Bachelor of Visual Arts Honours

Purpose

The purpose of this qualification is to produce learners with high levels of creative, conceptual and technical proficiency in the visual and design arts and to reinforce professionalism in creative and business practice. The qualification also stimulates among learners, personal growth through practicing analytical, critical, reflective and problem-solving skills. Further to this is the intention of this qualification to develop the learner's world view such that there is a deeper understanding of the role the visual art and design disciplines have in influencing society. The qualification will contribute to the pool of suitably skilled, and creative, art and design graduates in South Africa in the areas of fashion and textile design, fine art, graphic design, photography and hybrid visual arts disciplines is synergistic with the importance placed on the entrepreneurial element of the qualification. A significant aspect of the qualification is the formal engagement to develop a culture of research within the visual and design arts that will contribute to the production of new knowledge and the growth of Postgraduate studies.

Rationale

This qualification is intended to encourage advanced levels of creative and professional practice in the visual and design arts, whilst simultaneously emphasising academic integrity by building research engagement.

The pursuit of best practice in the visual arts disciplines, and the trends in internationally recognised and rated qualifications, suggests a re-alignment of curricula to encompass inter- and transdisciplinary engagement, human-centeredness, and the inclusion of liberal arts content. Accordingly, the Bachelor of Visual Arts Honours acknowledges the existence of the individual disciplinary streams of fashion and textiles, fine art, graphic design and photography, but also develops the possible synergies between them.

The qualification acknowledges the growth of hybrid industries within the visual and design arts, where boundaries between the disciplines are blurred, where technological developments spur innovative developments, and where collaborative projects are commonplace, and questions the very narrowly defined parameters and obvious skills needs formerly required of these disciplines. Consequently, it will prepare learners to operate on three levels:

• Achieve sufficiently advanced knowledge and vocational skills to function in competitive and challenging cultural and industrial environments.
• Understand the importance of practising entrepreneurship through the development of advanced skills in communication and business practice, and the application of personal initiative and innovation.
• Apply advanced critical thinking, problem solving and research skills in pursuit of knowledge application.

Recognition of Prior Learning (RPL)

Applicants will be assessed in order to determine whether exemption from modules may be given. The terms of the Institutional RPL policy will be applied. The Faculty policy, derived from the institutional policy, requires that each applicant be assessed on an individual basis.

Assessment will involve the following

A panel of discipline experts will review the applicant's portfolio of work against a predetermined standard, according to the academic level that entry has been applied for. Additionally, evidence of language and writing proficiency is required unless the applicant has recently left, or graduated from, an accredited institution and has verifiable academic results. Equivalency of the applicant's experience or outputs is determined according to the qualifications requirements. In some instances, the applicant may be required to produce a creative output or a written output as evidence of their ability. An interview is conducted and the individual panel members submit reports. Based on these inputs the applicant may be accepted into the qualifications subject to meeting the general RPL rules of the Institution.

The process will be implemented in strict adherence to the relevant Institution and South African Qualifications Authority (SAQA) RPL policies and approval by relevant faculty structures.

This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.

Compulsory Modules: 42 Credits

• Visual Arts Professional Practice IV, 12 Credits.
• Art, Design and Culture IV, 18 Credits.
• Research Methodology: Art and Design IV, 12 Credits.

Select one of the following four streams of major modules based on the undergraduate specialist discipline

Stream 1: Fashion and Textiles: 78 Credits.

(Choose one module below)

• Fashion Design: Studio Practice IV, 30 Credits.
• Textile Design: Studio Practice IV, 30 Credits.
• Fashion and Textile Design: Studio Practice IV, 30 Credits.

(choose one module below).

• Fashion Design: Studio Research IV, 48 Credits.
• Textile Design: Studio Research IV, 48 Credits.
• Fashion and Textile Design: Studio Research IV, 48 Credits.

Stream 2: Fine Art: 78 Credits

(Choose one module below)

• Ceramics: Studio Practice IV, 30 Credits.
• Drawing: Studio Practice IV, 30 Credits.
• Glass: Studio Practice IV, 30 Credits.
• Painting: Studio Practice IV, 30 Credits.
• Printmaking: Studio Practice IV, 30 Credits.
• Sculpture: Studio Practice IV, 30 Credits.

(Choose one module below).

• Ceramics: Studio Research IV, 48 Credits.
• Drawing: Studio Research IV, 48 Credits.
• Glass: Studio Research IV, 48 Credits.
• Painting: Studio Research IV, 48 Credits.
• Printmaking: Studio Research IV, 48 Credits.
• Sculpture: Studio Research IV, 48 Credits.

Stream 3: Graphic Design: 78 Credits

• Communication Design: Studio Practice IV, 30 Credits.
• Communication Design: Studio Research IV, 48 Credits

Stream 4: Photography: 78 Credits

• Photography: Studio Practice IV, 30 Credits.
• Photography: Studio Research IV, 48 Credits.

