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UCL QUALITY REVIEW FRAMEWORK - ANNEX 6.1.3:
ASER EVALUATIVE REPORT AND DEVELOPMENT & ENHANCEMENT PLAN
Academic Session: 2015-16
Department: Slade School of Fine Art
Faculty: Arts and Humanities
EVALUATIVE REPORT
The Slade offers two undergraduate programmes. The BA in Fine Art is a four-year course and the BFA in Fine Art is three years in length. Both are non-modular studio based programmes and are of equal academic standing sharing the same entrance requirements. All first year students share an integrated common programme of History and Theory of Art in the first term. The BA course includes a History and Theory of Art component and an additional 0.5 course unit component requiring students to take a module from another UCL department, whereas the BFA course includes a studio-based Critical Studies component. The student cohorts benefit from a wide variety of specialist knowledge delivered by staff, a range of technical facilities and the involvement of PGTAs in both programmes. The BA and BFA courses run exchange programmes, allowing students to study abroad and students from abroad to study at the Slade. We also take affiliate students from other institutions that pay to study at the Slade. These two aspects of the undergraduate programme allow for an international perspective and influence on discussion in the studios. The undergraduate programmes are organised through students choosing to work in one of three subject areas. The areas are painting, sculpture, and fine art media and each have a dedicated Head of Area and staff team. Important to both programmes are the weekly meetings between staff and students in their respective areas in which the course is discussed and weekly events reviewed. Area Heads and the UG coordinator discuss both programmes at weekly Head of Area meetings. As well as this, Departmental Teaching Committee and Staff Student Consultative Committee meetings and a dedicated Programme meeting held annually facilitate further opportunities to review the programmes. Programme Specifications and Programme Diets are reviewed and reconfirmed annually. Achievements:
The Slade School of Fine Art achieved a 98% overall satisfaction rating in the NSS for 2015/16.
Careers Programme rated as best practice within UCL. Delivered by Carey Young, UG Fine Art Media Lecturer
Destination Data and career progression after six month is encouraging: Unemployment 6%, graduate level work 80%, Grad Level Work and Post Graduate Study combined 92%. The number of students responding to the survey continues to increase (U/G 44% (2013) to 54% (2014) and to 64%
(2015)
A number of this year’s graduating UG students gained places on postgraduate courses in the UK and abroad.. One student was accepted onto the Goldsmiths MA for Fine Art. Four students gained places on postgraduate courses at the Royal College of Art. One student gained a place at the
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Royal Academy and two students will continue their studies at the Slade of the MA Fine Art Painting Course.
As in previous years, students from the Slade have been selected for the prestigious New Contemporaries exhibition, ICA London and Bluecoat Gallery, Liverpool. Students exhibited in the Woon Foundation Prize, Baltic, Newcastle.
All final year UG students achieved either a 2:1 or a First.
Five Slade UG students met the requirements for the Dean’s list. Improvements:
To be implemented in 2016/17 following programme review and discussion in 2015/16 o Proposed changes to BA1/BFA1 common programme to further enhance the introduction of the BFA critical studies component and create
greater parity with the BA programme with its Art History component. This is to be reviewed at the end of 2015/16. o First year BA/BFA introduction to the philosophy of the different subject areas by area staff. The introductions follow a week of inductions into
technical areas and facilities, and ensure the students understand the areas of practice in the school more quickly than in the past. This dedicated introduction period culminates in a First Year Crit in the Slade Research Centre attended by staff from al subject areas.
o Tutors with report writing duties to have tutees from the final year in subject areas in which they teach, so as to have more insight into students’ development and support final examination and assessment. All other students are divided evenly into tutor groups, rotating through all subject areas.
o Timetable changes to final year students and second year student’s year crit schedule. o BFA programme review.
Student Projects:
The Slade deliver’s a research-based programme where students develop and negotiated study and research plans through tutorial discussion. Students develop individual research projects from day one of when they enter the school. Their research is supported in one-to-one tutorials, group tutorials and through workshops and seminars that develop knowledge, technical skills and conceptual and contextual frameworks, along with tools in how to research their own idea. Students receive feedback from staff and their peers, and also from visitors to the school.
The Slade recognises that students collaborate in off-site group exhibitions and projects that create a context for their work beyond the school. Last year students organised or took part in a number of projects including a Film Club, Queer Club, Poetry/Spoken Word Club, Site Club, Comic Book Club, Sound Club. Students also opened their own galleries in Southwark and various short-term project spaces across London.
Collaborations:
‘Skullpture’ exhibition was organised in collaboration with the UCL Grant Museum. 8000 people visited the exhibition during the summer of 2016.
FLEX is a five-year (4/5) collaborative project between Camden Arts Centre, The Slade Research Centre and Undergraduate Sculpture at The Slade School of Fine Art. Taking its starting point as a series of speculations into the properties of clay, this collaborative project considers the philosophical and material conversations around ceramics. Consisting of student projects with Camden Arts Centre’s Ceramics Fellow, talks and events across both institutions programmes. The project will culminate with a talk series that will include contributions from artists participating in the programme (16/17).
Tintin Wulia, artist-in-residence at the Slade School of Fine Art as part of the Transcultural Art Network, from 28 September – 7 November 2015
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‘Platform 1’ featuring performances by Slade Undergraduate Students at the UCL Bloomsbury Studio Theatre, January 2016
‘Vault’ exhibition and student residency as part of the 7th Annual UCL Art Museum/Slade Collaboration. Events:
Small Press Project. One day event at UCL Institute of Advanced Studies which included: Panel discussion with UG student participation, Student stalls exhibiting book works, Live publishing event with student participation, Student exhibition in the North Lodge, Book binding master class. Research visits included: Tenderbooks, London. And, Finishing Touch, London.
Photo polymer master class. Including a visit to the Talbot Collection at the British Library (this year)
Platform 1. Student performances at the Bloomsbury Studio. Wednesday 10 & Thursday 11 February 2016. Total 30 Students.
Performance art workshops, Slade Research Centre and Bloomsbury Theatre Studio
The 'P Word'. Seminar and crit series that give students a platform for discussion on the political aspects/intents of their research and artwork
Studio visits to Tai Shani and to Anthea Hamilton in advance of her Turner Prize installation to discuss the work, her studio practice and her approach to taking ideas from the studio to such large scale museum show.
