Visual Arts, NQF Level 7.

Or

• Advanced Diploma in Visual Communication Design, NQF level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Contextual Studies,10 Credits.
• Professional Practice, 10 Credits.
• Research Practice, 40 Credits.
• Visual Communication, 60 Credits.

1. Present an independent theoretical research project, within the field of specialization.
2. Conceptualise and develop a comprehensive practical research project.
3. Evidence of a well-rounded understanding of entrepreneurial thinking and practice as it pertains to conceptualising and execution of creative products or services, including artworks.
4. Demonstrate the ability to make autonomous ethical decisions that affect knowledge production, or complex organisational or professional issues, and the ability to critically contribute to the development of ethical standards in a specific context.
5. Effectively communicate in written, verbal and visual formats, which demonstrate the ability to articulate complex ideas and concepts to diverse audiences.
6. Professionally conduct and utilise discipline-related knowledge and interpersonal skills to make a positive contribution when working in a team.
7. Conduct credible research (critical theory and practice-led research), which will inform and facilitate creative production and theoretical writing.
8. Demonstrate the ability to take full responsibility for his or her work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate.

Associated Assessment Criteria for Exit Level Outcome 1

• Source, select, analyse, and synthesise academically sound information.
• Develop a pertinent research question supported by appropriate research aims and objectives.
• Develop a logical and systematic argument to established discourses and the research question at hand.
• Consolidate insights and draw conclusions that purposefully contribute to the field of research.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and formulate a practical research problem within the context of local, contemporary visual communication practice related to the field of Specialisation.
• Present a well-researched understanding of contemporary local and international creative practices, methodologies, and canons to critically position the own practice within the field of Specialisation.
• Develop conceptually rigorous ideas and insights in response to complex problems or challenges.
• Apply explorative approaches to creative problem-solving through experimentation with media, methodologies, format, and presentation.
• Apply advanced technical skill evident of acute awareness of the best-practice standards and expectations related to the field of Specialisation.
• Interpret productively and respond to feedback and criticism from peers and mentors.
• Effectively apply self-criticism and reflection to evaluate the efficacy of the own skills and practice.
• Produce and present a body of work evident of professional standards in compliance with the scope set out in the requirements of the qualification.
• Present a captivating and articulate rationale evidencing the relevance and value of the research findings within local, contemporary discourse and practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Develop a well-considered and strategically positioned value-proposition within the process of product or service.
• Negotiate effectively various forms of agreement, pertaining to pricing and other contractual conditions.
• Market strategically creative works or services through appropriate channels and platforms.
• Identify and develop a strategic financial model relating to the sustainable implementation of a product or service offering
• Apply a strategic growth mindset to the continued management of an existing product or service offering, and an embodied awareness of the characteristics of agile/responsive strategic thinking.

Associated Assessment Criteria for Exit Level Outcome 4

• Instil values and ethics for the visual communicator.
• Demonstrate responsible work ethic: Working creatively but prudently in service of the product/brand and design.
• Work and act in a professional and ethical manner in both research and design processes, taking full accountability for actions and decisions.

Associated Assessment Criteria for Exit Level Outcome 5

• Draw several presentation formats to clearly articulate communication solutions to diverse audiences.
• Produce logical arguments in the field of Visual Communication and Visual Studies by means of academic writing that complies with academic standards and protocol.

Associated Assessment Criteria for Exit Level Outcome 6

• Explore the positive role that individuals can play in the social and creative knowledge-creation process.
• Make positive contributions in a group context about Visual Communication.

Associated Assessment Criteria for Exit Level Outcome 7

• Execute self-directed research and creative executions within a specified timeframe.
• Identify, investigate, and formulate a relevant research topic is by means of appropriate research methodologies.
• Formulate a research proposal of an acceptable standard.
• Write an academically sound research essay.
• Analyse the characteristics and appropriate use of relevant research paradigms and methodologies.
• Utilise practice-led research to create and report on personal creative production.
• Adhere to academic-research protocol.
• Conduct self-directed research to manage and execute a Visual Communication project in a timely, professional, and self-critical manner.

Associated Assessment Criteria for Exit Level Outcome 8

• Organise and manage oneself and a creative team to the benefit of the client and the creator.
• Explain and mirror the roles and responsibilities of the visual communication designer.
• Demonstrate accountability for design decisions taken through justifying and/or correcting choices when appropriate.

INTEGRATED ASSESSMENT

The assessment policy provides information on the assessment and the principles on which this is based. The regulations and standardised practices outlined in this policy serve to promote consistency, fairness and transparency of assessment on all levels of academic engagement.

Formative Assessment

Formative assessment practices occur continually throughout all qualifications offered by the institution as an integrated component of teaching and learning, on all year levels. The goal of formative assessment is to monitor the efficacy of teaching and learning practices, aiding lecturers/facilitators to improve their teaching and learners to improve their learning.

Effective formative assessment practices

• Serve as a diagnostic tool through which lecturers/facilitators can identify specific areas where learners are struggling, to address such learning problems immediately.
• Serve as a diagnostic tool through which learners can identify the strengths and weaknesses to recognise areas that need immediate focus.
• Are most effectively applied in environments that are characterised as cooperative, rather than competitive.
• Occur in an open dialogue format, providing learners with ample opportunity to express their understanding and to engage with the understanding of their peers.
• Demand continual and explicit feedback that is task-focused/content-focussed rather than learner-focussed.
• Prioritise learning over grading, to develop practices of self-assessment as a foundation for an attitude of lifelong learning.
• Provide learners with point-score feedback, and additional formative feedback. This point score indicates a learner's progress in relation to course outcomes. Formative assessment is a low-stake activity and as such progress point scores only have a marginal impact on a learner's results.

Formative Assessment takes the form of the following, but is not limited to

• Research Presentations.
• Research Assignments.
• Research Topic and Proposal Presentation.
• Research Proposal.
• Seminar Presentation.
• Research Assignments.
• Quizzes.
• Reading Reflections.
• Pitch Presentations.
• Project Proposals.
• Progress Presentations.
• Peer Reviews.
• Preliminary Portfolio Presentations.

Formative assessment constitutes 50% of the final mark.

Summative Assessment

Summative assessment practices are used to evaluate learner performance at the conclusion of an instruction cycle which typically occurs at the end of a course term/unit/theme. Summative assessment practices ensure the fair and accurate assessment of a learner's competencies in relation to programme outcomes and assessment criteria.

Summative assessment results provide a comprehensive reflection of a learner's academic standing. The accumulation of academic credit occurs based on the result of the summative assessment, and the moderation thereof that takes place at the conclusion of each course term.

Effective summative assessment practices

• Commence with an objective standard-setting review of all learner submissions before the assessment of individual learner projects measures learner performance according to the explicitly defined course outcomes stated at the commencement of the course.
• Are guided by the institution's standard assessment criteria in relation to the benchmarking to relevant NQF criterion descriptors provide learners with final point-score feedback, as well as written feedback regarding learner performance, strengths, weaknesses, and opportunities for future improvement.

Summative Assessment includes the following

• Formal Examination.
• Research Paper.
• Reflection Report.
• A Portfolio Project and accompanying catalogue containing a Rationale and Contextualisation.

Summative assessment constitutes 50% of the final marks.