Hong Kong Design Institute - HKDI & LWL Intra

Hong Kong Design Institute Design Discipline

Communication Design Programme Board

Higher Diploma Programme

DE114105 Higher Diploma in Visual Arts and Culture

Definitive Programme Document

Volume B:

Programme Information & Module Syllabuses

Version 3.1 – October 2020

2

Communication Design Programme Board HD in Visual Arts and Culture (DE114105)

Volume B - Programme Information & Module Syllabuses i

TABLE OF CONTENTS

Page

SECTION ONE – PROGRAMME INFORMATION 1 BACKGROUND 2

1.1 General Information of the Programme 2 1.2 Major Statistics from AY2016/17 to AY2018/19 3 1.3 Programme Revision 3 1.4 Recognition of Professional Bodies 8 1.5 Demand for the Programme 8 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 11

2 PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES 12

2.1 Programme Objectives & Intended Learning Outcomes 12

3 PROGRAMME STRUCTURE AND CONTENTS 16

3.1 Programme Structure 16 3.2 QF Level and Alignment of PILOs to GLDs 20 3.3 QF Credit Assignment 22 3.4 Module Design 22 3.5 Design Thinking, Environmental Education and Mainland Elements 25 3.6 Industrial Attachment 29 3.7 Minimum QF Credit Requirements for Awards 30 3.8 Attendance Requirement 30

4 LEARNING AND TEACHING STRATEGIES 31

4.1 Learning and Teaching Methods 31 4.2 Integration of Classroom-based Learning and Self-study 32 4.3 Use of Learning and Teaching Technologies 32 4.4 Design Thinking 32 4.5 Project Based Learning 32 4.6 Knowledge Centres 33

5 ASSESSMENT 34

5.1 General Information 34 5.2 Module Assessment Scheme 34 5.3 Quality Assurance Mechanism of Assessment 37

6 ADMISSION AND SELECTION 39

6.1 Entry Requirement 39 6.2 Credit Transfer and Module Exemption 39

7 RESOURCES 41

7.1 Academic and Supporting Staff Establishment 41 7.2 Teaching Serviced by Other Units 41 7.3 Learning Support Facilities 41


Volume B - Programme Information & Module Syllabuses ii

SECTION TWO – MODULE SYLLABUSES

Module Code

Module Title Page

General Education Modules

LAN3003

職業中文傳意：普通話對話與匯報

Vocational Chinese Communication:

Putonghua Conversation and Reports

43

LAN4002

職業中文傳意：普通話報告與推介文書


Putonghua Presentations and Promotional Text Writing

48

LAN4108 English and Communication: Persuasive Presentations 53

LAN4101 English and Communication: Promotional Materials 57

LAN4107 English and Communication: Reports 61

LAN3103 English and Communication: Workplace Correspondence 65

LAN3100 English and Communication: Workplace Interaction 68

SDD4006 /

SDD4006M

Collaboration, Teamwork & Social Engagement 72

SDD4007 Enhancing Competencies in the 21st Century Workplace 77

SDD4005 /

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 82

ITE3009 Information Technology Essentials – Smart Living 87

Discipline Core Modules

DES4008 Aesthetics and Semiotics 91

DES3006 Creative and Design Thinking 95

DES4007 Cultural Studies 99

Programme Specific Modules

VAS4017 2D Visual Expression: Image Making 104

VAS4018 3D Visual Expression: Object and Space 108

VAS4031 Contemporary Hong Kong Art 112

VAS4019 Digital Media and Sound 116

VAS3011 Drawing 120

VAS4023 Independent Studies 124

VAS4026 Introduction to Arts Project Management 129

VAS4034 Introduction to Asian Art 133

VAS4035 Introduction to History of Visual Arts 137


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

VAS4021 Master Class / Visiting Artist 141

VAS3008 Photography and Moving Image 145

VAS4036 Professional Practice: Exhibition and Career Management 149

VAS5003 Visual Arts Research and Analysis 153

VAS4037 World Culture 157

Expanded Studies Modules

VAS4032 Expanded Studies: Community Art 161

VAS4038 Expanded Studies: Workshop Practice I 165

VAS4033 Expanded Studies: Workshop Practice II 169

Graduation Project

VAS4012 Graduation Project for Visual Arts and Culture 173

Industrial Attachment Module

VAS4016M Industrial Attachment for Visual Arts and Culture 178


Volume B - Programme Information & Module Syllabuses iv

LIST OF APPENDICES

Page

APPENDIX 1 – Module Assessment Schemes (AY2020/21)

184


Volume B - Programme Information & Module Syllabuses v

APPENDIX 1 – Module Assessment Schemes (AY2020/21)

Module Code

Module Title Page


LAN3003



Putonghua Conversation and Reports

185

LAN4002

職業中文傳意：普通話報告與推介文書



186

LAN4108 English and Communication: Persuasive Presentations 187

LAN4101 English and Communication: Promotional Materials 188

LAN4107 English and Communication: Reports 189

LAN3103 English and Communication: Workplace Correspondence 190

LAN3100 English and Communication: Workplace Interaction 191

SDD4006 /

SDD4006M

Collaboration, Teamwork & Social Engagement 192

SDD4007 Enhancing Competencies in the 21st Century Workplace 193

SDD4005 /

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 194

ITE3009 Information Technology Essentials – Smart Living 195



DES3006 Creative and Design Thinking 197



VAS4017 2D Visual Expression: Image Making 199

VAS4018 3D Visual Expression: Object and Space 200

VAS4031 Contemporary Hong Kong Art 201


VAS3011 Drawing 203


VAS4026 Introduction to Arts Project Management 205


VAS4035 Introduction to History of Visual Arts 207


Volume B - Programme Information & Module Syllabuses vi

Module Code

Module Title Page


VAS3008 Photography and Moving Image 209

VAS4036 Professional Practice: Exhibition and Career Management 210

VAS5003 Visual Arts Research and Analysis 211

VAS4037 World Culture 212


VAS4032 Expanded Studies: Community Art 213

VAS4038 Expanded Studies: Workshop Practice I 214

VAS4033 Expanded Studies: Workshop Practice II 215

Graduation Project

VAS4012 Graduation Project for Visual Arts and Culture 216

Industrial Attachment Module

VAS4016M Industrial Attachment for Visual Arts and Culture 217


Volume B - Programme Information & Module Syllabuses vii

List of Tables

Page Table 1.1 General Programme Information 2 Table 1.2 Major Statistics for HD in Visual Arts and Culture 3 Table 1.3 Major and Minor Changes for HD in Visual Arts and Culture 4 from AY2016/17 to AY2019/20 Table 1.4 Proposed Major and Minor Changes for HD in Visual Arts and Culture 7 from AY2020/21 / AY2021/22 and onwards Table 1.5 Professional Recognition for HD in Visual Arts and Culture 8 Table 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 11 Table 2.1 Mapping of PILOs with Discipline’s Desired Graduate Attributes 13 Table 2.2 Mapping of PILOs with Programme Objectives 15 Table 3.1 Programme Structure of HD in Visual Arts and Culture 16 Table 3.2 Mapping of PILOs to Generic Level Descriptors at QF Level 4 21 Table 3.3 Mapping of Modules with Programme Intended Learning Outcomes 23 Table 3.4 Modules with Design Thinking Elements Embedded 25 Table 3.5 Modules with Environmental Education Elements Embedded 26 Table 3.6 Modules with Mainland Elements Embedded 28 Table 3.7 Major Statistics of IA in HD in Visual Arts and Culture 29 Table 3.8 Minimum QF Credit Requirements for Exit Award 30 (Higher Diploma in Visual Arts and Culture) and Intermediate Exit Award

(Diploma in Visual Arts) Table 5.1 Summary of the Module Assessment Scheme 35 for HD in Visual Arts and Culture in 2020/21


Volume B - Programme Information & Module Syllabuses 1 1

SECTION ONE – PROGRAMME INFORMATION



1. BACKGROUND 1.1 General Information of the Programme

The HD in Visual Arts and Culture is designed to meet the needs of students with relevant attainment at the Hong Kong Diploma of Secondary Education (HKDSE) or equivalent to continue their study at paraprofessional level. The general information of the programme is given in Table 1.1 below.

Table 1.1: General Programme Information

Programme Code DE114105

Programme Title:

(in English & Chinese)

Higher Diploma in Visual Arts and Culture

視覺藝術與文化高級文憑

Qualification Title:

(in English & Chinese)


視覺藝術與文化高級文憑

Discipline: Design

Area of Study and Training / Sub-area / Programme Area@ :

Arts, Design and Performing Arts /

Fine Arts and Visual Arts /

Visual Arts

Offering Campus(es): HKDI

Programme Board: Communication Design

Mode of Study: Full-time

Duration: 5 semesters to be completed normally in 2 years

Minimum Notional Learning Hours:

3365 Hours

Total Contact Hours (Full-time Mode):

1261 Hours

Minimum QF Credit Requirements:

336 Credits

+ 10 IA Credits

QF Level: 4

Commencement Date: September 2020

Intermediate Exit Award#: Diploma in Visual Arts

視覺藝術文憑

@ Refer to the New Classification of Programme Area with PAA Status under HKCAAVQ.

# In order to attain the Intermediate Exit Award of Diploma in Visual Arts, students have to acquire minimum 120 credits meeting the specified requirements of the programme as shown in the Note of Table 3.1 Programme Structure. The Area of Study and Training / Sub-area / Programme Area of the Intermediate Exit Award are aligned with those of the Higher Diploma award.



1.2 Major Statistics from AY2016/17 to AY2018/19

Table 1.2: Major Statistics for HD in Visual Arts and Culture

Performance Indicator (PI) Full-time Mode

AY 2016/17 AY 2017/18 AY 2018/19 Planned Places 118 132 58 Enrolment Rate (Target 100%) 129% 86% 153% Retention Rate (Target 95%) 96% 96% 97% Pass Rate 95% 96% 91% Student Satisfaction

- Module Experience 7.25 7.21 7.31 - Programme Experience 6.22 6.10 6.67

Employment Rate (Target 90%) 75% 85.7% 90.9% Further Study Rate 37% 54.1% 53.1%

The overall performance of HD in Visual Arts and Culture was good with obvious improvements in Employment Rates and Further Study Rates since the last Revalidation. The Employment Rates increased from 75% and 85.7% to 90.9% in the past three years, while the Further Study Rates increased from 37% and 54.1% to 53.1% during the same period. The increase of Student Satisfaction in Programme Experience (from 6.22 to 6.67) and Module Experience (from 7.25 to 7.31) also reflected the quality of the programme and module design and implementation. The Retention Rates of the programme was stable meeting the target of 95%. The Pass Rates was also good and above 90%. The year-to-year changes affected by the number of students with special education needs and lower language proficiency were well managed over the programme by the Programme Team. Students continued to receive satisfactory results in graduation. After the over enrolment in AY 2016/17 and the under enrolment in AY 2017/18, the number of Planned Places was significantly adjusted in AY 2018/19. In the last two years, the Enrolment Rates are comparatively steady at 153% in AY 2018/19 and 138% in AY 2019/20 (this figure is not shown in the above table). 1.3 Programme Revisions

Since last validation / revalidation, the programme has been regularly reviewed for continuous improvement. Feedback was collected from external and internal stakeholders, including employers, graduates, students and teachers through various means. Based on their comments, and where appropriate, changes have been made to HD in Visual Arts and Culture from AY2016/17 to AY2019/20, as shown in the following table:



Table 1.3: Major and Minor Changes for HD in Visual Arts and Culture from AY2016/17 to AY2019/20

Major Change1

Brief Descriptions Approval Date and Authority

1. Revision of delivery sequence of LAN4107 and LAN4108 (AY2017/18) In consideration of enhancing students’ learning experience, “LAN4107 / English and Communication: Reports” of Semester 3 was swapped with “LAN4108 / English and Communication: Persuasive Presentations” of Semester 4 in AY2015/16 and AY2016/17 in some Disciplines, including HD in Visual Communication in the Design Discipline. As a result, the pass rate of LAN 4107 was increased and students generally considered the swapping of modules more manageable and favorable. Therefore, LAN4108 was re-allocated in Semester 3 and LAN 4107 was re-allocated in Semester 4 for all HD programmes in the Design Discipline starting from AY2017/18 to better facilitate students’ learning effectiveness.

Endorsed by Design Discipline Academic Committee (DEAC) on 5 May 2017

2. Whole Person Development modules

In response to the curriculum review done by Student Development Discipline (SDD) and the changing circumstances amongst young people, the previous 4 WPD modules were proposed to be replaced by 3 new modules. The total number of QF credits of the 3 newly proposed WPD modules remained unchanged, bringing no modification to the study load of the academic programmes. The 3 newly proposed WPD modules were SDD4005/SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (26-hour, 6 QF Credit), SDD4006/SDD4006M / Collaboration, Teamwork & Social Engagement (26-hour, 6 QF Credit) and SDD4007 / Enhancing Competencies in the 21st Century Workplace (13-hour, 3 QF Credit), which would be offered starting from the 2019 cohort.

Endorsed by Student Development Academic Committee on 6 Nov 2018

3. Information Technology Essential module In response to the Hong Kong SAR Government’s initiatives as well as the global promotion and development of the “Smart City” concept, the Design Discipline had developed with the IT Discipline a new generic module of “Information Technology Essentials – Smart Living”. HD in Visual Arts and Culture had adopted the module in replacement of ITE – Information Technology Essentials – Design matching with the curriculum to support student learning.