Gallery visit and artist talk. Tate Modern, Turbine Hall. ‘Empty Lot’ by Abraham Cruzvillegas.
Site Club. Visit included: ‘The River & the Knights Templar’. Explorations of the Thames at low tide, the Knights Templar church in Temple Courts and then the Freemasons HQ in Covent Garden with their Knights Templar regalia. And, ‘Down Stream, the Estuary & Southbound: Two Tree Island’. A reading of Joseph Conrad at the end of world's longest pier an English Tea Ceremony in suburban English house.
Comic Book Club. Event and published comic June 2016.
Live sound and music 35mm film scoring event hosted at the BFI
Artist in residency project at Limbo, Limbo, Limbo. London
Tramps, London. Gallery visit
Art insider master class at ICA with Matt Williams, ICA Curator.
Sound Club visits to UCL Anechoic chamber and music venue Koko, London.
Weekly reading group ending in a visit to the poetry library at Royal Festival Hall, Southbank Centre London.
Cross Area Artist Talks. Invited speakers included: Daniel Kelly, Marianna Simnett, Eleanor Brown
Workshops included: Auditioning and actor, Sound workshops exploring digital mixing and nucleus software, Video software including after affects and premiere, Clay building (Flex), Ceramics (Flex), Clay castings and slip molds (Flex), Stretching making, Painting materials, 3D Printing, 3D Scanning, Rhino (CAD), Skecthup (3D modeling), Bronze castings, Introduction to Studio lighting and Chroma Key, Black Magic camera (4K), Photographic documentation workshops, Laser Cutter, Introduction to the Sound Studio, Video codecs, Video documentation, Resolume Arena for multi screen projection and mapping, Premiere Pro, Speedgrade, After Effects, Audio recording, Audio post-production, Large format inkjet printing & theory, Vinyl cutting, Pen plotting, Digital theory, Film processing, Arduino
Staffing developments:
Liz Rideal's has been awarded a Leverhulme Research Fellowship 2016
Allison Katz will be covering Liz Rideal's Leave for the academic year 2016/17. Allison will be located in Undergraduate Painting.
Deborah Padfield, who recently completed a Postdoctoral Fellowship with the Slade, and Tom Morgan Evans will both be 0.2 Teaching Fellows in
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History and Theory of Art for 2016/17.
Zach Eastwood-Bloom took up his role of 0.2 Teaching Fellow in Fine Art Sculpture, for one year, specialising in 3D Print and Digital Processes.
Brighid Lowe UG Sculpture has been promoted to Senior Lecturer.
Gary Stevens UG Sculpture has been promoted to Reader.
International artists on the Slade residency programme (TAN) continue to contribute to the Slade through enhancing and widening studio discourse with a global or international perspective on contemporary art practice.
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Strengths:
[Programme strengths should be identified under the following headings, with reference to issues identified by the Quality Review Sub-Committee as required. Individual modules should be flagged as appropriate].
o Student Profile (Male, Female, Home, EU, Overseas, Ethnicity, WP) Male/Female At the Award level, the results for the Slade are encouraging, with similar percentages of both male and female students obtaining first class or upper second degrees. It is encouraging that both genders were awarded more first class degrees (in terms of percentages) than the Faculty as a whole. Home/EU Overseas The Slade maintains a diverse student body with students from China and South Korea, amongst others represented in the UG student body. Ethnicity The Awards data are extremely encouraging for the 2015/16 year. Within the graduating cohort, 25 students identified as “white” and 20 as “BAME”. Of these, 14 white students and 11 BAME students achieved first class marks, resulting in an almost equal percentage of students receiving this grade c. 55%). Of slight concern is that it was only BAME students who received lower second classifications, although the number (3) was small. WP
Issues:
[Programme issues should be identified under the following headings, with reference to issues identified by the Quality Review Sub-Committee as required. Individual modules should be flagged as appropriate].
o Student Profile (Male, Female, Home, EU, Overseas, Ethnicity, WP) Male/Female The gender imbalance within the Slade persists, although the graduating cohort in 2015/16 is closer to being equally split than the Slade’s student body as a whole (41% male : 59% female). This is more equal than the total for the Faculty (33% male : 67% female). We recognise that within an Arts environment, applications are more likely to be received from female students and suspect that this is a sector wide issue. There have been limited staffing changes and the Heads of Area at undergraduate level remain three men, although the coordinator and the Head of the History and Theory of Art courses are female. This has not been raised as a concern by students. We note that there is no provision within UCL’s data for students or staff who do not identify as male or female, despite it being possible for applicants to select “Mx” as a title. We would be grateful for a non-binary option to be introduced. WP The Award data for WP highlights the discrepancy between achievement between students in POLAR3 quintiles 1-2 and 3-
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Kieren Reed spoke at a conference for Widening Participation in the Arts and is developing a network with the Institute of Education and an external public arts institution. This, year as part of the Slade’s WP programme, we have offered:
o Places on the Slade Summer School courses at no charge to students from WP schools.
o A residential Summer School
o Admissions and recruitment Admissions remain very strong for the Slade at undergraduate level across Home/EU and Overseas cohorts, with a total of 1027 applications. As usual, applicants were assessed by portfolio and invited to interview. The Slade met its target for Home/EU students and exceeded its Overseas target by 3 students.
o Progression Excepting students who interrupted, all students progressed either to award or to the next year of study at undergraduate level. Student progress is monitored through regular review and assessment boards.
o Average Student Achievement Due to the Slade’s non-modular structure, the data for Average Student Achievement provided from Portico as part of the ASER documentation is not reliable. However, from the Slade’s in-house records, we can report that the average studio marks in 2015/16 were:
BA Fine Art Y3 – 66.9%
BA/BFA Fine Art Y2 – 65.6%
5. Although caution must be used, as the date set for quintiles 1-2 is so small, it is in itself concerning that only 5 of 28 students are from these quintiles. At 17% of the graduating cohort, this is larger than the Faculty (10%) and UCL as a whole (12%), but still suggestive of poor recruitment from LPNs.