1. Resolve visual problems that span a range of knowledge and experience, with advanced creative visual solutions.
2. Demonstrate an advanced awareness of the importance of contextual relevance, multiculturalism, knowledge systems and diversity.
3. Synthesise sophisticated solutions that express high levels of conceptual creativity.
4. Initiate and practice transdisciplinary engagement and produce creative outputs through interdisciplinary collaboration.
5. Apply a human-centred approach to advanced communication, creative outputs and social commentary.
6. Attain high levels of crafting, technical and technological competency and professional practice compliancy for the field of study.
7. Produce a series of creative artefacts that demonstrate an advanced ability to engage in critical thinking, self-criticism and reflective practice and research.
8. Provide evidence, through the presentation of a portfolio of work, of an advanced ability to practice as a creative professional within the discipline of fashion and textiles, fine art, graphic design, or photography.
9. Demonstrate research skills within a given research theme, in a discipline, by engaging in informed written and verbal discourse.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply advanced problem-solving skills relating to visual production within the disciplinary context i.e. fashion and textiles, fine art, graphic design or photography.
• Show advanced application and interpretation of a range of knowledge systems in a variety of visual problem solutions.
• Demonstrate advanced lateral thinking in the generation of creative works.
• Apply advanced problem-solving skills relating to visual production within the disciplinary context i.e. fashion and textiles, fine art, graphic design or photography.
• Show advanced application and interpretation of a range of knowledge systems in a variety of visual problem solutions.

Associated Assessment Criteria for Exit Level Outcome 2

• Question, analyse and solve complex visual and communication problems as they relate to culture and diversity.
• Demonstrate an advanced awareness of ethical and social issues in art and design production.
• Analyse and explain the importance of context as a primary response to addressing visual problem-solving.
• Initiate scrutiny and exploration of visual arts issues by using diverse bodies of knowledge.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply advanced problem-solving methodologies and thinking strategies.
• Challenge traditional views of creative representation and art and design practice.
• Question current creative approaches by applying advanced and alternative modes of creative inquiry.

Associated Assessment Criteria for Exit Level Outcome 4

• Initiate and engage in discourse outside of the visual arts disciplines and show advanced understanding of their relevance and interconnectedness within a worldview.
• Engage creatively and critically with disciplines outside of the visual arts in collaborative real-world projects.
• Engage independently with other visual arts disciplines in sophisticated interdisciplinary projects.
• Work effectively in complicated group environments by applying tolerance and management skills as critical elements of professional practice.

Associated Assessment Criteria for Exit Level Outcome 5

• Analyse the social influence and consequences allied to creative outputs.
• Apply advanced, human-centred, creative solutions that focus on the greater good.
• Generate critical, creative and written outputs that articulate the importance and relevance of culture, economics, environment, politics and sustainability in the visual arts.
• Demonstrate the primacy of sustainable and environmentally sound art and design practice.

Associated Assessment Criteria for Exit Level Outcome 6

• Show advanced crafting skills and technical facility for the chosen art or design discipline.
• Understand that advanced crafting skills, technical facility and sophisticated technological competence result from practice and repetition.
• Demonstrate sufficient general business and discipline specific technological competency to be able to practice as a professional.
• Apply own initiative in identifying shortcomings in skillsets and engage in remedial action to upskill.

Associated Assessment Criteria for Exit Level Outcome 7

• Produce a series of advanced creative outputs in response to briefs that are given in a variety of formats.
• Employ advanced critique, self-criticism and reflection on own production.
• Demonstrate advanced competencies in visual, textual and verbal research as it applies to art-making and designed responses.
• Demonstrate advanced knowledge of theoretical constructs that define art and design practice.
• Use research to develop complex arguments, question values, criticise systems, analyse texts and engage in discourse on issues pertinent to visual art and design.

Associated Assessment Criteria for Exit Level Outcome 8

• Produce a portfolio of work that exhibits an advanced ability to function as a creative professional in visual art or design and present a range of sophisticated creative outputs.
• Produce creative outputs that are driven by client brief.
• Produce creative outputs that are self-initiated.
• Produce creative outputs that are in support of charities and NGOs.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify and define a research theme.
• Formulate a research proposal.
• Develop a suitable research methodology.
• Show competence in acquiring research data and applying and integrating it into a research project.
• Engage in informed written and verbal discourse.
• Demonstrate the ability to initiate independently driven research and the concomitant creative outputs.

Integrated Assessment

Formative assessment is based on progressive process criticism, and incorporates presentation and motivation for artefacts and outputs generated.

Summative assessment of studio work is comprehensive, following a similar process, with written and verbal feedback on all projects undertaken over the duration of a module. This form of assessment is continuous for the duration of a module and culminates in the submission of a portfolio of work, at the end of a module that is marked by a panel of discipline experts (and then moderated by an external examiner).

Depending on the nature of the assignments or practical projects a variety of other methods of assessment are applied including written and verbal feedback, process tutorials, one-on-one consultation and discussion, group feedback, formal presentations, impromptu presentations, peer assessment and self-assessment.