Bachelor of Arts in Digital Arts

Purpose

The purpose of this qualification is to equip learners with skills and knowledge in creative digital arts that will enable them to work effectively in the digital arts industry. A qualified learner will be able to:

• Access, process and communicate information using a range of technologies.
• Demonstrates critical analytic competence in problem solving.
• Demonstrates research, self-management and ecosystematic competence.

Rationale

The Bachelor of Arts in Digital Arts is designed to provide learners with creative digital art skills that will widely expose them to creative digital arts industry. This qualification focuses on design practise, system thinking and project implementation that will prepare learners to work effectively in the technological arena. Digital arts include digital games and they form part of the entertainment industry alongside film, television, music, theatre and they also find its place in museums of modern art and university curricula at some of the world's most respected universities. This qualification offers a great opportunity to involve people who have limited access to high technology environments in the production of art. This qualification enables a diverse range of learners to access the qualification content regardless of previous exposure to technological forms. The high demand of digital arts also enables the selective recruitment of talented and motivated learners such as Game Design, Animation, Interactive Arts, Software Development, Design, Advertising, Media Arts, Film, Broadcasting as well as in the production and implementation of digital elements in the traditional arts for example in stage performances.

Recognition of Prior Learning (RPL)

Applicants who fall outside of the normal admissions process and who can demonstrate to the satisfaction of the University that they have experience or work based learning which has taken them to a level equivalent to the above, under formally accredited learning, may be considered for admission for the recognition of prior accredited and or prior experiential learning. Applicants who after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be require to broaden their curriculum to include preliminary programmes prior to admission or parallel qualifications after admission.

Entry Requirements

Learners are required to have the following in place in order to be considered for admission

• Senior Certificate (SC) with endorsement.

Or

• National Senior Certificate (NSC) passed with Bachelor's Degree admission or equivalent.

This qualification consists of compulsory and elective modules at NQF Level 5, 6, 7 and 8, totalling 480 Credits.

Compulsory Modules, NQF Level 5

• Film, Visual and Performing Arts IA, 18 Credits.
• Film, Visual and Performing Arts IB, 18 Credits.
• Key Concepts in Game Design IA, 18 Credits.
• Key Concepts in Game Design IB, 18 Credits.

Elective Modules, NQF Level 5

• Design and Production IA, 18 Credits.
• Design and Production IB, 18 Credits.
• Writing IA, 18 Credits, 18 Credits.
• Writing IB, 18 Credits, 18 Credits.
• Foundation in Music Literacies, 24 Credits.
• Foundation in Music Literacies, 24 Credits.
• Music Literacies and Skills IA, 18 Credits.
• Music Literacies and Skills IB, 18 Credits.

Compulsory Modules, NQF Level 6

• Digital Art Theory IIA, 24 Credits.
• Digital Art Theory IIB, 24 Credits.
• Introduction to Game Creation IIA, 24 Credits.
• Introduction to Game Creation IIB, 24 Credits.
• Digital Art Design Project, 24 Credits.

Elective Modules, NQF Level 6

• Digital Art Practice IIA, 24 Credits.
• Writing IIA, 24 Credits.
• Music Literacies and Skills IA, 18 Credits.
• Writing IIIA, 18 Credits.
• Music Literacies and Skills IIA, 24 Credits.
• Music Literacies and Skills IIB, 24 Credits

Compulsory Modules, NQF Level 7

• Digital Art Theory IIIA, 36 Credits
• Digital Art Theory IIIB, 36 Credits
• Game Design IIIA, 18 Credits
• Game Design III B, 18 Credits

Elective Modules, NQF Level 7

• Introduction to Principles of Animation, 18 Credits.
• Introduction to WWW as Creative, 18 Credits.
• Music Composition Studies IIIA, 18 Credits.
• Music Composition Studies IIIB, 18 Credits.

Compulsory Modules, NQF Level 8, 120 Credits

• Digital Art Theory IV, 24 Credits.
• Research Project or Long Essay, 48 Credits.
• Advance Game Design, 24 Credits.
• Game Design Project, 24 Credits.

Elective Modules, NQF Level 8

• Digital Animation, 24 Credits.
• Applied Concepts in Interactive Media Practice, 24 Credits.

1. Access, process and communicate information using technologies.
2. Demonstrates critical analytic competence in problem solving.
3. Acquire technical knowledge in the areas of computer programming and software development to be able to generate visual and aural game elements.
4. Demonstrate research, self-management and eco-systematic competence.

Associated Assessment Criteria for Exit Level Outcome 1

• A range of historical and ideological positions within text and other data is identified.
• Appropriate database search strategies and selection criteria is developed.
• Different kinds of data and professional practices are collected, selected, organized and interpreted.
• Own position in relation to debates and practices is represented.
• Critical evaluation of texts and data, images, performance practice, digital practice, and games is read and carried out.
• Effective oral, written and visual argumentation skills are used in relation to ludic production.
• Verbal and written presentations on complex technical subjects are done.
• Own lines of inquiry are communicated within discipline.
• Appropriate written and creative conventions and evidence of effective written communication in research reports and problem solving are shown.

Associated Assessment Criteria for Exit Level Outcome 2

• Subject matter of a discipline is interpreted and critiqued.
• Information and practice is integrated to solve problems.
• Limitations of different theoretical models and professional practices are recognised.
• Synthesis written, visual, games are designed and ludic information is articulated clearly to sustained argument.
• Critical and innovative approaches in the scholarly and professional field is suggested and applied.

Associated Assessment Criteria for Exit Level Outcome 3

• Various media and genres of non-digital games are understood and different ways in which these games create meaning are identified.
• The history of non-digital games and their value in the game design process is understood.
• Advantages and constraints on various media and genres are familiarised with and are related to the game play and content in their own work.
• Fully playable prototype of a analogue game is produced.
• Development process is understood and ability to operate within it is demonstrated.
• Technical and artistic game mechanics, game world, system, level is used and design, content and narrative development as well as creative writing and image use is interfaced.
• Theory and case studies of selected games in designing a game applied.

Associated Assessment Criteria for Exit Level Outcome 4

• Appropriate written and ludic conventions for small scale research projects and to produce a body of creative work are used.
• Appropriate research method is applied.
• A pattern of goal setting, time management is established with minimal supervision.
• Initiative is taken in shaping own learning situation and direction in creative practice.
• Research is applied to the relevant social and ecosystematic contexts.
• Complexities of social and physical contexts are described, analysed and synthesised.

Integrated Assessment

Assessment takes place in accordance with the University's Assessment Policy and the Faculty specific assessment policy. The development and implementation of assessment methods is based on the institution and faculty's principles of assessment. Qualification specific assessment criteria, rules and regulations, will be communicated to learners in all learning guides.

• Observation of real or simulated tasks, e.g. practical exercises/ demonstrations, role-plays, presentations.
• Evaluation of a product after a task has been completed, e.g., projects, assignments, case studies, portfolios, artefacts, log books, reflective journals, questions (oral or written), tests /examinations, including short or long questions, essays, multiple choice questions.

Formative Assessment

Formative assessment refers to assessment that takes place during the process of learning and teaching. Each module's assessments will, however, differ depending on the nature of the module and level at which it is offered.

Summative Assessment

Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the Exit Level Outcomes of the qualification. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required, are contained in the Academic Regulations.