o Progression
The Slade is concerned about the Modern Foreign Language requirement’s reclassification as a graduation condition. We shall encourage and support students to take their MFL courses, and will continue to ask students to complete this in the first year.
o BME student Progression and Achievement The Slade is not able to comment on progression for BAME students as we do not have in-house data on which students identify as BAME, and the UCL data is not correct as our programme is non-modular.
o Widening Participation Concern has been raised that the cost of attending both a portfolio inspection and an interview may discourage applicants from poorer backgrounds from applying. This issues has been raised at teaching committee and is under review.
o Student Feedback (NSS, EE, DS, PTES etc.) Student returns of the Monitoring of Teaching is low. We need to investigate whether or not this is because students on the whole are satisfied, or whether they are using other channels of feedback, such as one-to-one tutorials with staff. Whilst generally very good, concern continues to be felt about the Critical Studies component of the BFA Fine Art programme,
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BA/BFA Fine Art Y1 – 66.5% These marks are firmly within the 2.1 category.
o BME student Progression and Achievement As reported above, the number of BAME students graduating in 2015/16 was similar to the number of white students, and they achieved a good number of first class marks. The Slade traditionally recruits well from far Eastern countries, such as South Korea, and it would be useful to have the BAME category broken down further.
o Final Classification Results continued to be excellent in the 2015/16 year, with 26 students (56%) being awarded a degree in the first class. Once again, External Examiners praised the rigour of the Slade’s examining process and noted that the Slade made particular effort to ensure parity across the three areas. The results reflect the consistent care and preparation which staff give to their teaching.
o Student Feedback (NSS, EE, DS, PTES etc.) The Slade received an overall satisfaction score of 98% in the NSS. Whilst this was a 2% decrease from the previous year, we feel that this is still an excellent score and notice that the two institutions which scored more highly are not competitor institutions. The Slade’s score is 14% higher than the next direct competitor, Oxford University’s Ruskin School, which scored 86%. Analysis of the Monitoring of Teaching results often showed that whilst students would sometimes score neutral responses, it was rare that students would score negative responses. The
with both staff and students confused about its purpose in relation to the course, and continuing dissatisfaction about teaching being provided by PGTAs, rather than full-time members of staff. In response, the Director of Undergraduate Studies began a thorough review of the BFA Fine Art Critical Studies component in the summer term 2016, which is still ongoing.
o Learning Resources Issues with the UCL estate continue to be a problem. Several students were unhappy with the temperature of some of the studios in the winter and a long-promised review of the Slade’s air movement system is yet to take place. There are continuing concerns about the size of the technical footprint. Comments in the NSS suggest that students would like a bigger workshop with increased staffing. We need to balance this expectation with what is practically needed and affordable, bearing in mind our competitors’ equivalent resources.
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average score across all questions, where 1 was “very unsatisfactory” and 5 was “Very Good” was 3.81, compared with 3.56 in the previous year. A most noticeable difference was in the History and Theory of Art scores, with the overall course score being 4.62 this year, compared with 3.72 in 2014/15.
o Learning Resources In 2015/16, the Slade made a significant investment in the provision of industry standard IT and digital creative equipment. This included buying a 3D printer and employing a Teaching Fellow with the purpose of training staff and students and embedding processes associated with the 3D printing in the Slade. Staff are managing the space more dynamically between postgraduate and undergraduate students, responding to changes in the Slade’s student population. The Slade responds to student feedback in order to target funds towards the most needed resources, such as hand tools within the workshop and cameras.
Academic Partnership Activity:
[Where there is academic partnership activity on a programme within the department, please use the spaces below to comment on the responsibilities
devolved to the partner (if any) and how well these have been executed. i.e.:
Has there been any change in the responsibilities of each party over the last year?
Are there any issues arising from the MOA which is in place?
Have any issues regarding the partner/partnership been raised by students on the programme?
Have there been any changes to the partner organisation and – if so – what is the impact on the programme? (These changes can be legal, financial, organisational, leadership, facilities, etc.)]
Programme Name:
BA and BFA Fine Art The Slade offers all Y3 BA and Y2 BFA students the opportunity to apply for an exchange with one of our partners in the autumn term. Partners are spread throughout Western Europe and the USA, with one each in China and Israel. The undergraduate team has recently reviewed the Slade’s academic partnership provision and we are not currently seeking to expand this.
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We are concerned about the communication with some of our European exchange partners. Students were informed about their places at a very late stage. We shall continue to monitor this and if problems persist, may decide not to renew partnerships with certain institutions. Our exchanges with American institutions can also prove problematic for poorer students, since the USA Immigration Department requires visa applicants to hold a certain balance in their bank accounts as part of the visa application process.
Programme Name:
Programme Name: >>>
Programme Name: >>>
DEVELOPMENT AND ENHANCEMENT PLAN *NSS – National Student Survey, EE – External Examiner Reports, DS – Data Set, PTES – Postgraduate Taught Experience Survey
[The Development and Enhancement Plan should only highlight KEY issues or areas to be addressed across the Department’s programmes over the academic year, in consideration of the issues flagged through the Evaluative Report and listed above. The Development and Enhancement Plan is a live document which should be updated as appropriate throughout the year. It should therefore include any actions that are outstanding from previous monitoring cycles. Whilst the process looks at the health across the Department’s programmes as a whole, module level detail must not be lost; actions relating to individual modules must be flagged where appropriate. There may be other, less urgent or significant areas that the Head of Department wishes to consider, however for the purposes of ASER, only KEY issues should be identified here].
Source Issue Action Person Responsible
Progress Implementation Date
Evidence Comments/ Issues
Organisation and Management
[NSS, EE, etc*]
[Identify key issue] [Identify agreed action for resolution]
[Identify responsibility]
[identify start date, or mark complete]
[Identify date of implementation]
[Identify evidence that issue has been resolved i.e. NSS etc*]
NSS, EE, Teaching Committee, Student Focus Group
Again, we do not believe that there is a key area to be addressed in 2016/17.
Standards will be monitored by EE, NSS and MOT and through SSCC.
The Slade Director is on sabbatical leave in the autumn term of 2016. Careful
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planning has ensured that her many roles have been distributed equitably amongst senior members of staff.
