Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

When undertaking creative practice in the creative industries, knowledge is seldom revealed in a sequential, piece by piece way. Rather each student's work is regarded as containing its own aesthetic and creative concerns. Through practising the skills and processes of your discipline, understandings are made more complete and artistic discernment becomes more subtle. Through this process, artists and arts workers are able to unite imagination, skills and contextual understandings to set personal and professional goals at higher and more demanding levels.

Together with Advanced Professional Practice I, this unit provides a systematic framework for professional development. This unit will build upon first understandings developed in KKP607.

Aims

The aim of this unit is to provide a practice-led learning environment in which you will move towards autonomous professional self-development through systematic self-study by testing ideas in action and creative practice.

Objectives

On completion of this unit you should be able to:
1. Examine and develop, through experimentation, advanced skills which make up your professional practice.
2. Display mastery of the techniques, materials, resources and methods necessary to practise your discipline at advanced levels.
3. Display high standards of professional practice.
4. Display a commitment to a high level of aesthetic achievement.

Content

There are two components to this subject.

1. Experimentation and Innovation
As a component of enquiry, you will specifically incorporate experimentation and innovation within at least one aspect of your practice. While it is acknowledged that experimentation is a common mode of enquiry in the arts, this component of the unit will identify an aspect of professional practice as a site for focussed experimentation. This experimentation may be focussed on aspects of form, content, artistic processes or the context within which professional practice takes place.

2. Engaging the action research cycle
You will undertake a small practical enquiry which uses the enquiry cycle of planning, acting, reflecting and evaluating. As the content of this unit arises from each student's professional practice, the role of the supervisor is essential in assisting you to identify problems, concerns and issues to be resolved through action on reflection. It may well be the concerns raised in Advanced Professional Practice I will be further explored in this unit.

Approaches to Teaching and Learning

This unit will be taught and monitored by your supervisor. Individual planning sessions will be followed by professional practice, fieldwork and independent study.

Assessment

LATE ASSIGNMENTS
An assignment submitted after the due date without an approved extension will not be marked. If you are unable to complete your assignment on time, you should submit on time whatever work you have done.

Faculty Assessment Information
To access complete Creative Industries Faculty Assessment Information please refer to the Blackboard site for this unit.FORMATIVE ASSESSMENT
You will receive formative feedback on your progress in this unit during tutorials and discussions throughout the semester.

Assessment name: Professional Practice
Description: (Summative and Formative) Professional Practice.
Relates to objectives: 1, 2, 3 & 4
Weight: 75%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Assessment name: Developing theoretical reflect
Description: (Summative and Formative) Written form - 2,500 words.
Relates to objectives: 1
Weight: 25%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Appropriate discipline based texts and references will be advised as required.

Recommended References

Bunning, C. (1994) Action Research: an emerging paradigm, Occasional Paper Series, no. 4, Brisbane: Tertiary Education Institute, University of Queensland.

Damasio, A. R. (1999) The feeling of what happens : body and emotion in the making of consciousness, Harcourt Brace, New York.

Eisner, E. W. (2002) The arts and the creation of mind, Yale University Press, New Haven.

Herr, K., et al. (c2005.). The action research dissertation : a guide for students and faculty. Thousand Oaks, Calif : SAGE Publications,

Parviainen, J. (2002) 'Bodily Knowledge: Epistemological Reflections on Dance' in Dance Research Journal 34/1, Summer 2002, pp. 11-26.

Popat, Sita (2006) Invisible connections: dance, choreography and internet communities, London ; New York: Routledge

Reynolds, N. and McCormick, M. (2003) No fixed points: dance in the twentieth century, London New Haven Conn: Yale University Press.

Sagor, R. (1992) How to Conduct Collaborative Action Research, Virginia: Association for Supervision and Curriculum Development.

Risk assessment statement

For dance students this unit will involve physical work primarily in purpose-built dance studios and industry standard performance venues. If projects are site-specific or in non-dance venues, you are required to comply with the standard health and safety regulations, and take appropriate precautions to minimise risks. Full physical participation in any class / rehearsal is subject to compliance with safe dance practice. Physical challenges are an inherent part of dance practice. The development of essential risk-management skills that minimise potential injury is a high priority with all lecturing staff and supervisors. You are taught safe dance principles as life-long learning skills and it is expected that you apply them in this unit. Due to the athletic nature of dance training, the dance department and its external supervisors will provide the necessary duty of care in emergency situations through its first-aid and health and safety arrangements. Access to on-campus doctors and dance physiotherapists is possible at short notice.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 04-Oct-2012