Endorsed by Information Technology Essential Module Board on Mar and May 2018

1 Major changes are those changes at programme level, including programme intended learning outcomes, the number of QF credits in the programme, programme stream structure, entry requirements, programme area, and addition / deletion of modules, etc.



4. Transformation of Discipline Core Module (AY2018/19)

In support of the Hong Kong SAR Government’s initiatives as well as the global trends in promoting “Design Thinking”, the Design Discipline had transformed the core module of “DES3004 / Creative Thinking” into “DES3006 / Creative and Design Thinking” expanding the design thinking focus. The Module Intended Learning Outcomes (MILOs), Learning Contents and Learning and Teaching Strategies were revised in the syllabus, while the QF Level, QF Credits, Contact Hours (CHs) and Notional Learning Hours (NLHs) were kept unchanged. In addition, the Continuous Assessment (CA) was revised from 1 project to 4 exercises in the Module Assessment Scheme (MAS). See Table 5.1 Summary of Module Assessment Scheme and respective module syllabus and MAS for details.

Endorsed by DEAC on 4 June 2019

5. Programme regrouping / restructuring / enhancement (AY2018/19)

In response to recent years’ changes and emerging trends in the trades and industries, the programme boards of DE had proposed further regrouping / restructuring / enhancements for their HD programmes. Directions of the proposed regrouping / restructuring / enhancements had been discussed and supported in the 50th (21 September 2017), 51st (18 October 2017), 54th (14 June 2018) and 56th (12 September 2018) meetings of the Design Discipline Academic Committee (DEAC), and the 13th (19 March 2018) and 14th (9 October 2018) meetings of the Design Discipline Advisory Board (DEDAB). The regrouping / restructuring / enhancements with corresponding revisions of the programme structures and definitive programme documents as “major changes” were endorsed for 19 of the 242 HD programmes in the Design Discipline. The following Major Changes were applied in HD in Visual Arts and Culture:

(a) Embedment of new elements / adjustment of focuses in

response to industry needs Updated learning contents were incorporated in the programme to meet the changing industry and academic needs, including foundation craft training in art mediums and production of art exhibition, and knowledge of cultural and art history, reviewed and necessary adjustments were made as listed below: - The Contact Hours of history and cultural modules, including

“Introduction to History of Visual Arts”, “Contemporary Hong Kong Art”, “Introduction to Asian Art” and “World Culture”, were increased from 26 to 39 for stronger foundation knowledge of visual arts and culture.

- The Contact Hours of the two modules of “Expanded Studies: Workshop Practice” were increased from 39 to 52 for strengthening students’ skills in their preferred areas in visual arts.

Endorsed by DEQAC on 5 Jun 2019 and DEAC on 6 Jun 2019

2 Five new or revised Design programmes with more significant changes have undergone an internal validation exercise on 3 May 2019.



- The module name and contents of “Expanded Studies: Community Workshop” was adjusted to “Expanded Studies: Community Art” for emphasising the focus of art engagement and arts for community.

- Similarly, the contents of “Professional Practice: Portfolio and Career Management” was developed to be “Professional Practice: Exhibition and Career Management” for responding to the trade demands.

- A new module, “Drawing”, was also designed for strengthening students’ foundation skills in observation and visual expression.

(b) Study load evened out / module delivery sequence reallocated

for better learning progression The students’ semester loads and learning sequences were reviewed and necessary adjustments were made for better balance and/or smoother flow as listed below:

- For better balance of workload and learning experience, “2D

Visual Expression: Image Making” was re-allocated in semester 2 while “3D Visual Expression: Object and Space” was re-allocated to semester 1 and “Drawing” was added in semester 1.

- With the same reasons, “Expanded Studies: Workshop Practice I & II” were re-allocated from semester 1 & 2 to semester 2 & 3.

- The module, “Professional Practice: Exhibition and Career Management”, which was developed from “Professional Practice: Portfolio and Career Management”, was re-allocated to semester 5, swapping with “Introduction to Arts Project Management”, for better understanding of the operations in the industry.

(c) Subsumed previous Design Plus module contents – The Design

Plus Modules had been introduced since 2016 to supplement the practical skill training in areas such as communication and presentation, research, and workshop skills. With the training proven beneficial to students, a further step is taken by the programme boards to integrate such training into the programme/stream specific modules so as to streamline the curricula and better integrate student learning. HD in Visual Arts and Culture had embedded the contents, such as artistic research, presentation, coordination and communication skills into the three modules of “Expanded Studies”, the revised “Professional Practice: Exhibition and Career Management” and “Introduction to Arts Project Management”.



Minor Change3

Brief Descriptions Approval Date and Authority

1. Whole Person Development modules

In response to a recent recommendation from a HD Programme validation exercise, the SD Discipline reviewed and agreed to propose the adoption of “unit of competency” in the syllabi of the 3 new WPD modules.

Endorsed by Student Development Module Board on 25 Jan 2019

Table 1.4 presents the proposed major and minor changes to be recommended for approval in this revalidation exercise.

Table 1.4: Proposed Major and Minor Changes for HD in Visual Arts and Culture from AY2020/21 / AY2021/22 and onwards

Proposed Major and Minor Change(s) Brief Justification(s)

1. Language modules

a) Module textbook, references and learning and teaching strategies for the syllabuses of LAN3100, LAN3103, LAN4101, LAN4107 and LAN4108 have been updated.

b) Module textbook, references, learning and teaching strategies and module assessment plan for the syllabuses of LAN3003 and LAN4002 have been updated.

Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references. Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references.

2. Information Technology Essentials modules

Module references for the syllabuses of ITE3003, ITE3005 and ITE3009 have been updated.

Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references.

Details and rationales for the proposed changes are given in respective sections of this document.

3 Minor changes are those changes at module level, which do not affect the structure of the programme concerned. These changes may include changing in module title, module intended learning outcomes, syllabus content, assessment methods and weightings, and delivery method, etc.



1.4 Recognition of Professional Bodies External recognition is a reflection of the quality and of the learning outcomes of the programme. The HD in Visual Arts and Culture programme is recognised by related professional bodies as presented in Table 1.5. No changes have been introduced since the last validation / revalidation.

Table 1.5: Professional Recognition for HD in Visual Arts and Culture

Professional Body Recognition

Hong Kong Arts Administrators Association Students are eligible to apply for student membership.

Hong Kong Designers Association Students are eligible to apply for student membership.

1.5 Demand for the Programme 1.5.1 Industry Demand Since the launch of the programme in AY 2012/13, the programme has been running smoothly with a curriculum design consisted of broad fundamental knowledge of visual arts and culture, with key components in artistic practices, cultural elements and arts and cultural management, as well as foci on craft, community and culture. These equip graduates with competencies to meet the requirements and challenges from the evolving Asian art scene. Hong Kong is developing into Asia’s arts and design metropolis. The city has become the world’s third-largest art auction market after London and New York. Top-tier galleries such as the Gagosian and White Cube do business in Hong Kong. Christie’s and Sotheby’s have significant operations here. (source: Hong Kong Economic and Trade Office, Berlin, 2016) http://www.hketoberlin.gov.hk/en/hk_arts.htm In 2019, Art Basel Hong Kong, one of the world leading art fairs, attracted an attendance of 88,000 over five days, brought together collectors from over 70 countries and territories and representatives from over 130 leading international museums and institutions, featured 242 premier galleries from 35 countries and territories. Other large-scale art fairs and events continue to grow in Hong Kong including Art Central, Fine Art Asia, Asia Contemporary Art Show, Affordable Art Fair Hong Kong, Hong Kong Art Gallery Week etc. Embracing the role as the global art hub, H Queen’s was opened in 2018 and devoted to international and local galleries, drawing such blue-chip names as Pace Gallery, David Zwirner and Hauser & Wirth. (source: Nikkei Asian Review, 28 March, 2018). The Cultural and Creative Industry (CCI), with art, antiques and crafts, as well as cultural education and museum services as 2 of the component domains, is taking up increasing manpower in the local workforce. According to the Hong Kong Monthly Digest of Statistics (June, 2019), the value added of CCI in nominal terms increased at an average annual rate of 5.6%, faster than the average annual growth rate of the nominal GDP of Hong Kong, at 4.7%, during 2007 to 2017. The employment in CCI increased from 180 620 in 2007 to 213 400 in 2017. This represents an average annual growth rate of 1.7%, faster than the average annual rate of increase of total employment in Hong Kong, at 0.9%.



With the inclusion of an increasing number of international art events and galleries, Hong Kong’s local galleries, which have been crucial to the promotion of local talents and the development of the art scene. (Source: Ocula, The Hong Kong Art Market: Part I – Auctions & Galleries, 4 April, 2013). The growing local art scene requires more and more young art talents. On the other hand, the demand for art-related jobs such as art administrators is also essential. According to the Hong Kong Arts Administrators Association (HKAAA)’s paper on The Provision of Training Opportunities for Arts Administrators of Different Levels Experience in Hong Kong in 2013. The arts administrators in Hong Kong are not easy to recruit, as they need to have passion and knowledge for the arts and culture and, to understand the need of artists. Small and medium arts organisations need the junior staff with such background. There is a funding of $36m allocated in a period of six years for continuing the training scheme for arts administrators and encouraging young artistic talents to study and exchange experience with their counterparts elsewhere. It can see that there is demand from the industry and there should be long-term planning for nurturing such talents for Hong Kong art scene. 1.5.2 Manpower / Social / Education Demand According to the World Cities Culture Report 2013 initiated by the Mayor of London and the Greater London Authority. Hong Kong has set itself the goal of becoming ‘an international cultural metropolis with a distinct identity grounded in Chinese traditions and enriched by different cultures’. To consolidate Hong Kong’s status as an international cultural metropolis and to create more opportunities for the young artists, the government announced in the 2019 Policy Address, to increase resources from $560 million in 2018-19 to $620 million in 2019-20, for supporting the development of local arts and cultural sector. Continued in the 2020-21 Government Budget, a total of $216 million to the Arts Development Council and Leisure and Cultural Services Department was allocated for providing about 700 placements for internship, scholarship and on-the-job training to strengthen the training of arts administrators. The “ADC Arts Space Scheme” has developed, since its first launched in 2013, to now have four centres, located at Genesis in Wong Chuk Hang, Pan Asia Centre in Ngau Tau Kok, Po Shau Centre in Kwun Tong, and Tai Po Arts Centre. They provide art studio workspace for leasing to local artists at affordable rental fees. Approaches to transform industrial buildings into legal and safe operating space for cultural, arts and creative industries will continue to be explored. Major arts and cultural facilities have recently come on stream or will be so in the next few years. They include the opening of Tai Kwun in 2018, The Centre for Heritage and Arts which housed the building JC Contemporary dedicated to presenting contemporary art exhibitions and programmes; Re-opening of Hong Kong Museum of Art in 2019; M+ to be completed in 2020 as the new museum for visual culture in Hong Kong; New construction of the New Territories East Cultural Centre and East Kowloon Cultural Centre, the expansion of Hong Kong City Hall, and the renovation of the Hong Kong Cultural Centre. There will be significant amounts of space dedicated to exhibition, administration and arts education. In terms of the education demand, according to information from Visual Arts - Curriculum and Assessment Guide (Secondary 4-6), by the Education Bureau, 2015, Visual Arts is one of the major elective subjects in the Arts Education Key Learning Area (KLA) in the senior secondary curriculum. Also, Hong Kong, influenced by a mix of local, Chinese and Western art, has



become increasingly important to rediscover links to the Chinese artistic heritage and connections to the art of Asia and other cultural contexts. Art studies, therefore, meet the specific artistic, creative and intellectual needs of the community. Hong Kong students studying arts will be in a good position to fill the demand for the creative workforce. Moreover, from the Hong Kong Diploma of Secondary Education (HKDSE) Examination Results Released by Hong Kong Examinations and Assessment Authority (HKEAA), there are 3,580 (7.4%) of 48,272 and 3,309 (7.2%) of 45,844 S6 students to sit the DSE Visual Arts subject in 2019 & 2020 respectively. These figures reveal that many senior secondary students have an interest in the visual arts and there is a demand for higher education in the visual arts. 1.5.3 Market Supply The table below lists the visual arts programmes offered by other educational institutions in Hong Kong, which are similar to the HD in Visual Arts and Culture programme in terms of qualification level. The Chinese University of Hong Kong, Hong Kong Baptist University and the Education University of Hong Kong provide degree programmes in fine arts, visual arts or creative arts and culture. In comparison with other institutions, our Learning and Teaching strategy is better suited to the demands of today’s art education and art scene, which requires the practical application of contemporary visual arts making and can strike the balance of theory/ research and skills for students’ unique artistic development.

Higher diploma / associate degree courses related to visual arts/ fine arts offered by other educational institutions in Hong Kong

Provider Course Title and Level

Mode / Duration

Intake in 2019

Special Features of the Course

Hong Kong Baptist University –

College of International Education

Associate Degree in Visual Arts

Full-time: 2 Year

40

Introduction to Visual Arts, Visual Thinking and Observation, Graphic Design and Visual Narratives, Introduction to Chinese Art, Introduction to Western Art, Looking Through the Lens, Materials and Processes

Hong Kong Art School

HD in Fine Art (Ceramics/

Painting/

Photography/

Sculpture)

Full-time: 2 Year

30

Critical Thinking & Creative Problem Solving, Visual Culture, Drawing, 2D & 3D Visualization, Western Art History, introduction to Chinese Art History, Supervised Studio Practice, Contemporary Art, Hong Kong Art, Project Management, Specialization, Graduation Project

1.5.4 Continuous / growing need for the programme In order to cope with the evolving manpower needs of the creative industry and local art scene, the HD in Visual Arts and Culture will continue to provide a well-balanced curriculum that will make connections between the theory and practice of the visual arts, satisfy the need for the development of arts and culture in Hong Kong and promote self-learning and a lifelong learning attitude.