Teaching
Academic Committee
Connected Curriculum (CC)
UCL Mandated Action: Departmental Teaching Committees (DTCs) and Staff Student Consultative Committees (SSCCs) to discuss how the Department intends to begin its preliminary assessment of its taught provision by benchmarking each programme against the grid in the Connected Curriculum Enhancement Guide. The Development and Enhancement Plan should include a timeline for departmental discussion and discussion with StARs.
Kieren Reed
See Appendix 1 Kieren Reed has undertaken an initial benchmarking of the CC criteria. This document will be used as a platform for further discussion with the following key meetings identified: 16/11/16: Raised at Teaching Committee. TBC: Raised at Town Hall meeting – all UG students invited to comment. 01/02/17: UG SSCC
SSCC Meeting: 02/11/16 DTC: 16/11/16
The Connected Curriculum, and how the Slade expects to adhere to it, will be detailed in student handbooks in 2017/18.
Briefings will take place at the next all-school meeting. A review of Slade alumni communication is already taking place.
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Reps invited to comment at SSCC meeting. 11/01/17: Benchmarking to be confirmed at Teaching Committee, incorporating comments from the student meeting. Summer 2017: CC to be written into the student handbook and reviewed annually.
Monitoring of Teaching / EE
BFA Critical Studies Provision
The Slade will undertake a review of the BFA Critical Studies provision to ensure that students and staff have a clearer understanding of how it relates to the studio programme.
Kieren Reed
Begun in Extraordinary Teaching Committee 21/10/16
September 2017
The final agreed changes will be minuted at Teaching Committee, and may be submitted as a Chang of Assessment Form (CAF) to Faculty, if necessary.
External Examiners praised the studio course very highly.
Assessment and Feedback
NSS EE Student Focus Group
Marking Criteria
UCL Mandated Action: Departments must ensure that they have built into every module or seminar series at least two weeks before the first assignment is due, at least one session in which the marking criteria for that module is explained in detail to students in a forum where they have an
Joy Sleeman and Kieren Reed
The Slade’s marking criteria for studio work is continuous throughout the years of study. Marking criteria are explained in
With 89, the Slade scores 25 points above the UCL average in the NSS’s Assessment and Feedback category, which suggests that students are mostly satisfied with the manner in which
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opportunity to ask questions and seek clarification if required.
the weeks leading up to formative assessment. Before the degree show exhibition, there is a final year critique specifically organised to assist students developing professional practice and to test exam conditions. A student focus group identified that there were sufficient opportunities to question the assessment criteria in the History and Theory sessions, but that criteria could be explained more plainly in the handbook.
assessment is conducted.
NSS EE
Consistency of feedback
UCL Mandated Action Each department must agree a consistent student feedback template for any given assignment which makes appropriate reference to the marking criteria and explains to students how they can improve their work in future. These, or requests for exemptions in
Joy Sleeman and Kieren Reed
The Slade has reviewed the forms which are used for the History and Theory coursework assignments and is satisfied that they make
16/11/16 The feedback form for the History and Theory Courses is attached.
See Appendix 2 for a blank mark sheet.
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exceptional circumstances, must be submitted to Faculty Teaching Committees for approval.
reference to marking criteria. The Slade shall be applying to Faculty to use a different feedback form for the studio course.
EE
The EE for BA History and Theory raised a concern about the discrepancy between first and second marks in the Independent Study Essay
It was noted in the Head of Area’s response to the EE that one possible solution could be to minute the marking discussions between first and second markers. This would provide the external examiner with a rationale for any discrepancies. It was also noted that second markers are studio staff and could benefit from a briefing before the marking take place, specifically referencing the marking criteria. A pool of second markers will be established and rotated. Experience can then be shared more effectively amongst studio staff.
Joy Sleeman
This was discussed at DTC on 12/10/16
Summer 2017 We shall monitor comments from the External Examiner.
The Slade practices full blind double marking for the Independent Studies.
Academic Support
NSS EE
Information on support for students
UCL Mandated Action: Programme Leaders/Directors are required to communicate directly with students at the start of term (new and returning) to provide clear information about (1) where a student should go to obtain advice and support with their studies (eg: details of the Personal Tutoring scheme in the Department etc), (2) how to
Joe Tilley
All students are required to attend an induction at the Slade on the first day of term. A register is taken and students who do not attend are asked to
Completed 26/09/16
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contact key staff when they need to and (3) where to obtain advice about study choices. This may be drawing attention to information already contained on websites or handbooks but it is critical that students are made aware of the support that is available. The Development and Enhancement Plan should include a copy of the text of this message. See also below.
visit the Slade Office. Each student is given a printed Slade Handbook and is directed to the information within it.
NSS EE
Personal Tutor provision
UCL Mandated Action: Departments must describe their personal tutor provision, giving links to the information provided to students, and outline how they are planning to evaluate that provision during the year.
Kieren Reed
We shall participate in a Joint Faculty review of Personal Tutor support in consultation with CALT, UCL Careers and student representatives, reporting to Joint Faculty Teaching Committee on 28th February.
28/02/17
Carey Young, Slade Careers Tutor, has been involved in the Provost’s working group on Personal Tutoring.
BME Progression and Achievement
UCL Data, Monitoring BAME Achievement
Work with Student Records in order to devise a method for measuring BAME achievement during the programme. A satisfactory system has not yet been created.
Joe Tilley To be discussed at DTC 16/11/16
The non-modular nature of the Slade’s programme means that the ASA report for the ASER is not accurate for Fine Art students.
Student Focus Group
Lack of Diversity within the Slade
The Slade has already met with members of the WP Office to decide the programme of WP
Kieren Reed October 2016 Summer 2017 This will be reported as part of the UAO’s annual report.
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events for 2016/17. In addition to a summer school, this will include:
More funded places on the Slade summer schools for WP students, identified in conjunction with the WP office.
A “Bring your parents to uni” Saturday during the degree show.
A “Teachers’ Evening” where UG staff can meet with teachers from WP schools to de-mystify the Slade’s application process.
It is hoped that these actions will improve diversity at the Slade, not just in terms of BME but also boost our WP applications.
Widening Participation
Slade Staff Low number of WP applications; low number of WP offers.