The programme structure will have more focus on artistic practice by integrating with cultural awareness and supplementary with arts and cultural management:

(a) Artistic Practices: There will be 3 focused areas that could also be inter-related to expand students’ ideas by dipping into the hybrid and emerging art forms.

2-Dimensional Expression; 3-Dimensional Expression; Media Art

(b) Cultural Elements: 3 main areas in culture will increase students global and local

awareness as well as to extend their artistic practice by reflecting the tradition of studio arts from alternative perspectives with the practice-led research experience to equip them to go further studies at the degree level.

Introduction to History of Visual Arts Introduction to Asian Art Contemporary Hong Kong Art

(c) Arts and Cultural Management:

It is a supplementary role. Students have already gained the knowledge and

experience through managing their own projects or exhibitions. Both theoretical and project based modules will be provided and practicing artists or

masters will be invited to create interactive and integrative learning atmosphere for students to critically review the artist’s role in community and art scene.

1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 The actual intakes for AY2019/20 and planned intakes for AY2020/21 and AY2021/22 are given in Table 1.6.

Table 1.6: Actual and Planned Intakes from AY 2019/20 to 2021/22

Programme Offering Campus

Actual Intakes Planned Intakes AY 2019/20 AY 2020/21 AY 2021/22

HD in Visual Arts and Culture

HKDI 45 30 30



2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES 2.1 Programme Objectives & Intended Learning Outcomes The objectives and intended learning outcomes of the programme are found to be current and able to meet the needs and expectations of the students and the industries. No changes have been proposed to the programme objectives and programme intended learning outcomes to be considered at this revalidation exercise. The programme objectives of HD in Visual Arts and Culture are to: (1) equip students with sound methodology of thinking and a solid foundation for a career in

relation with creative industries; (2) cultivate students' notion for lifelong learning and develop students to be independent

learners; (3) prepare students for further study and professional development in creative industries and

art scene; (4) provide students with a well-balanced, multi-disciplinary exposure to the theories and

practices of visual arts and culture and arts project management, in an integrated learning atmosphere to satisfy the expanding needs of the creative industries and art scene;

(5) equip and nurture students’ sensitivity and awareness of social responsibilities and commitment to the art and cultural development in local, mainland and global contexts;

(6) enable students to acquire solid knowledge and skills in artistic creation processes with unique and innovative application of different materials and technology; and

(7) develop students’ creativity, analytical thinking, problem-solving skills, arts appreciation,

aesthetics and semiotics crossover between different sources of inspiration to achieve a robust portfolio of visual arts and culture.

The PILOs are the expected competencies students would achieve upon completion of study. The graduates of HD in Visual Arts and Culture are expected to be able to: (a) work effectively as an individual professional or in a team in the local, Mainland and global

workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills ;

(b) reflect on personal learning needs and devise a personal development plan for career growth and further study;

(c) apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve visual arts and culture related problems;

(d) interpret elements of visual arts and culture from diversified theoretical and practical perspectives;

(e) identify specific issues of visual arts and culture in local, mainland and global contexts and respond to opportunities through research, analysis, evaluation and critique;

(f) create informed executions in visual arts and culture by applying their learned knowledge, skills and experience;

(g) apply their knowledge and skills of art and project management within the creative industries and art scene; and

(h) manage and execute visual arts and culture projects by applying their skills in research, conceptualisation, curating, visualisation, realisation and presentation in an integrative manner.



Tables 2.1 and 2.2 illustrate how the PILOs contribute to the fulfilment of the Discipline’s desired graduate attributes and programme objectives.

Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate Attributes

Programme Intended Learning Outcomes (PILOs)

Desired Graduate Attributes*

A1 A2 S3 S4 S5 S6 S7 K8 K9 K10 K11 K12

a

work effectively as an individual professional in a team in local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills

b reflect on personal learning needs and devise a personal development plan for career growth and further study

c

apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve visual arts and culture related problems

d interpret elements of visual arts and culture from diversified theoretical and practical perspectives

e

identify specific issues of visual arts and culture in local, mainland and global contexts and respond to opportunities through research, analysis, evaluation and critique

f create informed executions in visual arts and culture by applying their learned knowledge, skills and experience

g apply their knowledge and skills of art and project management within the creative industries and art scene

h

manage and execute visual arts and culture projects by applying their skills in research, conceptualisation, curating, visualisation, realisation and presentation in an integrative manner

* Desired Graduate Attributes: Attitude A1 Effective Self-efficacy and Teamwork A2 Self-awareness and Life-long Learning Oriented Skills S3 Effective Communication S4 Precise Project Management S5 Creative and Design Thinking



S6 Critical Thinking S7 Good Aesthetics Sense Knowledge K8 Social Aspect Awareness K9 Solid Professional Knowledge K10 International Outlook K11 Interdisciplinary K12 Research Capability (applied research) With the heightened focus of Design Thinking across programmes in the Design Discipline, S5 of the Discipline’s Desired Graduate Attributes is proposed to be adjusted correspondingly from “Creative Thinking” to “Creative and Design Thinking”.



Table 2.2: Mapping of PILOs with Programme Objectives


Programme Objectives

1 2 3 4 5 6 7

a


b reflect on personal learning needs and devise a personal development plan for career growth and further study

c

apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve visual arts and culture related problems


e

identify specific issues of visual arts and culture in local, mainland and global contexts and respond to opportunities through research, analysis, evaluation and critique



h




3. PROGRAMME STRUCTURE AND CONTENTS 3.1 Programme Structure The structure of the HD in Visual Arts and Culture is given in the following table. No changes have been proposed for consideration at this revalidation exercise.

Table 3.1: Programme Structure of HD in Visual Arts and Culture

(Full-time Mode)

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 1

LAN3100*1 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005*1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6

ITE3009*1 Information Technology Essentials – Smart Living

3 26 39 - 65 6

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10

VAS4018 3D Visual Expression: Object and Space

4 52 68 - 120 12

VAS3011 Drawing 3 39 31 - 70 7

VAS4035 Introduction to History of Visual Arts 4 39 71 - 110 11

VAS3008 Photography and Moving Image 3 52 48 - 100 10

Sem 1 Total^: 299 386 - 685 68

Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 52.7 NLHs per week



Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 2

LAN3003*1 職業中文傳意︰普通話對話

與匯報

Vocational Chinese Communication: Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4006M*1,2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15

VAS4017 2D Visual Expression: Image Making

4 52 68 - 120 12

VAS4031 Contemporary Hong Kong Art 4 39 71 - 110 11

VAS4019 Digital Media and Sound 4 52 68 - 120 12

VAS4038 Expanded Studies: Workshop Practice I

4 52 68 - 120 12

Sem 2 Total^: 312 458 - 770 77



Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 3

LAN4108 English and Communication: Persuasive Presentations

4 26 64 0 90 9

SDD4006M*1,2 Collaboration, Teamwork & Social Engagement

4 13 17 0 30 3

DES4008*1 Aesthetics and Semiotics 4 39 71 0 110 11

VAS4021 Master Class / Visiting Artist 4 39 71 - 110 11

VAS4033 Expanded Studies: Workshop Practice II

4 52 68 - 120 12

Sem 3 Total^: 169 291 - 460 46





Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 4

LAN4002 職業中文傳意︰普通話報告

與推介文書

Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9

LAN4107 English and Communication: Reports

4 26 64 - 90 9

VAS4023 Independent Studies 4 52 98 - 150 15

VAS4026 Introduction to Arts Project Management

4 39 71 - 110 11

VAS4034 Introduction to Asian Art 4 39 71 - 110 11

VAS5003 Visual Arts Research and Analysis

5 39 81 - 120 12

VAS4032 Expanded Studies: Community Art

4 39 71 - 110 11

Varied& Enrichment Module 3 26 34 - 60 6

Sem 4 Total^: 286 554 - 840 84





Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 5

LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10

SDD4007 Enhancing Competencies in the 21st Century Workplace

4 13 17 - 30 3

VAS4036 Professional Practice: Exhibition and Career Management

4 26 44 - 70 7

VAS4037 World Culture 4 39 71 - 110 11

VAS4012 Graduation Project for Visual Arts and Culture

4 78 222 - 300 30

Sem 5 Total^: 195 415 - 610 61



Grand Total for 5 Semesters^: 1261 2104 - 3365 336

Industrial Attachment (IA) @

Module Code Module Title QF

Level Total NLHs#

QF

Credits~

VAS4016M Industrial Attachment for Visual Arts and Culture

4 90 attachment hours minimum + 13 hours for coaching, preparation, etc. = 103

10

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to 5,

considering the readiness of the students, the skills requirement, availability of IA opportunities, and

the overall study load of each semester. Note (Full-time Mode):

* 1 In order to attain the Diploma in Visual Arts, students have to complete and acquire:

a) totally 30 credits in five General Education Modules, including:

LAN3100 / English and Communication: Workplace Interaction (6 credits)

SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (6

credits)

or SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits)

ITE3003 / Information Technology Essentials – Design (6 credits) or

ITE3005 / Information Technology Essentials – Media (6 credits) or

ITE3009 / Information Technology Essentials – Smart Living (6 credits)

LAN3003 / Vocational Chinese Communication: Putonghua Conversation and Reports

職業中文傳意：普通話對話與匯報 (6 credits)

LAN3103 / English and Communication: Workplace Correspondence (6 credits)

b) minimum 90 credits in Vocational Modules, including:

DES3006 / Creative and Design Thinking (10 credits)

DES4007 / Cultural Studies (15 credits)

DES4008 / Aesthetics and Semiotics (11 credits)



Plus any other vocational modules offered in the student’s enrolled programme/stream,

accumulating to 54 Credits or above.

*2 SDD4006M Collaboration, Teamwork & Social Engagement is a “year-long module” (a “year-long

module” in the VTC system may span across two or more semesters) to be delivered across two

semesters from Semester 2 to Semester 3. The break down values of this module (Contact

Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in Semester 2

and 3 are for the proportionate calculation of Semester Total and Estimated Study Load only.

The total QF Credits of the module is 6 (which is presented as 3 in Semester 2 and 3) in

Semester 3.

# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner would take to complete all the learning and acquire the learning outcomes. The Notional Learning Hours is a summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the teaching staff / workplace trainers of a programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff / workplace trainers. Assessment hours refer to the amount of time spent by a student in scheduled examinations, tests and other related assessment activities outside contact hours and self-study hours. Some assessments may already be included in contact hours (e.g. quiz conducted in class) and self-study hours (e.g. students’ time spent on doing a project) and should not be double-counted.

~

&

The QF Credits of a module is proportional to the number of Notional Learning Hours that an

average learner would take to acquire the learning outcomes stated in the module. One QF Credit

is equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF Credits are

rounded down by module if they are in decimal. Adult learners are in general more mature and

motivated than school leavers on pre-employment programmes, and in general possess a certain

amount of work experience. Therefore for the same total amount of learning, the proportion of

contact hours to self-study hours to achieve the same learning outcomes may be different for pre-

employment students and in-service adult learners.

Enrichment Modules are modules that enhance students’ multi-disciplinary knowledge, augment

their employability or better prepare students for further study. A full list of Enrichment Modules

is shown in Appendix 14 of Volume A.

^

IA has not been included in the above calculations of total NLHs, total credits and estimated study load, as students may undertake IA in different semesters. Still the IA credits taken by students and IA study load in each semester are closely monitored according to prevailing regulations and guidelines.

@ For HD, while 90 attachment hours are a minimum requirement, IA of individual programmes may

include more attachment hours to meet industry requirements. Subject to the approval of the

relevant Quality Assurance Committee of the Discipline concerned, programmes adopting

module(s) of work-integrated learning, field work, practicum etc. are deemed to have fulfilled the

IA requirement. Other types of programmes may also include IA-like hours, e.g. modules of

Industry Learning Experience etc., as deemed appropriate by the Programme Board.

3.2 QF Level and Alignment of PILOs to GLDs This programme is pitched at Qualifications Framework (QF) Level 4. The PILOs have been designed to align well with the Generic Level Descriptors (GLDs) at QF Level 4 across the four



domains. The curriculum prepares students with a good foundation in the Design Discipline and specialised knowledge in selected areas. Through case studies and projects, students are developed with the ability to analyse broadly-defined problems using a range of specialised skills and approaches, reach substantiated conclusions and devise appropriate strategies and actions. Effective communication skills and competent IT skills are required for presenting the work in visual, written and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and teamwork. Through the trainings in theory, history, and practice of visual art modules, students are prepared to reach the academic and industrial standards of the level. Table 3.2 below presents the alignment of the PILOs with the GLDs for QF Level 4. No proposed changes have been made at this revalidation exercise.

Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4


Generic Level Descriptors (GLDs)

Kn

ow

led

ge &

In

tell

ectu

al S

kills

Pro

ce

ss

es

Au

ton

om

y &

A

cc

ou

nta

bil

ity

Co

mm

un

icati

on

, IC

T a

nd

Nu

me

rac

y

a


b reflect on personal learning needs and devise a professional development plan for career growth and/or further study

c apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve visual arts and culture related problems


e identify specific issues of visual arts and culture in local, mainland and global contexts and respond to opportunities through research, analysis, evaluation and critique



h




3.3 QF Credit Assignment The programme team and its module teams of HD in Visual Arts and Culture follow the QF Credit Assignment for VTC Award-bearing Programmes at QF Levels 1-6 (Volume A, Appendix 15) and the principles and approaches agreed by the Discipline to work out the QF Credits for the programme. In general, programmes at QF Level 4 for full-time school leavers and part-time working adults follow the General Programme-level Conversion Factors for QF Credit and Contact Hours of 1 QF Credit roughly equal to 3.75 and 2 contact hours respectively. For example, compared to hands-on skill training modules such as “2D Visual Expression: Image Making”, project/theory-based modules normally require students to conduct more self-learning activities (e.g. research, concept development and testing) outside the class contact hours such as in the module of “Contemporary Hong Kong Art”. Besides, a module of higher QF Level usually requires students to spend more hours on self-study activities than a module of lower QF Level. In consideration of the above, the conversion between the QF Credit and contact hours of modules in the Design Discipline’s full-time pre-employment programmes in general shows the following ratios: 1 QF Credit to about 4.3 contact hours for a QF Level 4 hands-on module and 5 contact hours for a QF Level 3 hands-on module; 1 QF Credit to about 3.3 contact hours for a QF Level 4 project/theory based module and 3.75 contact hours for a QF Level 3 project/theory based module; 1 QF Credit to about 2.6 contact hours for the module of Graduation Project which requires students to conduct a self-initiated final project integrating previously learned skills. While taking into account the guiding principles given, module teams also consider the QF level, and the nature of the modules concerned when deciding the amount of Notional Learning Hours and the conversion factors for QF credits and contact hours for individual modules. Since the launch of the programme, the appropriateness of assignment of QF Credits in various modules has been closely monitored. Performance of students in various modules and comments from students, teachers and External Examiners (EEs) / External Module Examiners (EMEs) have indicated that the credits assigned and the allocation of contact and self-study hours are generally appropriate. 3.4 Module Design The programme curriculum comprises General Education Modules (Languages, Whole Person Development and Generic IT) and Vocational Modules. For each module, the intended learning outcomes are clearly defined to guide the development of the module content and assessment scheme. Table 3.3 provides a mapping of the modules with the PILOs, as validated. No changes have been introduced.



Table 3.3: Mapping of Modules with Programme Intended Learning Outcomes

Module Code

Module Title Programme

Intended Learning Outcomes

a b c d e f g h

GE Modules

Language Modules

1 LAN3003 職業中文傳意：普通話對話與匯報


2 LAN4002 職業中文傳意：

普通話報告與推介文書



3 LAN4108 English and Communication: Persuasive Presentations

4 LAN4101 English and Communication: Promotional Materials

5 LAN4107 English and Communication: Reports

6 LAN3103 English and Communication: Workplace Correspondence

7 LAN3100 English and Communication: Workplace Interaction

Whole Person Development Modules

8 SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness

9 SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement

10 SDD4007 Enhancing Competencies in the 21st Century Workplace

Generic IT Module

11 ITE3009 Information Technology Essentials – Smart Living


12 DES4008 Aesthetics and Semiotics

13 DES3006 Creative and Design Thinking

14 DES4007 Cultural Studies


15 VAS4017 2D Visual Expression: Image Making



Module Code

Module Title

Programme


a b c d e f g h

16 VAS4018 3D Visual Expression: Object and Space

17 VAS4031 Contemporary Hong Kong Art

18 VAS4019 Digital Media and Sound

19 VAS3011 Drawing

20 VAS4023 Independent Studies

21 VAS4026 Introduction to Arts Project Management

22 VAS4034 Introduction to Asian Art

23 VAS4035 Introduction to History of Visual Arts

24 VAS4021 Master Class / Visiting Artist

25 VAS3008 Photography and Moving Image

26 VAS4036 Professional Practice: Exhibition and Career Management

27 VAS5003 Visual Arts Research and Analysis

28 VAS4037 World Culture


29 VAS4032 Expanded Studies: Community Art

30 VAS4038 Expanded Studies: Workshop Practice I

31 VAS4033 Expanded Studies: Workshop Practice II

Graduation Project

32 VAS4012 Graduation Project for Visual Arts and Culture



3.5 Design Thinking, Environmental Education and Mainland Elements The programme has embedded the Design Thinking, Environmental Education and Mainland elements in individual modules. Changes to these elements are highlighted in Table 3.4, 3.5 and 3.6 below in red bold italics.

Table 3.4: Modules with Design Thinking Elements Embedded

Module Code

Module Title Topic Areas with Design Thinking

Elements

GE Modules

LAN3003 職業中文傳意：普通話對話與匯報


匯報：解決問題、選擇產品、

闡述理念

LAN3100 English and Communication: Workplace Interaction

Video Reflections in the Notional Learning Package: understanding people’s needs and offering creative solutions to problems


DES3006 Creative and Design Thinking User perception and expectations

Analysis of user experiences from functional and emotional perspectives through journey mapping

Problem appreciation, definition and framing

Redefining a problem through prototyping and testing

Concept presentation and evaluation of innovation ideas based on desirability, feasibility, and viability



Module Code

Module Title Topic Areas with Design Thinking Elements



Understanding the partners, participants and project nature

Designing workflow and logistics, allocating resources

Time and budget management

Evaluation of progress and project end outcomes

In the Design Discipline, design thinking elements are generally embedded in most of the vocational modules in all programmes, the above modules are some highlighted examples in the programme.

Table 3.5: Modules with Environmental Education Elements Embedded

Module Code

Module Title All Topic Areas with

Environmental Elements

GE Modules



口頭對話：節能抽濕機

匯報：減低噪音措施

LAN4002 職業中文傳意：普通話報告

與推介文書


專題報告：環保設備

推介文書寫作：都市農莊、環保冰箱

LAN 4101 English and Communication: Promotional Materials

Green Office and Environmental Issues

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement

Sustainable Development



Module Code

Module Title All Topic Areas with

Environmental Elements


DES4007 Cultural Studies The Social Revolution

- Social changes and transformation

Consumerism



Socio-cultural commentary: the relationship between humans and their environment

VAS4031 Contemporary Hong Kong Art Local Visual Art and Culture: living local artists’ works and their influences from environment, heritage and culture will be discussed

VAS4034 Introduction to Asian Art Visual Art and Society: some contemporary artists’ works with environmental concern will be discussed

VAS4037 World Culture Visual Art and Culture: contemporary arts and cultural practices with environmental concern will be discussed


Identify a visual arts and culture research topic(s) in a contemporary context, including social and cultural perspectives

VAS4032 Expanded Studies:

Community Art

Art projects in which the students develop solutions for their own identified opportunities from the community, e.g. exploration of new materials or enhancement of local living in a more sustainable manner.


Incorporating cultural, ethical and sustainable concerns in the development to develop innovative holistic solutions



Table 3.6: Modules with Mainland Elements Embedded

Module Code

Module Title Topic Areas with

Mainland Elements

GE Modules



粵普對譯

知識加油站


Economic and Social Development


DES4007 Cultural Studies Globalization vs Localization

- Global and local cultures

- Globalisation and cultural sustainability

Oriental and Western Art and Design Movements

- Visual characteristics, the values and nowadays' transformation in arts and designs


VAS4031 Contemporary Hong Kong Art The role of Hong Kong in Asian and Global Context

the relationship between China art market and the rise of the International art events

VAS4034 Introduction to Asian Art Introduction to Traditional Chinese Arts and Culture

Contemporary Chinese art

VAS4021 Master Class / Visiting Artist Cases studies by master(s) from mainland


To identify the basic elements in the management of a design operation and evaluate the critical success factors of selected local and Mainland cases


Identify and forecast relevant trends (local and non-local, including China) in visual arts and culture market, industry, technology and society



3.6 Industrial Attachment Industrial Attachment (IA) provides students a better understanding of the workplace. Coaching sessions, which may include pre-attachment orientation, workshop, seminars, talks, briefing sessions, etc., are arranged to ensure students are provided with necessary support to complete IA satisfactorily. Dedicated academic staff members are appointed to monitor students’ progress, provide support and give feedback to students. During the process, students are asked to take initiative to reflect on the learning experience and identify areas for further improvement. The curriculum includes no less than 90 hours cumulative Industrial Attachment (equivalent to a minimum of 10 IA credits). For HD in Visual Arts and Culture, Table 3.7 presents major statistics of IA from AY2016/17 to AY2018/19.

Table 3.7: Major Statistics of IA in HD in Visual Arts and Culture

AY 2016/17 AY 2017/18 AY 2018/19 Percentage of IA Secured for the following category (note)

- Category A 100% 100% 100% - Category B - - - - Category C - - - - Category D - - -

Average Attachment Hours (for Students Completing IA)

99 102 118

No. of Employers Offering IA Places 92 25 37 Pass Rate 100% 100% 100%

Note: Category A - Attachment in field/industry relevant to the programme of study Category B - Workplace experience through industry-based projects Category C - Other structured experiential learning experience (e.g. attachment in a field/industry not directly related to the programme of study) Category D - General workplace experience

The IA Module for programmes in the Design Discipline is to be assessed on a pass/fail basis. Based on the assessment criteria as listed in the table below, the IA Module is assessed through: (1) performance evaluation during IA, which is the Continuous Assessment (CA) contributing to 50% of the module assessment; and (2) IA report and presentation, which is the End-of-Module Assessment (EA) contributing to the other 50% of the module assessment. More details can be referred to the module syllabus of VAS4016M Industrial Attachment for Visual Arts and Culture in Section 2.

Assessment Tasks Assessment Criteria Mark Distribution

1. Performance Evaluation

(relation and) application of learned knowledge and professional/technical skills

handling of assigned tasks in workplace with positive work attitude and appropriate key skills

CA 50%

2. IA Report and Presentation

relation (and application) of learned knowledge and professional/technical skills to real life practices

EA 50%



identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

3.7 Minimum QF Credit Requirements for Awards Students have to complete 32 core modules (330 QF Credits), together with one enrichment module and 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma. Under HD in Visual Arts and Culture, there is an intermediate exit award at Diploma level, which is benchmarked at QF Level 3. Students opting for the intermediate exit award after meeting the stipulated requirements will be awarded a Diploma in Visual Arts. The minimum QF credit requirements for the Exit Award (Higher Diploma in Visual Arts and Culture) and the Intermediate Exit Award (Diploma in Visual Arts) are shown in Table 3.8. No changes have been proposed for consideration at this revalidation exercise. Table 3.8: Minimum QF Credit Requirements for Exit Award (Higher Diploma in Visual

Arts and Culture) and Intermediate Exit Award (Diploma in Visual Arts)

Award

Minimum QF Credit Requirements


Vocational Modules

Enrich- ment

Module

Industrial Attachment

Total


76 254 6 10 346

Diploma in Visual Arts 30 90 N/A N/A 120

3.8 Attendance Requirement For Full-time HD programmes, the minimum attendance requirement for an individual module is 70% of the maximum attendance, where maximum possible attendance includes normal class attendance only. Students will not be allowed to undergo the End-of-Module Assessment if they fail to meet the minimum attendance requirement of the module concerned, unless special approval of low attendance by the Principal concerned has been granted.



4. LEARNING AND TEACHING STRATEGIES 4.1 Learning and Teaching Methods Depending on the nature of the module, a mixture of learning and teaching approaches and strategies will be adopted in this programme to meet the learning needs of students. They include lectures, tutorials, assignments, projects, external professional participations, seminars, visits, workshop practices, team works and use of IT in learning. Lectures are conducted to elaborate the main concepts of the topics covered in the module, with a view to providing a meaningful framework of the theoretical background of issues relating to the subject matter and guiding the understanding of core concepts and knowledge for further application. Apart from explanation by the module lecturers, various types of learning activities, such as visits/seminars, demonstrations, oral presentations and open-end discussions are integrated into the lectures to promote active learning. Tutorials are used to facilitate learning in a student-centred approach through various activities. It aims to consolidate learning from lectures and provide further guidance. Tutorial activities may include group discussions, individual consultations, practical sessions, case studies, role plays and class assignments. The activities are arranged to allow students to develop analytical thinking and acquire specialised skills through interactive learning activities. In the process, tutors may obtain a better picture of students’ learning on the subject matter and address the needs for individual support. Project work is one of the key vehicles for preparing students for their future careers. It allows them to integrate the knowledge learned from different subject areas and put it to practical use. The objectives of the project are to develop students' ability to apply knowledge learned in the programme for problem-solving, and to enable them to experience teamwork, planning, execution, monitoring of progress, integration and appreciation of real-world situations. (Please also refer to 4.5 Project Based Learning.) Seminars are arranged to reinforce the concepts introduced in lectures through various activities, such as group discussions, role plays, case studies, group presentations, and talks, etc. These activities are delivered in the student-centred approach. The objectives are to provide an interactive learning environment that highly encourages articulation of opinions and application of theories in a communicative atmosphere. Professionals may be invited to give talks, share their industry experience, and/or comment on students’ works, providing further insight into the professional practice and operation in the real business world. Workshops (or the laboratory learning environment) provide students with the necessary hands-on experience in the application of methodologies, operation of equipment and familiarisation of different production processes. They provide “hands-on” practices in an environment similar to that of the industry, to develop practical skills using relevant methodologies or equipment (hardware and software) producing creative work. Apart from the skill-related technical type of workshops, the term “workshop” may describe a range of learning activities which emphasize student participation, interaction and exchange of ideas among the participants, focusing on particular themes and contexts. A “workshop” may include sessions of intensive study, work, critique, discussion, and games, etc.