During the portfolio inspection process, data from the Undergraduate Admissions Office will be used in order to identify which portfolios had been received from students identified as applying form a WP background. Selection staff will be briefed before the inspections began, so that they are mindful that students from such backgrounds may not have had access to the same resources as other students and take into account the potential displayed in the portfolio.
Kieren Reed
February 2017 WP statistics from UAO.
As in previous years, the Slade remains concerned about the literal A-level requirements, which may defer applicants who are extremely skilled in the field of Fine Art, but do not possess the correct grade profile.
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The Slade was grateful that a number of cases sent to the DOSA for special entry were accepted.
DLHE
ASER Dashboard Data
Low departmental performance in employment figures
The Slade is working with the Careers Office to inform students about completion of any DLHE surveys.
Joe Tilley Autumn 2016 Any change will be evidence in the DLHE statistics for 2016/17
Many Slade students graduate to become self-employed artists but include details of other paid employment in surveys.
Departments are asked to explain how they have involved students in the development of the Plan and how it and its outcomes will be communicated to them here:
At the draft stage of the ASER, a focus group made up of the UG StARS was assembled to discuss the points which had been raised and the Slade’s responses to mandated actions. Following this, StARS were asked to take the discussion of the ASER to their area meetings for comments and to report back to the first SSCC meeting of the year, to be held on 2nd November 2016. The Slade will report back to the SSCC, but will also address issues raised in the ASER through area meetings. The final version of the ASER will be displayed prominently on the UG students’ noticeboard. Kieren Reed and Joe Tilley will hold a “Town Hall” meeting before the end of the autumn term 2016. All UG students will be invited to attend, although this will not be compulsory. The ASER will be discussed item by item, and students will be allowed to comment on the plan. This will include explicit reference to, and discussion of, the Slade’s benchmarking in the Connected Curriculum.
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DATE OF SUBMISSION TO FACULTY TEACHING COMMITTEE:
Draft 10/11/16
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Departments are asked to paste text of welcome email below (see mandated action above)
The Slade send several welcome letters and e-mails leading up to enrolment. Please find these attached. Appendix 3 – Welcome Letter from Slade Academic Manager sent in July Appendix 4 – Welcome Letter from Slade Director of Undergraduate Studies sent in July Appendix 5 – Equipment List sent in July Appendix 6 – First Week Timetable sent in September Appendix 7 – “One month to go” e-mail Appendix 8 – “One week to go” e-mail Appendix 9 – Welcome e-mail for returning students Appendix 10 – First Week Timetable for returning students
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a. Beginning b. Developing c. Developed d. Outstanding
Students connect with
researchers and with the
institution’s research Students are introduced to
research topics, methods
and different conceptual
approaches in their
discipline. They are made
aware of some of the
complex global challenges
addressed by UCL’s
researchers. Students
have the opportunity to
encounter research staff
through talks, tours and/or
demonstrations.
Students become familiar with
research topics, methods and
different conceptual
approaches in their discipline.
They have formal and informal
opportunities to engage with
research staff (e.g. through the
group activity ‘meet your
researcher’) and discuss how
their research fits into a global
context. Where appropriate,
they engage with enquiry into
their own professional practice
and that of others.
Students and staff have many
opportunities bothto learn
about and to challenge the
origins, nature and findings of
academic research in their
discipline, including its implicit
values. Students regularly
engage in dialogue with staff
about their research and
methods, including (where
appropriate) enquiry into
professional practice.
Students are integral to a
research community inthe
institution, and are inspired by
the practices and possibilities
of research. Drawing on
dialogue with researchers,
students are able to present
their own analytical reflections
on the latest research in their
field, wherever it is produced.
Where appropriate,they
engage with enquiry into their
own professional practice and
that of others. Both students
and staff are able to challenge
research that excludes
perspectives from
marginalised groups.
The Slade School of Fine Art taught studio programme (80% BA or 100% BFA of final mark) is pedagogical and non modular.The best students have recruited onto our programme from 1200 applications and 250 interviews (2016). We seek students who are developing their ownresearch methods and have the potential for self-directed research (emancipated learners). Students meet with research staff weekly and their interestsshape the taught studio discourse.Their research/methodology is highlighted during group subjects area seminars and year wide crits. Methods are reinforced and supported during one to onetutorials with research staff.Students shape and form aspects of research in the UG programme and their suggestions and ideas manifest in external exhibitions, reading groups, artevents, etc. The students research effects the selection of visiting lectures/artist to the Slade.
Y1 Beginning/Developing.Y2 Developed.Y3 – Final Year. Outstanding
A throughline of research
activity is built into each
programme
Students have
opportunities across the
year(s) of study to
engagein research and
enquiry-based activities.
They identify and
recognise different
perspectives. Students are
assessed on their own
research as an integral part
of the programme.
Research and enquiry-based
activities, with related student
assessments, are embedded
across the year(s) of study.
There is a clear progression of
concepts, understood by
students (e.g. designed into a
connected sequence of core
modules). Tutors support
students to use knowledge
from diverse communities and
engage critically with a range
of different perspectives.
Research and enquiry-based
activities, with related student
assessments, are embedded
acrossthe year(s) of study.
There is a clear
progressionof concepts,
understood by students (e.g.
via a connected sequence of
core modules and/ or a
longitudinal, cumulative
portfolio). Students play a key
role in the development of this
learning narrative and are
supported to challenge
received ideas. Personal tutors
provide support and guidance
by taking a broad overview of
students’ progress and may
have an advisory role with
research-based activities.
Research and enquiry-based
activities, with related student
assessments, are embedded
across the year(s) of study.
There is a clear narrative of
conceptual development,
which students are able to
articulate, developed through a
connected sequence of
enquiry- based activities.
Students are critically aware
and attuned to alternative
perspectives, including those
from marginalised groups.
They take a lead in the
development of their own
learning narrative, and are
able to demonstrate creativity
in presenting a synthesis of
their learning to an audience,
for example via a capstone
module and final year research
project.
The Slade School of Fine Art taught studio programme is pedagogical and non modular.There is a vey clear throughline of outstanding connected research and enquiry based activities. The student own individual research shape the taught studioprogramme and inform the selection of speaker at Contemporary Art Lectures (school wide), visiting lectures, Cross Area Artist talk speakers, technicalworkshops, etc. Many students deliver their research in the public realm outside of the Slade integrating their work into professional settings and to a widesociety/community. The students programme and lead Slade Clubs (listed in the ASER)In a Slade Teaching Committee working Group we aim to review the UG Research Activity Throughline this academic year (2017).
Y1-Y3 Developed to OutstandingFinal Year - Outstanding.
Students make
connections across
subjects and out to the
world Students make conceptual
connections within
modules and begin to
apply these to other
modules across the
programme. Students
become aware of how an
academic discipline is
framed and shaped by
culture and language.
Students make conceptual
connections between their own
discipline and other disciplines
(e.g. by taking a module in
another subject area, and/or
undertaking an interdisciplinary
project). Students begin to
recognise the implicit values
underpinning the discipline(s)
and how disciplines have been
shaped historically.
Students explore the
implications of multidisciplinary
perspectives for addressing
global issues and challenges.
They develop a ‘joined up’
learning narrative, making
connections across apparently
disparate themes; this may be
assessed, for example, via a
special assignment, a
cumulative portfolio or
a student research conference.
Students engage with
contrasting perspectives,
including those from
marginalised groups.
Students are empowered to
make connectionsand to
study with peers and staff from
across the discipline(s).
Students make confident
choices about broadening their
learning both within and
beyond the programme (e.g.
by undertaking an
interdisciplinary dissertation,
engaging in a global
citizenship programme,
undertaking external
internships and/or engaging
with global networks which
address bias,
underrepresentation and
marginalisation).
The Slade students are outstanding in making connections within UCL, nationally and internationally. Our approach is interdisciplinary; we createopportunities for Slade students to experience this from the beginning. Slade students are very self-motivated and have organised: International artist inresidency programmes, national level widening participation and socially engaged artworks/research, university wide events (Queer Club), participants ininternational and national shows, exhibitions, performances and competitions. Professional practice is integral and research staff support external internshipsand professional opportunities.
All BA students participate in taking a module in another subject area (subsidiary subject). Studying a subsidiary subjects fosters university widecollaborations, friendships and associates beyond the Slade.
Few Slade students participate in the UCL Global Citizenship Programme possibly because of timing of the activity and methodology. We confirm thisinformation during a staff/student feedback session.
Y1 – Beginning, DevelopingY2 – Developing, DevelopedY3 – Developed, OutstandingFinal year - Outstanding.
Students connect
academic learningwith
workplace learning
Students develop abilities
and dispositions for
problem-solving and
communication skills,
relevant tothe world of
work, within modules (e.g.
through group work, project
management, enterprise
and leadership).
Students become increasingly
aware that they are developing
a rich range of understandings,
skills, values and attributes to
take into their professional
lives. They engage critically
and reflectively in activities and
approaches useful for life and
employment, acknowledging
the diversity of worldviews.
Students are able to articulate
conceptual connections
between academic learning,
workplace learning and life
learning. They have regular
opportunities to apply their
new learning and their skills of
enquiry; for example, within
scenarios or settings which
reflect professional/ workplace
cultures. Students develop
self-reflexivity and an
appreciation of the value of
diverse and inclusive practices
in professional life.
Students are able to articulate
the depth and breadth of their
knowledge, skills and
attributes to different external
audiences, including future
employers. They develop a
disposition for lifelong learning
and are highly confident in
applying critical, enquiry-based
and problem-solving
approaches to conceptual and
practical challenges in the
workplace and in society at
large. They understand
inclusive work practices and
are aware of the different kinds
of cultural capital that people
bring both to academia and to
the workplace.
All lecturers who teach on the undergraduate (Painting, Media and Sculpture) are practicing artists.The Slade Fine Art UG programme prepares students for professional practice and academic progression. There are many opportunities when students canengage in practical, public facing events and activity with diverse public audiences.Slade students are taught the skills necessary to continue their research, being analytical and self-directed learners/researchers. This happens duringseminars, one to ones tutorials, crits, technical workshops and live public projects and events (Bloomsbury Theatre, Camden Arts Centre, Grant Museum).
Y1 – Beginning, DevelopingY2 – Developing, DevelopedY3 – OutstandingFinal year - Outstanding.
Students learn to
produce outputs–
assessments directed at
an audience
Students have an
opportunity to produce at
least one assessment
directed at a particular
audience. Output modes
are selected to be
appropriate to the audience
(e.g. videos, group
presentations, articles,
blogs, essays).
Students, working in groups
and/or independently, have a
number of opportunities to
engage with diverse audiences
through a variety of
assessment modes. Students
demonstrate knowledge of the
complexity of their audiences.
Students co-develop multiple
assessment activities directed
at external audiences, using
them to communicate the
depth, breadth and
applications of their intellectual
enquiry. They develop
advanced communication skills
and appropriate digital skills,
and can explain how each
assessment output is
appropriate to that particular
audience.
Students are engaged as
partners in co-developing
assessment activities with
external audiences. They
undertake multiple assessment
activities directed at external
audiences, using them to
communicate the depth,
breadth and applications of
their intellectual enquiry. They
are able to produce peer-
reviewed ‘outputs’ and
research data, both in
collaboration and
independently, which inform
and engage audiences
effectively. Students have a
sophisticated knowledge of the
complexity and diversity of
audiences.
Public facing outputs happen from the very beginning of study at the Slade and many activities are focused on developing these skills to the highest and mostsophisticated levels, reflecting international professional contemporary art practices.Outputs happen during: Public exhibitions, performances, books, publishing (books, comics, eyc), video and film screenings, and participation in conferenceactivities. Outputs allow for documentation on websites, public feedback and peer review. (See ASER Document for details of collaborations)All lecturing and technical staff support public facing activities. Additional public facing outputs happen via funded project awards, staff initiatives andstaff/Slade wide research. Self initiated student projects and public outputs are encouraged and supported throughout.
Y1 - Y2 DevelopingY3 - DevelopedY3 - Final year - Outstanding.
``
Students connect with
each other, across
phases and with alumni
Students work in diverse
groups and have some
opportunity to connect with
students in other years.
They have the opportunity
to interact with alumni.
Students have a number of
opportunities through a variety
of formats (e.g. through team-
based activities, group
projects, an undergraduate
research seminar series) to
connect with fellow students
and with alumni in an active
research and learning
community. Staff and students
are aware of inclusive
approaches to forming groups.