4.2 Integration of Classroom-based Learning and Self-study Appropriate pedagogies are used to enhance better integration of classroom-based learning activities and self-study activities. This is well demonstrated in module “2D Visual Expression: Image Making”. The module is conducted through a combination of lectures, tutorials, studio practices, critiques, presentation and exhibition of final outcomes to equip students with basic knowledge, skills and techniques for the process of 2D Image making. Students are encouraged to integrate and apply their acquired knowledge and practices across modules for developing personal 2D expressions, such as translating diverse concepts and materials from modules of “Photography and Moving Images”, “3D Visual Expressions: Object and Space”, utilizing interpretational skills and inspirational findings from “Introduction to History of Visual Arts”, and applying different thinking approaches of application from “Expanded Studies: Community Art”. 4.3 Use of Learning and Teaching Technologies Use of technologies to assist learning and teaching is encouraged and is an important component in the delivery of HD in Visual Arts and Culture. This is well demonstrated in Module Digital Media and Sound. Learning and teaching will be delivered interactively, in the form of workshops, lectures and tutorials. A range of workshops will form the major component of the subject, with supplementary of practices related to the technologies for audio and visual production. Students are required to present the art projects with appropriate format, and demonstrate their skills in managing relevant technological aspects. 4.4 Design Thinking In response to the Hong Kong SAR Government’s initiative in promoting design thinking (DT) in various businesses and professions, and riding on the Design Discipline’s experience in DT education, learning and teaching with focus on nourishing students’ design thinking skills is strengthened and expanding. The training on design thinking is recognised as important for all disciplines as an innovative problem-solving capability. The new discipline core module of “Creative and Design Thinking” (enhanced from “Creative Thinking”) has been launched in AY2019/20 for all Design students. The Design Thinking Team is established to coordinate design thinking initiatives and L&T in the Discipline, to promote design for wellbeing through interdisciplinary real-case collaborations and student projects, and to explore new teaching methods for design thinking. DT events such as the annual “HKDI Inspire* Design Thinking” seminar and workshop series also provide opportunities for students to engage in DT with cross-disciplinary participants. In this programme, design thinking skills are further trained and applied in the design projects and related modules, such as those listed in Table 3.4. 4.5 Project Based Learning Project-based Learning (PBL) is an integrated teaching and learning approach that enables students to self-learn and gain knowledge and skills by working on real-life problems. PBL is student-driven as it allows students to participate and develop inter-disciplinary projects, enhances collaboration with industry professionals, and gives students opportunities to present the products and deliverables to a public audience. PBL strengthens crucial skillsets in future jobs such as problem-solving, critical thinking, communication, teamwork and research skills. It also facilitates students’ learning through inspirational driving questions and in-depth student enquiries to discover the information and solutions needed to address the driven questions, solve the problems, and create original work.



4.6 Knowledge Centres The HKDI Knowledge Centres are collaborative platforms that foster the partnership with multi-disciplinary industries, provide additional reference resources for students and staff, and serve as experiential learning and teaching platforms and exchange channels to facilitate applied research and real life projects through collaborations with the industry and community. They include the Centre of Innovative Material and Technology (CIMT), Design for Social Innovation and Sustainability (DESIS) Lab, Media Lab, Fashion Archive, Centre for Communication Design (CCD), and Centre of Design Services and Solutions (CDSS). Programmes are encouraged to integrate modules with the facilities and projects of the Knowledge Centres to enhance students’ professional knowledge and interest, research experience. In this programme, the learning and teaching of community art and art engagement in the module, such as “Expanded Studies: Community Art” has been delivered in collaboration with Design for Social Innovation and Sustainability (DESIS) Lab.



5. ASSESSMENT 5.1 General Information VTC programmes are designed using an outcome-based approach. Under this approach, the design of learning, teaching and assessment tasks is guided by a set of Programme Intended Learning Outcomes (PILOs). The PILOs in turn guide the Module Intended Learning Outcomes (MILOs) of each module within the programme. The QF level and MILOs define the competencies that a student should attain upon completion of the module. The assessments of a module are constructively aligned to the respective QF level and MILOs. For HD programme, the assessment for a module includes Continuous Assessment (CA) and End-of-Module Assessment (EA). Both CA and EA can be in the form of laboratory work, assignments, tests, projects, case studies, practical assessments, examinations, etc. 5.2 Module Assessment Scheme A Module Assessment Scheme (MAS) for each module is prepared with reference to the nature of the module and the intended learning outcomes. The MAS is compiled at the beginning of each academic year. The assessment components may need to be modified, where appropriate and necessary during the academic year, to suit the specific requirements of individual disciplines and teaching units. Table 5.1 is a summary of the MAS for the programme in 2020/21. The MAS of each module for 2020/21 is attached in the Appendix 1. No changes have been proposed for consideration at this revalidation exercise.



Table 5.1: Summary of the Module Assessment Scheme for HD in Visual Arts and Culture in 2020/21

Sem Module Code Module Title

CA Components

EA Test/

Assign-

ment /

Exercise

Lab /

Work-

Shop

Project Others

(Note)

1

LAN3100 English and Communication: Workplace Interaction

2

(40%)

/ / / 1

(60%)

SDD4005 MindShift: Achieving Personal Growth & Effectiveness

/ / / 1

(50%)

1 (50%)

ITE3009 Information Technology Essentials – Smart Living

/ 4

(50%)

/ / 1

(50%)

DES3006 Creative and Design Thinking

4

(50%)

/ / / 1

(50%)


1

(30%)

1

(20%)

/ / 1

(50%)

VAS3011 Drawing 2

(60%)

/ / / 1

(40%)

VAS4035 Introduction to History of Visual Arts

1

(50%)

/ / / 1

(50%)

VAS3008 Photography and Moving Image

1

(60%)

/ / / 1

(40%)

2

LAN3003 職業中文傳意：普通話

對話與匯報


2

(50%)

/ / / 1

(50%)

LAN3103 English and Communication: Workplace Correspondence

2

(40%)

/ / / 1

(60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1

(Part 1)

(20%)

/ / / /


(40%)

/ / / 1

(60%)

VAS4017 2D Visual Expression: Image Making

2

(60%)

/ / / 1

(40%)

VAS4031 Contemporary Hong Kong Art

2

(50%)

/ / / 1

(50%)




CA Components

EA Test/

Assign-

ment /

Exercise

Lab /

Work-

Shop

Project Others

(Note)


(60%)

/ / / 1

(40%)

VAS4038

Expanded Studies: Workshop Practice I

1

(60%)

/ / / 1

(40%)

3

LAN4108 English and Communication: Persuasive Presentations

2

(40%)

/ / / 1

(60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1

(Part 2)

(30%)

/ / / 1

(50%)


(40%)

/ / / 1 (60%)


(50%)

/ / / 1

(50%)

VAS4033 Expanded Studies: Workshop Practice II

1

(40%)

1

(20%)

/ / 1

(40%)

4

LAN4002 職業中文傳意：普通話報告與推介文書


2

(50%)

/ / / 1

(50%)

LAN4107 English and Communication: Reports

2

(40%)

/ / / 1

(60%)


(50%)

/ / / 1

(50%)


1

(50%)

/ / / 1

(50%)


(50%)

/ / / 1

(50%)


1

(50%)

/ / / 1

(50%)

VAS4032 Expanded Studies: Community Art

1

(50%)

/ / / 1

(50%)

5 LAN4101 English and Communication:

Promotional Materials 2

(40%)

/ / / 1

(60%)




CA Components

EA Test/

Assign-

ment /

Exercise

Lab /

Work-

Shop

Project Others

(Note)


/ / / 1

(50%) 1

(50%)


1

(50%)

/ / / 1

(50%)

VAS4037 World Culture / / 2

(50%)

(Project and Study Journal)

1

(50%)


/ / 1

(60%)

/ 1

(40%)

*SDD4006M / Collaboration, Teamwork & Social Engagement is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3.

5.3 Quality Assurance Mechanism of Assessment

There is a rigorous QA mechanism in the Design Discipline to ensure the validity, reliability and practicality of the assessments for the programme. The assessment processes include setting up of the assignment/project briefs, briefings to students, tutorials or class critiques during the module delivery, and final presentation and/or module conclusion conducted at the end. After all, there are moderations at module level and/or programme level. Moderations and review of assessments by External Examiners will be taken place by the end of each semester. Advices and feedbacks from industry will be collected continuously through mini-shows of student projects, advisor meetings and portfolio day. Student Staff Forum will also be conducted in the semesters to collect further feedback from stakeholders. All these will be consolidated into Programme Quality Analysis Report (PQAR) annually.

In the end of each semester, on top of the advices on the module delivery and assessment, External Examiner (EE) also give suggestions to the programme enhancement activities, such as the Creator-in-Residence projects. Based on his observations and conversations with student representatives, he comments on the project outcomes and offers advices on

Sem Module Code

Module Title CA Components

EA

Varied VAS4016M Industrial Attachment for Visual Arts and Culture

Performance Evaluation by Industry Mentor

1

(50%)

IA Report and Presentation

1

(50%)



the possible direction and choice of artist in the following semesters for further enhancing the overall learning experiences of students. In AY2017/18, Programme Team invited Nadim ABBAS, a local artist who received international recognition, to lead an art project consisted of artist talks, creative workshops, and an exhibition held at an artist-run gallery at Wong Chuk Hang. The project, Daily Fiction - Hacking Reality, featured 3 sets of group works and 2 performances by students of the programme, was well-received by the art community.

Feedback refers to comments (whether written or oral) given by assessors to students on an assessment task and is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback must be provided within an appropriate timescale to enable students to review and act on in order to enhance their performance in subsequent assessments.



6. ADMISSION AND SELECTION 6.1 Entry Requirement The general minimum entry requirement for HD programme is 5 HKDSE subjects at Level 2 or above, including English and Chinese Languages, or equivalent. In addition to the general minimum entry requirements that apply to all students, applicants may be required to attend an interview. 6.2 Credit Transfer and Module Exemption Credit Transfer is normally based on formal academic achievements obtained within and / or outside VTC, on the condition that the module concerned is identical in terms of the number of credits, intended learning outcomes, the QF level and assessment standards. Upon approval, the student will earn credits of the corresponding modules thereby contributing towards the awards of the programme. Exemption is given to students for the following modules upon meeting the specified exemption criteria concerned as follows. Proposed changes are highlighted in red bold italics.

Module Exemption Criteria

English & Communication: Workplace Correspondence (LAN3103)

Students with Grade E or above in the Subject Grade AND the Component Grade of “Practical Skills for Work and Study” in HKASLE Use of English will be exempted from this module.

MindShift: Achieving Personal Growth & Effectiveness (SDD4005 / SDD4005M)

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2): (1) Academic Criteria

A pass in SDD4001 OR

A pass in WPD3200S OR

A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption

Assessment A pass in the assessment for module

exemption plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Collaboration, Teamwork & Social Engagement (SDD4006 / SDD4006M)


A pass in SDD4002 or WPD3202S AND

A pass in WPD4003 or WPD4201S OR

A pass in a comparable academic achievement



Module Exemption Criteria

(2) Work Experience with Pass in Exemption Assessment A pass in the assessment for module


Enhancing Competencies in the 21st Century Workplace (SDD4007)




A pass in WPD3204S OR A pass in WPD4074

OR A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption

Assessment A pass in the assessment for module




7. RESOURCES 7.1 Academic and Supporting Staff Establishment The HD in Visual Arts and Culture programme is managed and operated by full-time academic and supporting staff. Please refer to Section 8 of Volume A (Staffing and Staff Development) for details. Members of the programme team have been / will be engaged in staff development activities including local and overseas exchanges to support the programme enhancements in module contents and collaborative projects. 7.2 Teaching Serviced by Other Units The language modules, IT modules and WPD modules will be serviced by the Language Centre, the relevant department under IT Discipline and the Student Development Office (SDO) of the campus respectively. 7.3 Learning Support Facilities To enhance students’ learning experience, the following laboratories / special rooms / centres / workshops / facilities are set up to provide practical training to students in a simulated work environment:

(a) Printmaking Workshop

(b) Photography Studio

(c) Sound Recording Studio

(d) Video Production Studio

(e) 2D Graphics and Animation Lab

(f) Audio / Video Post-production Lab

(g) Digital Imaging Lab

(h) Digital Visual Effects Lab

(i) Ceramic Workshop

(j) Design Studio

(k) Wood Workshop



SECTION TWO – MODULE SYLLABUSES

Note:

* The contact hours indicated in the syllabuses are for students following a full-time study mode. The conversion between QF Credit and Contact Hours may vary among modules depending on their QF level and nature. * 以下所示授課時數適用於全日制上課模式。資歷學分與授課小時的換算可因應不同單元的資歷級別及

性質而調整。



課程大綱

科目名稱


Vocational Chinese Communication : Putonghua Conversation and Reports

科目編號 LAN3003

資歷學分 6

資歷架構級別第三級

學時 60 小時

授課時數*： 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時

訪問/講座 - 小時

自修時數: 34 小時

評估時數： - 小時

(授課及自修時間以外)

單元目標：

1. 培養學生的表達與溝通能力，使他們能在不同工作情景中熟練運用普通話進行對話與匯報，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在一般的工作情景中：

1. 掌握陳述、比較、推介及建議等語言功能，完成對話和匯報。

2. 進行對話和匯報時語音準確，措辭得體，語句連貫，內容成段，結構完整。

3. 針對情景與說話對象，運用適當的說話策略。

教學策略：

能力為本，通過「以終為始」的教學策略，提升學習成效

單元開始就向學生說明學習成果，讓學生在課程伊始就清楚知道通過學習可掌握的能力，及其在工作中的實際應用，讓學習更有針對性，強化學生的學習動機。



多線發展，語用為主

為了幫助學生在職場上更有效、更靈活地表達，教學重點不會停留在語法和語音層面，而是著重語言功能及表達技巧的訓練，讓學生在不同的工作情境中都能表達自如。

設計任務型學習，模擬職場實景訓練

通過設計一連串由點到面、由易到難、循序漸進的任務，逐步引領學生達到學習目標。強調跨學科語言學習，為學生營造真實的語言學習環境。通過模擬職場實景訓練，最大程度地提升學生的語言溝通能力，為將來工作做準備。

結合設計思維，豐富溝通內涵

設計各種工作情景，引導學生從目標對象的需求出發，發揮創造力，制訂以人為本又可行的方案，為表達注入更具價值的內涵。

結合多元學習材料，提升教和學的成效

課堂中運用錄音及影像，提升學生的學習興趣。課後學生可用手機掃描教材內提供的二維碼，就能隨時重覆觀看和自學溫習，培養學生應用資訊科技自學的習慣，以配合工作和社會發展的需要。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普通

話，例如：網上學習、參與語文及文化活動等。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核和網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活情景或工作要求。



課程內容：

本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元能力元素表現標準

GCCH305A(P)能就多種不同的話題進行對話（普）

1. 能就多種不同的話題進行對話

應用範圍：

情景：可設定在一般的工作場所或社交場合

話題：多種不同的對話話題包括但不限於下列例子，如：談論大眾話題、向同事 (下屬或上司) 介紹工作計劃、職責、目標、工作程序等

對話形式：面對面或電話對話

其他學習內容：包括各種形式的聆聽練習與語言知識

1.1 溝通目標

必須達到預設的溝通目標

1.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介等。

1.3 語言特徵

1.3.1 語篇類型

能夠進行以段落為單位的對話

1.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音、吐字基本清晰，語氣、語調、語速適當

1.3.3 組織結構

話語結構完整，前後連貫

1.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

1.4 說話策略

認真聆聽

用適當的語氣和得體的措辭來表達不同意見。

針對情景與說話對象，適當運用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。

得體地運用身體語言，例如點頭、眼神接觸等。

應用範圍：

每段對話不少於三分鐘




GCCH307A(P)

能就多種不同的話題進行報告（普）

1. 能準備口頭報告：發言大綱、多媒體簡報與答問準備

2. 面對一人或多人進行報告

應用範圍：

情景：可設定在一般的工作場所

話題：多種不同的報告話題，如：產品或服務推介報告、個人或公司工作總結報告等

其他學習內容：包括各種形式的聆聽練習與語言知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備輔助材料，例如多媒體簡報、透明膠片、模型、圖片、表格等。

1.7 預計聽者的提問

2.1 溝通目標


2.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介、建議等

2.3 語言特徵

2.3.1 語篇類型

能夠進行以段落為單位的報告

2.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音吐字基本清晰，語氣、語調、語速適當。

2.3.3 組織結構

話語結構完整，包括介紹、主體、結論三部份，且前後連貫。

2.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

2.4 說話策略

根據情景，適當運用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。


善用多媒體簡報

控制緊張的情緒，例如做深呼吸、停頓或減慢語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出回答。

應用範圍：

每次報告不少於三分鐘



教材:

香港職業訓練局中文及普通話教材出版小組編(2019)。《職業中文傳意:普通話對話與匯報》(第1 版)。商務印書館(香港)有限公司

參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2018)。《現代漢語詞典》(第 1 版)。商務印書館(香港)有限公司

2. 三聯書店編(2012)。《簡化字總表檢字(增訂版)》。香港：三聯書店(香港)有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。

Creation/Revision Record:

Version Date Revised by

1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee

5 Nov 2019 Hui Yiu Wai



課程大綱

科目名稱職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

科目編號 LAN4002

資歷學分 9

資歷架構級別第四級

學時 90 小時

授課時數*： 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時



評估時數： - 小時 (授課及自修時間以外)

單元目標：

1. 培養學生的普通話表達能力，使他們能在專業領域，熟練運用普通話進行專題報告，以配合將來的工作需要。

2. 培養學生的中文寫作能力，使他們能在專業領域，撰寫推介文書，以配合將來的工作需要。

3. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在不同專業的工作中：

1. 以成段落的話語進行游說，充分展示論證能力，並恰當運用報告技巧，熟練地以普通話完成報告。

2. 掌握宣傳推廣的策略，並結合陳述和推介等語言功能，撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

教學策略：

能力為本，通過「以終為始」的教學策略，提升學習成效

單元開始就先向學生說明學習成果，讓學生在課程伊始就清楚地知道通過學習可掌握的能力，及其在工作中的實際應用，讓學習更有針對性，強化學生的學習動機。



多線發展，語用為主

為了幫助學生在職場上更有效、更靈活地表達，教學重點不會停留在語法和語音層面，而是著重語言功能及表達技巧的訓練，讓學生在不同的工作情境中都能表達自如。

設計任務型學習，模擬職場實景訓練

通過設計一連串由點到面、由易到難、循序漸進的任務，逐步引領學生達到學習目標。強調跨學科語言學習，為學生營造真實的語言學習環境。通過模擬職場實景訓練，最大程度地提升學生的語言溝通能力，為將來工作做準備。

結合設計思維，豐富溝通內涵，提升說服力

設計各種工作情景，引導學生從目標對象的需求出發，發揮創造力，制訂以人為本又可行的解決方案，為專題報告注入更具價值的內涵，提升說服力。

結合多元學習材料，提升教和學的成效

課堂中運用錄音及影像，提升學生的學習興趣。課後學生可用手機掃描教材內提供的二維碼，就能隨時重覆觀看和自學溫習，培養學生應用資訊科技自學的習慣，以配合工作和社會發展的需要。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習中文和普通話，例如：網上學習、參與語文及文化活動等。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、筆試、網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯、錯別字或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活或工作要求。



課程內容︰

本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：


GCCH407A(P) 能進行各種專題報告（普）

1. 能準備各種專題報告

2. 能進行各種專題報告

應用範圍：

情景：可設定在特定的工作場所

話題：各種專題報告的話題如：業務報告、專題調查報告、產品推介報告等

報告形式：面對一人或多人進行報告

其他學習內容：包括各種形式的聆聽練習與語文知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備可視輔助物，例如多媒體演示、透明膠片、模型、圖片、表格等

1.7 預計聽者的提問，並作出適當的準備

2.1 溝通目標


2.2 語言功能

必須完成預設的語言功能，例如分析、論證，以及辯護等。

2.3 語言特徵

語篇類型

能夠穩定地維持以段落為單位的報告

語音面貌

錯誤或缺陷偶有出現，完全不影響溝通。

發音吐字清晰，語氣、語調、語速自然。

組織結構

話語結構完整，層次分明，前後連貫

介紹主題

主體闡述、論證要點

結論加強中心論題

詞匯與語法

準確地運用不同的詞匯及複雜的句子結構。

2.4 報告策略

根據情景，適當使用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。




利用可視輔助物

控制緊張的情緒，例如做深呼吸、進行停頓、放緩語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出適當的回答。

應用範圍：

每次報告不少於四分鐘

GCCH416A

能寫作各種專業宣傳推介文書

1. 能準備寫作各種專業宣傳推介文書

2. 能寫作各種專業宣傳推介文書

應用範圍：

情景：工作場所

專業：指學習的專科領域，如：商業管理、物流、酒店等；也指工作中涉及的不同行業，如：鐘錶、美容、印刷等

寫作文書：各種專業宣傳推介文書，如：公司形象宣傳稿、活動消息發佈新聞稿、產品或服務推廣函等

其他學習內容：閱讀理解、語文及文化知識

1.1 確定寫作目標

1.2 確定讀者身分

1.3 搜集相關資料

1.4 擬定合適大綱

2.1 內容細節

清楚交代具體細節，如：時間、地點、人物等。

清楚交代寫作的目的、事由、結果等。

清楚展示重點或特色，配合環境或發佈條件，以求突出個人或機構的形象。

展示優勢，例如展示產品、服務或機構的優點及過人之處。

展示具說服力的證據，適當引用權威及論證，以達到推廣的目的。

根據要求作適當的收結

2.2 語文表達與運用

主旨明確，文理連貫，條理分明，銜接得宜。

詞語運用配合，語法正確，能靈活運用幾種常見修辭手法，如：呼告、引用、襯托、誇張等，語氣風格配合溝通目的。

標點符號運用恰當，標題配合主旨，條目清晰明確，序號編排得當，格式符合標準。

2.3 寫作策略

仔細審題，認真寫作，並配合



觀察、分析，發揮創意及聯想。

配合，剪裁恰當

反覆修改：校對稿件文字格式及遣詞用語

利用恰當的版面處理（封面、圖表、釘裝）以增強形象效果。

教材:

香港職業訓練局中文及普通話教材出版小組編(2019)。《職業中文傳意: 普通話報告與推介文書》(第 1 版)。商務印書館(香港)有限公司

參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2018)。《現代漢語詞典》(第 1 版)。商務印書館(香港)有限公司

2. 李錦昌(2008)。《商業傳意與應用文大全》。香港：商務印書館（香港）有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee

5 Nov 2019 Hui Yiu Wai



Module Syllabus

Module Title English and Communication: Persuasive Presentations

Module Code LAN4108

QF Credits 9

QF Level 4

Notional Learning Hours

90 hrs

Contact Hours*: 26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs

Self-study Hours: 64 hrs

Assessment Hours: - hrs (Outside Contact/Self-study Hours)

Module Aim: This module aims to enable students to demonstrate reasonable clarity in presenting extended spoken texts relating to a wide range of both familiar and some new contexts, and expressed in complex language*, in order to communicate, effectively and with some confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying compliments, persuasion and emotion. *Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency. Module Intended Learning Outcome: On completion of the module, students are expected to be able to express compliments, persuasion and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. discuss audiences’ specific problem(s)/need(s);

2. express compliments and emotion, and use persuasive language with tact and subtlety;

3. express sensitive evaluation of the resulting anticipated benefits of the proposed recommendations;

4. speak persuasively and confidently through appropriate and tactful explanations and discussion/argument when proposing a solution/an idea; and

5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.



Learning and Teaching Strategies:

Learning and teaching activities are devised to align with the intended learning outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions, and role plays. Grammar learning is also incorporated in trade contexts.

Reading, writing, listening and speaking tasks are designed to provide ample practice opportunities in simulated workplace situations, with a strong focus on the appropriate use of language skills in the workplace.

To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning and other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Key Content Area:

The following Unit of Competency from the Specification of Generic (Foundation) Competencies under the Qualifications Framework is adopted for module content design.

Unit of Competency Performance Criteria

GCEN404A-3

Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation

(Speaking)

1. Appropriate information/ideas are communicated with a clear purpose and message.

2. The information/ideas are organised logically.

3. The presentation is structured appropriately, usually with an introduction, message and conclusion.

4. Communicative functions are handled appropriately

5. The language used is appropriate to the task.

6. The spoken delivery (pace and volume) is appropriate to the task.

7. Non-verbal signals are used appropriately.



8. If audio-visual aids and/or realia play an essential part in the presentation, they should be incorporated appropriately into the delivery, both linguistically and physically.

Range

Speech should be fairly fluent.

Speech may include some grammatical errors, but these should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well controlled.

The register should suit the audience and purpose.

Non-verbal signals may include facial expressions, other body language, and active listening articulations.

The physical handling of audio-visual aids and/or realia may include pointing to graphics, demonstrating the use or characteristics of objects, and manipulating equipment.

Language Features

a growing range of vocabulary

complex grammatical structures:

simple/compound/complex sentences

positive/negative/interrogative/imperative forms

all verb forms/tenses/modals/discourse markers (e.g. conjunctions, sequence words, etc)

complex constructions (e.g. conditionals, comparison, concession, etc)

a growing range of alternative constructions that reflect variations in register

a linguistic repertoire that demonstrates subtlety, tact and sensitivity

Textbook:

Vocational Training Council (2019). Vocational English: Persuasive Presentations. Hong Kong: Pearson Education Asia Limited.

References:

1. Gallo, C. (2015). Talk Like TED: The 9 Public-Speaking Secrets of the World’s Top Minds (English). St. Martin’s Griffin.

2. Guffey, M.E. & Lowey, D. (2019). Essentials of Business Communication (11th ed.). Boston: Cengage Learning.



3. Powell, M. (2011). Presenting in English: How to Give Successful Presentations (Updated ed.). Heinle ELT.

4. Reynolds, G. (2011). Presentation Zen: Simple Ideas on Presentation Design & Delivery (2nd ed.). New Riders.

5. Williams E. (2013) Presentations in English (11th ed.). Macmillan Publishers Limited.

6. Yule, G. (2019). Oxford Practice Grammar (Advanced). Oxford: Oxford University Press.



1 Dec 2010 Carol Sze Pui Shan

2 Jan 2011 Carol Sze Pui Shan

3 Mar 2011 Carol Sze Pui Shan

4 Mar 2014 Mabel Wong Chau Ping

5 Nov 2019 Joan Chan Shui Shum



Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4


100 hrs


Lecture - hrs

Tutorial 27 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying persuasion and emotion.

*Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome:

On completion of the module, students are expected to be able to express persuasion and emotion when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. express persuasion and emotion effectively when promoting products/services/projects/events;

2. handle information effectively when promoting oneself in work-related contexts

3. discuss readers’ specific problems/needs in proposals;

4. present tactful explanations and discussion/argument with subtlety and sensitivity when proposing response(s)/solution(s);

5. write persuasively through suitable and sensitive evaluation of information and the conclusions drawn from it;

6. adopt an appropriate register and style for different types of persuasive writing; and



7. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.




To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning or other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:



Total 100%

Key Content Area:





GCEN407A-3

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form

(Writing)



3. The text is structured appropriately.

4. Communicative functions are handled appropriately.

5. An appropriate format is used.


7. An appropriate register is used.

8. If graphic representations play an essential part in the text, they should be incorporated appropriately, both linguistically and physically.

Range

The writing should demonstrate control of commonly used grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.

Language Features







a growing range of alternative constructions to reflect variations in register

Textbook:

Vocational Training Council (2017). Vocational English: Promotional Materials. Hong Kong: Pearson Education Asia Limited.

References:



1.

Freed, R., Freed, S. & Romano, J. (2010). Writing Winning Business Proposals (3rd ed.). New York: McGraw-Hill Education.


3. Krizan, A. C., Merrier, P., Logan, J. & Williams, K. (2011). Business Communication (8th ed.). Cincinnati, OH: South-Western Thomas Learning.











Module Syllabus

Module Title English and Communication: Reports

Module Code LAN4107

QF Credits 9

QF Level 4


90 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying suggestions.

*Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency.


On completion of the module, students are expected to be able to express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. state the background and establish the purpose of a report precisely;

2. analyse, synthesise and evaluate information in the findings and discussion sections critically;

3. express suggestions and recommendations persuasively, stating their resulting benefits through appropriate and tactful explanation and argument;

4. draw conclusions logically from findings through appropriate and sensitive evaluation of information; and

5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers, and a growing range



of alternative constructions that reflect variations in register.


Learning and teaching activities are devised to align with the intended learning outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions and role plays. Grammar learning is also incorporated in trade contexts.


To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning or other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:



Total 100%

Key Content Area:



GCEN407A-2

Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form



3. The text is structured appropriately.



6. An appropriate register is used.

7. If graphic representations play an essential part in the text, they should be incorporated appropriately, both linguistically and



(Writing)

physically.

Range

The writing should demonstrate control of commonly used grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.

Language Features







a growing range of alternative constructions that reflect variations in register

a linguistic repertoire that demonstrates subtlety, tact and sensitivity

Textbook:

Vocational Training Council (2019). Vocational English: Reports. Hong Kong: Pearson Education Asia Limited.

References:

1. Bowden, J. (2011). Writing a Report – how to prepare, write and present really effective reports. (9th ed.) How to Books Limited.


3. Howard, R.M. (2019). Writing Matters: A Handbook for Writing and Research (3rd ed.). New York: McGraw-Hill Education.

4. Lester, J.D. & Lester, J.D. (2015). Writing Research Papers: A Complete Guide (15th ed.). New Jersey: Pearson Education.













Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3

Notional Learning

Hours 60 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs


Assessment Hours: - hrs

(Outside Contact/Self-study Hours)

Module Aim:

This module aims to enable students to understand and respond, with reasonable clarity, to incoming workplace written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to communicate effectively and with some confidence when handling problems.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.


On completion of the module, students are expected to be able to handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. read for main ideas and extract relevant information from workplace documents for handling specific problems;

2. handle problems such as complaints from colleagues and customers by explaining causes of problems, empathising with the reader, offering advice and evaluating solutions to problems;

3. deal with acceptance and refusal of responsibilities in different workplace situations;

4. adopt a diplomatic tone and express goodwill; and

5. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and



discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.

Assessment Scheme:



Total 100%

Key Content Area:


Unit of Competency

Performance Criteria

GCEN306A-3

Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/

1. The purpose of incoming correspondence is understood through identification of the writer, context and subject.

2. The message of incoming correspondence is understood through identification of the main ideas and specific details.

3. Information/ideas that are appropriate to the purpose and message are given in the response.

4. Appropriate expressions of goodwill are given.


6. The response is organised appropriately.

7. A polite tone is used.




argument, and evaluation

(Reading and Writing)

9. Tasks are performed in a timely manner.

Range

The writing may include some grammatical, spelling or punctuation mistakes, but these should not interfere with meaning or impose strain on a sympathetic reader.

Language Features


increasingly complex grammatical structures:



a wide variety of verb forms/tenses/ modals/discourse markers (e.g. conjunctions, sequence words, etc)


a small range of alternative constructions that reflect variations in register

Textbook:

Vocational Training Council (2019). Vocational English: Workplace Correspondence. Hong Kong: Pearson Education Asia Limited.

References:

1. Eastwood, J. (2019). Oxford Practice Grammar (Intermediate). Oxford: Oxford University Press.

2.

3.

Emmerson, P. (2013). Email English (2nd ed.). Macmillan.

Grahame, T. (2015). Business Writing for Hong Kong (4th ed.). Pearson Education.











Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3

Notional Learning

Hours 60 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs




Module Aim:

This module aims to enable students to participate, at a sufficient level of comprehension and clarity, in oral interactions of increasing length, relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to understand and communicate, effectively and with some confidence, predictable information, ideas, related explanations, discussion/argument, and evaluation when handling suggestions, offers, preference and persuasion.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.


On completion of the module, students are expected to be able to handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. participate effectively in discussions/meetings/negotiations/ with colleagues/clients on workplace topics/issues;

2. make and respond to suggestions, offers, preference and persuasion by giving opinions with justification appropriately;

3. initiate and handle interruptions and clarifications effectively; and

4. demonstrate a reasonable level of accuracy in using increasingly complex



grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.

Assessment Scheme:



Total 100%

Key Content Area:





GCEN303A-2

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation

(Listening and speaking)

1. The purpose of the interaction is communicated/understood through identification of the context and subject, and of the initiator’s communicative intent.

2. The message of the interaction is communicated/understood through identification of the gist, main ideas and specific details.

3. Specific information/ideas in the interaction are communicated and/or identified/extracted appropriately.

4. Communicative functions are handled appropriately.

5. Development of the interaction is achieved through appropriate responses and contributions.

6. Turns are taken according to the conventions of the interaction type.

7. Clarification is sought and given when necessary to help communication.


9. Non-verbal signals are used appropriately.

Range

Speech should be fairly fluent when expressing simple, familiar ideas and language, but more hesitant with more complex and unfamiliar content/language.

Speech may include some grammatical errors, but these should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well controlled when expressing simple, familiar ideas and language, but less controlled with more complex and unfamiliar content and language.

The exchange should be sufficient for each speaker.

The register should suit the audience and purpose.

Non-verbal signals may include facial expressions, other body language, and active listening articulations.

Language Features


increasingly complex grammatical structures:



a wide range of verb forms/tenses/modals/discourse markers (e.g. conjunctions, sequence words, etc)


a small range of alternative constructions that reflect variations in register



Textbook:

Vocational Training Council (2019). Vocational English: Workplace Interactions. Hong Kong: Pearson Education Asia Limited.

References:

1. Clarke S., Powell M., Sharma P. (2014). In Company 3.0: Intermediate. Macmillan Publishers Limited.

2. Eastwood, J. (2019). Oxford Practice Grammar (Intermediate). Oxford: Oxford University Press.


4. Stephens, B. (2011). Meetings in English. Macmillan.





3 Mar2011 Carol Sze Pui Shan





Module Syllabus

Module Title Collaboration, Teamwork & Social Engagement

Module Code SDD4006 / SDD4006M

QF Credits 6

QF Level 4

Notional Learning

Hours

60 hrs

Contact Hours*: 26 hrs (for pre-employment programme)

18 hrs (for in-service programme)

Self-study Hours:

34 (for pre-employment programme)

42 (for in-service programme)



Exemption Criteria

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2):

(1) Academic Criteria

A pass in SDD4002 or WPD3202S

AND

A pass in SDD4003 or WPD4201S

OR

A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption Assessment

A pass in the assessment for module exemption, plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Module Aim:

This module aims to enable students to develop the necessary competencies in building up effective interpersonal relationships, and to perform as good team players. It also aims to enhance students’ social awareness.



Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. apply communication skills in building effective interpersonal relationship;

2. perform as a good team player with collaboration skills; and

3. analyze social issues to foster their social awareness as engaged citizen.


1. A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in communication, teamwork and social awareness. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, site visit, fieldwork, project-based learning activity and individual presentation. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

2. Project-based learning activity will be provided to students as a platform to review their behaviour in a team context and to enhance their collaboration skills.

3. Students’ learning will be kept track through various means, such as written exercise, in-class activities, and project implementation. The products of students’ project will be collected to demonstrate students’ competency and the impacts made to the society. Students’ works will also be contributing to their career portfolio for graduation.

4. Students will be encouraged to extend their learning experiences beyond workshops to develop their teamwork and collaboration skills as well as to enrich their social awareness. They are encouraged to join various student groups and discipline projects to practice their learnt skills and to serve others with the sense of responsible citizen.

Assessment Scheme:


End-of-Module Assessment (EA) 50%

Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass

0-39 Fail



Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole

module in order to achieve the intended learning outcomes.

Unit of Competency Performance Criteria SWPD411

Apply communication skills in building effective interpersonal relationship

1. Advanced understanding of interpersonal relationship.

Range: Topics may include but not limited to the impact of advanced technology on human relationship, the effect of socioeconomic changes and different mindsets on people relationship and the model of effective communication.

2. Apply appropriate communication skills in various contexts and at different life stages.

Range: Topics may include but not limited to the usage of empathy and listening skills, and case studies in various social contexts and at different life stage.

3. Exercise effective conflict resolution.

Range: Topics may include but not limited to the usage of emotional control, effective conflict resolution process and case studies in different interpersonal scenarios.

SWPD412

Perform as a good team player with collaboration skills

1. Carry out the principles of collaboration and teamwork.

Range: Topics may include but not limited to the positive mindset to foster collaboration and effective teamwork, and case studies in different scenarios related to teamwork context.

2. Articulate essential attributes of leader and team member.

Range: Topics may include but not limited to team roles, and case studies and role plays in different scenarios related to the interaction between leader and members.

3. Apply strategies for managing group project and team dynamics.

Range: Topics may include but not limited to division of labour, team dynamics, and case studies and role plays in different scenarios related to group project management.

4. Implement a group project with the learnt skills.

Range: Topics may include but not limited to review and evaluate both team’s and member’s performance according to their application of appropriate skills.

SWPD413

Analyse social issues to foster social awareness as an engaged citizen

1. Analyse the current social issues.

Range: Topics may include but not limited to analyse social issues related to sustainable development, citizenship, or civic matters with case studies.



2. Take action for sustainable development for a contemporary society.

Range: Topics may include but not limited to the understanding of sustainable development goals and devise an action plan to tackle social issue

3. Employ positive attitude as an engaged citizen.

Range: Topics may include but not limited to the responsibility and rights of a citizen, the dilemma between social good and self-interest, and case studies in various scenarios related to engaged citizenship.

References:

1. Eunson, B. 2016, Communicating in the 21st century. Milton, Qld.: Wiley.

2. Bagwell, C., & Schmidt, M. E. 2011, Friendships in Childhood and Adolescence. New York: The Guilford Press.

3. Wood, Julia, 2014, Interpersonal communication - everyday encounters. Boston: Cengage Learning.

4. DeVito, J. A. 2016, The Interpersonal Communication Book. Boston: Pearson Education.

5. Beebe, S. A. 2017, Communication: Principles for a lifetime. Vancouver, B.C.: Langara College.

6. Bob LaRocca 2017, Transforming Education: Social Awareness Toolkit. Retrieved on 3 August 2018 from https://www.transformingeducation.org/resources/for-educators/

7. Berne, E. 2015, Transactional analysis in psychotherapy: A systematic individual and social psychiatry. Mansfield Centre, CT: Martino Publishing.

8. Schnell, E.; Hammer, A. 2000, FIRO-B® Technical Guide. Mountain View, CA: CPP, Inc.

9. Stewart, I., & Joines, V. 2014, TA today: A new introduction to transactional analysis. Melton Mowbray: Lifespace Publishing.

10. Roy Lilley. 2016, Dealing with difficult people. London: Kogan Page.

11. Tuhowsky, I., & Tuhovsky, I. 2017, The science of effective communication: Improve your social skills and small talk, develop charisma and learn how to talk to anyone. Middletown, DE: CreateSpace Independent Publishing Platform.