Students engage actively in a
research and learning
community, for example
through sharing their work with
academics, fellow students,
researchers, and/or alumni.
Departmental initiatives build
bridges between
undergraduate, postgraduate
taught and postgraduate
research students. Students
have access to peer mentoring
opportunities, both as mentor
and mentee; the needs of
students from excluded groups
are met.
Students are empowered to
enrich and promotetheir
community, for example by
initiating events and networks.
They have frequent
opportunities to meet, to
engage in mentor schemes,
and to work collaboratively in
diverse groups. As group
members they are able to
facilitate inclusive approaches
to decision-making and
collaborative activities.
Students engage with diverse
alumni in research and
learning activities. Alumniare
actively encouraged to
contribute to mentoring
schemes and to work with
departments to enhance their
educational provision.
Alumni often return as visiting artists/lectures. Students attend exhibitions, events, and performances of Slade alumni. Excellent alumni connections(UK/International) are maintained and supported by the Slade.More opportunities are planned to incorporate research activities through UG to PhD. This will be discussed during the next Staff Student Committee 2nd
November and the next teaching committee 16th November.Student led activities are open to all. Participants engage from UG to PhD from within the Slade and across UCL.
Y1 – Beginning – DevelopingY2 – Y3 DevelopingFinal Year – Developing, sometimes outstanding.
Slade School of Fine ArtUniversity College London Gower Street London WC1E 6BTTel: +44 (0)20 7679 2313 Fax: +44 (0)20 7679 [email protected]/slade
SLADE SCHOOL OF FINE ART
Student ID:
15th July 2016
Dear XXX,
I hope that you are enjoying a very pleasant summer and looking forward to joining the Slade inSeptember.
I am writing to inform you of the Slade’s start of term procedures and the timetable for the first weekof term (see enclosed).
Please note that if you are holding a conditional offer, you must meet the offer conditions before yourplace is confirmed.
Registration at the Slade
Registration at the Slade will take place at 9.30am on Monday, 26th September in the Slade LectureRoom on the ground floor of the Slade Building (grid reference: C1 in the enclosed map). An onlineversion of this map and public transport information can be found on www.ucl.ac.uk/maps/).
Registration will be followed by an introductory talk by the Acting Slade Director, Jo Volley andDeputy Director, Sharon Morris, at 10:00am, at which you will also meet the Heads of UndergraduateFine Art Media, Painting, Sculpture, and History and Theory of Art.
A series of events and meetings have been organised for the first week of term which you mustattend. It is important, therefore, that you familiarise yourself with the enclosed timetable.
All students are expected to come equipped with diary, notebook, sketchbooks, pencils and pens. Apreliminary equipment list is enclosed.
UCL Enrolment
UCL will contact you with information about how to complete your pre-enrolment online. Oncompletion of pre-enrolment you will receive an appointment via email to enrol in person, allowingUCL to verify your identity, confirm your registration and give you your UCL ID/Library card.
If you are currently holding a conditional offer for a place at the Slade, please note that you mustsatisfy the conditions outlined in the offer by 31st August 2016 and, if applicable, provide evidencethat you have obtained an acceptable English language qualification. Please send copies of yourqualification to UCL’s Registry at [email protected].
Visa queries (including CAS queries) should be addressed to [email protected].
International students may also wish to register for the International Students Orientation Programme(ISOP). Further information for all new students is available on UCL’s pages for new students:http://www.ucl.ac.uk/new-students
There is no specific summer reading list for either the BA or BFA programme; however, one of thebest preparations for the new term will be to see as much art as you can, wherever you happen to be.
We look forward to meeting you on 26th September. If you have any questions about the start ofterm at the Slade, please contact the Slade School Office on +44 (0)20 7679 2313 [email protected].
Yours sincerely,
Joe TilleyAcademic ManagerUCL Slade School of Fine Art
Equipment List
All students are particularly expected to come equipped with a diary and obviously note books pens etc.
Below is a list of tools and equipment that you might find useful.If you already have any of the following please bring them with you. However if you are consideringpurchasing it may be advisable to wait until you start the course to consult technical staff and/or heads ofarea for recommended models and suppliers.Do bear in mind that you will need to make sure that all your equipment is kept secure.
Inductions to the technical areas will be arranged for all first year students.
Many students will probably be unsure as yet which area they will be working in but below is a generalguide as to a whole range of tools - some of which you might need at some stage wherever you aresituated. You are not expected to have already bought everything on the list below – some will beavailable within the Slade. (The workshop areas are unable to provide general hand tools for students.However power tools, camera equipment and more specialised equipment will often be available for loanon a daily basis. This equipment must be returned by 5.00pm Monday – Thursday and 4.00pm on Friday.It is not available for use over the weekend, or overnight.)
Information about good art shops, discount cards and places to acquire paint, brushes, canvas/supportsetc. (if you don’t have them already) will be made available to you early on the course.
Some tools to consider: -
Combination square (for right angles and straight edges)Tape measureClaw hammerScrewdrivers (preferably 3 x Phillips and 3 x flat head)Small adjustable spannerPliersScissorsStanley knifeScraper or filling knifeCordless drill/driverMetre steel rulePin hammer (smaller hammer for panel pins)Digital, Digital SLR and/or 35mm camerasPaint (There will be an introduction to painting materials and technical aspects of painting early on in theterm) If you are going to buy paint, generally ‘artists’ colour’ is better value than student colour despiteappearing more expensive.).Brushes and other painting equipment and mediums.Staple gunHacksaw (for cutting metal)Tenon saw or toolbox sawTin snips (for cutting metal, chicken wire)An electric drill and selection of bitsDigital, Digital SLR and/or 35mm camerasVideo camera (miniDV/HD)Super8 or 16mm camerasTripodsAny portable sound equipmentAny LaptopsLaptops (Mac)Memory sticks (Mac compatible)External hard drives (Mac compatible)
1
SLADE SCHOOL OF FINE ART
Slade New UndergraduatesFOR THE START OF TERM
WEEK COMMENCING 19 SEPTEMBER: MONDAY TO FRIDAY
WEDNESDAY 21 SEPTEMBER
New International undergraduatesInternational Student Orientation Programme (ISOP)Please register in advance to attend:www.ucl.ac.uk/iss/orientation
THURSDAY 22 SEPTEMBER
New International undergraduates Student CentreUCL Enrolment - you will be given an appointment Chadwick Buildingtime when you pre-enrol online
WEEK COMMENCING 26 SEPTEMBER: MONDAY TO FRIDAY
MONDAY 26 SEPTEMBER
9.30am New undergraduates Slade Lecture roomSlade Registration
10.00am New undergraduates and affiliate / exchange students Slade Lecture roomWelcome meeting with Sharon Morris, Jo Volley,David Burrows, Kieren Reed, Andrew Stahl, Joy Sleeman,Kate Bright and Melanie Counsell
11.30am New undergraduates Student CentreUCL Enrolment (you should pre-enrol online first) Chadwick Building
2.00pm New undergraduates Meet outside the Slade officeA tour of the school with Kate Bright, David Burrows, Melanie Counsell,Kieren Reed and Andrew Stahl.After the tour you will walk together to the Slade Research Centre,Woburn Square.
2.45pm New undergraduates Slade Research CentreSpace Allocation meeting followed by meeting withKieren Reed and Kate Bright(Please bring a 40mm padlock with you for your locker)
2
TUESDAY 27 SEPTEMBER
10.00am New undergraduates and affiliate / exchange students Slade Lecture roomMeet Joe Tilley, Academic Manager and David Thompson,Courses and Student Support Officer
10.20am New undergraduates and affiliate / exchange students Slade Lecture roomMeet Slade office staff
10.35am New undergraduates and affiliate /exchange students Slade Lecture roomMeet Paul Horne, Studio Manager
11.00am New undergraduates and affiliate / exchange students (TBC) Slade Lecture roomIntroduction to Students’ Union, UCLU & Volunteering Services Unit
11.20am All undergraduates and affiliate / exchange students Studio 10Meeting with Kieren Reed, Director of Undergraduate Studiesand UG staff
2.00pm New undergraduates and affiliate / exchange students Slade Lecture roomCompulsory safety briefing with Paul Horne
2.30pm New undergraduates and affiliate / exchange students Slade Lecture roomIntroduction to Sustainability
3.00pm All 1st year BFA and 2nd year BA Slade Lecture roomExchange talk with Andrew Stahl and Joe Tilley
WEDNESDAY 28 SEPTEMBER
11.00am New Undergraduate BA students Room TBCWriting Lab Workshops
12.30pm - New undergraduates and affiliates / exchange students Studio 41.30pm Meet your Mentor session
2.30pm- New undergraduates and affiliates / exchange students4.30pm EMS and Photography inductions - see the noticeboard for your group
THURSDAY 29 SEPTEMBER
All day New undergraduatesStudio time and any scheduled UCL activities
11.00am- New undergraduates and affiliate / exchange students5.00pm EMS and Photography inductions - see noticeboard for your group
FRIDAY 30 SEPTEMBER
New undergraduates and affiliate / exchange studentsLibrary tours by Liz Lawes, Slade LibrarianPlease check the noticeboard for your group:
10.00am Library Tour Group 1 Meet outside Slade10.45am Library Tour Group 2 Meet outside Slade11.30am Library Tour Group 3 Meet outside Slade12.15pm Library Tour Group 4 Meet outside Slade
2.00pm New undergraduates and affiliate / exchange students TBC Slade Lecture roomIntroduction to the Careers Service
3
3.00pm & New undergraduates and affiliate / exchange students Print Studios3.30pm Tour of the printmaking facilities – see noticeboard for your group
SATURDAY 1 & SUNDAY 2 OCTOBER
10.00am- Interim Show open to the public Studios 1, 1m, 2, 3, 4, 5, 5m5.00pm and rotunda
MONDAY 3 OCTOBER
10.15am New Undergraduatesonwards Workshop Inductions – please see the noticeboard for your group
SLADE SCHOOL OF FINE ART
1 September 2016
Dear Students
I hope you are all having a good summer.
I am writing to tell you that, as it is a rotational position, I will be taking over the role
of Director of Undergraduate Studies from David Burrows this year. David, Andrew
Stahl and I will continue as the Heads of Fine Art Media, Painting and Sculpture
whilst Melanie Counsell will continue as the Coordinator of Undergraduate Studies.
There are also some changes to area staff in Painting. I am very pleased to
announce that Allison Katz will join the area to cover Liz Rideal, working with Andy,
Kate, Neil, Alistair, Phoebe and Peter. The Sculpture team will remain as myself,
Jack, Brighid and Gary; David, Simon, Carey, Mel Counsell and Mel Jackson all
continue as the Fine Art Media team.
Please note that continuing undergraduates register at 2.30pm on Monday 26
September in the Slade Lecture Theatre and there is a meeting in Studio 10 at
11.20am on Tuesday 27 September for all undergraduate students followed by
area meetings.
If you are intending to ask to change area next term, or would like to discuss moving,
please inform us of this by email before the start of term if you have not already
done so. We would appreciate knowing you might want to change area towards the
beginning of the month.
I look forward to seeing you later this month; enjoy the rest of your break.
Yours sincerely
Kieren Reed
Director of Undergraduate Studies and Head of Undergraduate Sculpture
1
SLADE SCHOOL OF FINE ART
CONTINUING UNDERGRADUATESTIMETABLE FOR THE FIRST WEEK OF TERM
MONDAY 26 SEPTEMBER
2.30pm Continuing undergraduates Slade Lecture roomSlade Registration
TUESDAY 27 SEPTEMBER
10.00am Undergraduate mentors Studio 10Meet with David Burrows, Kieren Reed, Andrew Stahl,Joy Sleeman and Melanie Counsell
11.20am All undergraduates and affiliate / exchange students Studio 10Meeting with Kieren Reed, Director of Undergraduate Studiesand UG staff
11.30am Continuing undergraduates and affiliate / exchange studentsArea meetings:Fine Art Media UG Media StudioPainting UG Painting StudioSculpture Studio 10
3.00pm All 1st year BFA and 2nd year BA Slade Lecture roomExchange talk with Andrew Stahl and Joe Tilley