Version Date Created/Revised by

1 Sep 2018 Lau Sze Lui

Yum Yuen Han

Chum Yin Ping

Lau Ho Ming

2 Jan 2019 Lau Sze Lui

Yum Yuen Han

Chum Yin Ping

Lau Ho Ming



Module Syllabus

Module Title Enhancing Competencies in the 21st Century Workplace

Module Code SDD4007

QF Credits 3

QF Level 4

Notional Learning

Hours 30 hrs

Contact Hours*: 13 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(3) Academic Criteria A pass in SDD4004

OR A pass in WPD3203S

OR A pass in WPD3204S

OR A pass in WPD4074

OR A pass in a comparable academic achievement

(4) Work Experience with Pass in Exemption Assessment


Module Aim:

This module aims to enhance students’ competencies in formulating their own career development strategies. It also aims to foster students’ lifelong learning skills as well as exercising appropriate work ethics and workplace etiquette.





1. select appropriate personal strategies for career development;

2. illustrate one’s lifelong learning skills to prepare for the challenges in workplace; and

3. exercise responsible judgement and action with appropriate work ethics and workplace etiquette in a specific trade.


1. A student-centred learning and teaching approach will be adopted to help students formulate career development plan with lifelong learning strategies as well as to develop appropriate work ethics and workplace etiquette.

2. Experiential learning approach will be adopted to facilitate students’ learning through hands-on preparation of career portfolio, participation in mock interview and various career-related activities. Those learning activities will be debriefed to help students link up training with learning and then to generate new ideas through reflection from the experiences.

3. Students are encouraged to extend their learning experiences beyond workshops to strengthen their individual goals and aspirations. Extra-curricular activities related to career development, work attitude, career image and ethics, work etiquette, industry trends, career in Mainland, and career coaching will be organized to help students further extend their learning experiences. They will be asked to collect various learning artefacts to produce their personal career portfolio for graduation.

4. Teachers will provide individual feedback to student in tutorials for making advancement in career goals formulation and their use of career strategies.

Assessment Scheme:



Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of

teaching. A mixed mode of assessment components is adopted to collect a composite score

which will be expressed in the form of grade. The grading criteria are:


40-69 Pass

0-39 Fail



Key Content Area:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes. Unit of Competency Performance Criteria SWPD414 Select appropriate personal strategies for career development

1. Carry out job-hunting skills for vocational training.

Range: Topics may include but not limited to formulation of career goals and work plan, together with the corresponding job-hunting tactics.

2. Demonstrate interviewing skills in different contexts.

Range: Topics may include but not limited to skills for individual interview or group interview, and pre-interview preparation and post-interview review.

3. Produce e-portfolio for personal career planning.

Range: Topics may include but not limited to production of e-portfolio to show the matching among one’s career goal, personal attributes for the selected job, and personal calibre for the selected career.

SWPD415 Illustrate one’s lifelong learning skills to prepare for the challenges in workplace

1. Appreciate ever changes in the world of work and the impact of technology in workplaces.

Range: Topics may include but not limited to the impact of technology on job market (e.g. AI, VR, job obsolete and new job creation) and the influence of globalization.

2. Employ transferable skills for job transition.

Range: Topics may include but not limited to positive attitude for job changes, and mindset for lifelong learning.

3. Exercise self-regulation approach in workplaces.

Range: Topics may include but not limited to self-awareness of individual thoughts, feeling and behaviours in workplace, emotional management for colleague’ interaction, and exercise appropriate work manner.

4. Enhance collaboration skills in workplaces.

Range: Topics may include but not limited to application of communication skills, team roles and dynamic, conflict resolution, and collaboration skills in workplace.

SWPD416 Exercise responsible judgement and action with appropriate work ethics and workplace

1. Develop work value and employ appropriate moral principles to suit the work context.

Range: Topics may include but not limited to review on personal value with company’s mission and value and select appropriate work ethics to fit the workplace or



etiquette in a specific trade

professional standard.

2. Exercise appropriate workplace etiquette.

Range: Topics may include but not limited to understanding of company’s regulation and informal culture, and self-management to fit in the workplace’s requirement.

References:

1. Petrus Ng, Xiqing Susan Su, Gina Lai, Dennis Chan, Eddie Ho, Vivien Chan, Heidi Leung, Vicki Kwan and Chloe Li 2016, A Holistic Model of Student Development: The Validation of Whole Person Development Inventory for College Students in Hong Kong. Measurement and Evaluation in Counseling and Development 1-21. Doi: 10.1177/0748175615625748.

2. Martin, Tanya V.; Martin, Tanya V., editor. 2016, Career development: theories, practices and challenges, New York: Nova Publishers. MMS ID: 991005981819804681.

3. Brown, D. 2011, Career Information, Career Counseling and Career Development (10th Ed.). Prentice Hall.

4. Dubrin, A. J. 2010, Human Relations for Career and Personal Success: Concepts, Applications, and Skills (9th Ed.). Pearson Prentice Hall.

5. Osborn, Debra S., Zunker, Vernon G., 2016, Using assessment results: career development (Ninth Edition), Boston, MA: Cengage Learning. MMS ID: 991000118099704681.

6. Watson, Mark. Watson, M. B. (Mark Brownlee), 1949- McMahon, Mary, 2012, Career development global issues and challenges, New York: Nova Science Publishers. MMS ID: 991005964720704681

7. Baker, Michael J 2013, Career Development. Journal of customer behaviour, 2013, Vol.12(2), p.91-94. DOI: 10.1362/147539213X13832198548139.

8. 水淼 (2010)。20 幾歲，就定位：打造通往未來的許可證！。好的文化。

9. Natashia Larkin 2018, Job interview tips 2018: Your complete guide to success. Retrieved from: https://www.cv-library.co.uk/career-advice/interviews/job-interview-tips-2018-complete-guide/.

10. Michael Cheary 2018, Competency-based interviews: What you need to know. Retrieved from: https://www.reed.co.uk/career-advice/competency-based-interviews-what-you-need-to-know/.

11. Home. (n.d.). Retrieved from https://mahara.org/.

12. [email protected] 2018, Career Development Theories. Retrieved from: http://www.loveyourcareer.org/understnad-yourself/32-career-cunseling-tools/career-development-theories/26-career-development-theories#Happenstance.

13. TheInterviewguys.com 2018, How to Master the START Method for Interview Questions. Retrieved from: https://theinterviewguys.com/star-method/






Chan Wai Yeung

Kwong Chin Fun

Lau Ho Ming


Chan Wai Yeung

Kwong Chin Fun

Lau Ho Ming



Module Syllabus

Module Title MindShift: Achieving Personal Growth & Effectiveness

Module Code SDD4005 / SDD4005M

QF Credits 6

QF Level 4

Notional Learning

Hours

60 hrs

Contact Hours*:

26 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(1) Academic Criteria



A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption Assessment


Module Aim: This module aims to enable students to formulate effective self-improvement strategies and to develop good habits for pursing personal goals as well as meeting the impending challenges of the changing world.





1. formulate self-improvement strategies to meet the needs of the changing world;

2. foster good habit building for well-being; and

3. articulate one’s personal goals in terms of personal potentials.


A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in adaptability, resilience and potential development to achieve personal goals even in face of changing environments with adversity. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, individual presentation and physical activity workshops. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

Mutual support and peer feedback will be encouraged and adopted in the in-class activities, such as group sharing, to create a mutual support learning environment, which will help promote better adaptation and resilience building. Students will be given opportunities to learn from their peers as well as to give and receive feedback.

Students’ learning will be kept track through various means, such as written exercise, in-class activities, peer feedback, and presentation of their self-reflection. The products of students’ works will be collected as evidence to demonstrate their competency and will be contributing to their career portfolio for graduation.

Students will be encouraged to extend their learning experiences beyond workshops to build up personal goals and resilience for personal development. They are encouraged to participate in activities with manageable challenges, including sports activities and psychological skills training.

Assessment Scheme:



Total 100%



Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:


40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole

module in order to achieve the intended learning outcomes.

Unit of Competency

Performance Criteria

SWPD408 Formulate self-improvement strategies to meet the needs of the changing world

1. Articulate the impact of the changing world on people’s well-being.

Range: Topics may include but not limited to the impact of the Industry 4.0 and internet world, the importance of generic competencies in different scenarios related to the changing world.

2. Develop the growth mindset for self-improvement.

Range: Topics may include but not limited to the understanding of one’s mindset, the different impacts resulted from fixed and growth mindset, and the corresponding self-improvement strategies.

3. Employ self-regulation approach.

Range: Topics may include but not limited to the understanding of different emotions and the mechanism of one’s affective, physical and cognitive response to a variety of situations, and apply the knowledge of S-ABC model as for self-regulation.

SWPD409 Foster good habits for personal effectiveness

1. Review one’s experience in meeting challenges.

Range: Topics may include but not limited to review of one’s experience and to share the experience for building personal strength.

2. Employ interpretation strategies on resilience and application of new strategies.

Range: Topics may include but not limited to strategies for resilience and case studies in applying new approaches to handle various challenges.

3. Implement physical training exercise to enhance well-being.

Range: Topics may include but not limited to the appropriate



health check and building habit of regular exercise for well-being.

SWPD410 Articulate one’s personal goals in terms of personal potentials

1. Identify strategies for developing one’s potentials.

Range: Topics may include but not limited to set goals with personal strengths or potentials.

2. Apply strategies for self-improvement.

Range: Topics may include but not limited to applying growth mindset and building good habits for personal effectiveness on goral setting.

References:

1. Blackwell, L., Trzesniewski, K., & Dweck, C. 2007, Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention, Child Development, 78(1), 246-263. doi: 10.1111/j.1467-8624.2007.00995.x

2. Chao, M., Visaria, S., Mukhopadhyay, A., & Dehejia, R. 2017, Do rewards reinforce the growth mindset? Joint effects of the growth mindset and incentive schemes in a field intervention, Journal of Experimental Psychology: General, 146(10), 1402-1419. doi: 10.1037/xge0000355.

3. DeBacker, T., Heddy, B., Kershen, J., Crowson, H., Looney, K., & Goldman, J. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals, Educational Psychology. 38(6), 711-733. doi: 10.1080/01443410.2018.1426833

4. Carlson, N., & Birkett, M. 2017, Physiology of behavior (12th ed.). England: Pearson Education Limited.

5. “Discover How to Rewire Your Brain with Neuroplasticity.” YouTube, YouTube, 11 June 2017. Retrieved from www.youtube.com/watch?v=bbLP-as1ABk.

6. Dweck, C. 2015, Carol Dweck Revisits the 'Growth Mindset', Retrieved from https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html

7. Dweck, C. 2016, Mindset: The New Psychology of Success, New York: Ballantine.

8. Kolb, B., Gibb, R., & Robinson, T. 2003, Brain Plasticity and Behavior. Current Directions in Psychological Science, 12(1), 1-5.

9. Leung, F. Feb, 2018, Doing CBT in the Decade of the Mind: The S-ABC Model. Keynote Address at the 6th Asia CBT Conference. Dhaka, Bangladesh.

10. “Growing Lifelong Learners.” Science Impact. Retrieved from https://www.mindsetworks.com/default

11. Paunesku, D., Walton, G., Romero, C., Smith, E., Yeager, D., & Dweck, C. 2015, Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement, Psychological Science, 26(6), 784-793. doi: 10.1177/0956797615571017



12. Wilson, T., & Buttrick, N. 2016, New directions in social psychological interventions to improve academic achievement, Journal of Educational Psychology, 108(3), 392-396. doi: 10.1037/edu0000111

13. Yeager, D., & Dweck, C. 2012, Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed, Educational Psychologist, 47(4), 302-314. doi: 10.1080/00461520.2012.722805




Wong Hon Chun

Chan Siu Yung

Wong Ka Yi

Lau Ho Ming


Wong Hon Chun

Chan Siu Yung

Wong Ka Yi

Lau Ho Ming



Module Syllabus

Module Title Information Technology Essentials – Smart Living

Module Code ITE3009

QF Credits 6

QF Level 3

Notional Learning

Hours 65 hrs


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs




Module Aim:

The module aims to:

1. strengthen learners’ knowledge and skills in immersive experience technologies, Internet of Things, Big Data and Artificial Intelligence in order to enhance users’ experience in contemporary IT topics; and

2. develop learners’ ability to design and apply appropriate technologies in smart living and industries.


On completion of the module, learners are expected to be able to:

1. use appropriate tools/software to interactively control the smart/sensors devices for smart living;

2. apply business intelligence tools to extract big data from external sources, transform and visualize in different formats to produce insight;

3. build different types of artificial intelligence applications through cloud platforms; and

4. use appropriate tools/software to produce content for immersive experiences.




This module will be delivered in a computer laboratory.

Practical examples are given to learners to facilitate their learning.

Hands-on and task-based approaches are used to encourage learners to attain the practical skills and knowledge.

Exercises and work relevant to the programme are given to learners to facilitate them to apply the skills they learn in this module in their vocational modules of the programme.

Assessment Scheme:



Total 100%

Key Content Areas:

The following Units of Competency (UoCs) from the Specification of Generic (Foundation) Competencies under the Qualifications Framework are adopted as the references for the delivery of the module in order to achieve the intended learning outcomes.

UoC#1: ITMB320A Demonstrate knowledge and skills of contemporary IT technologies related to smart living.

Unit of Competency

Elements of Competency Performance Criteria

ITMB320A

Demonstrate knowledge and skills of contemporary IT technologies related to smart living

1. Demonstrate knowledge and skills in the Internet of Things (IoT)

1.1 Understand essentials of the IoT and give smart home/living examples

Range: Topics may include but are not limited to IoT devices, impact of digital transformation and smart home/living examples

1.2 Interconnect smart devices and sensors to produce an interactive smart application

Range: Topics may include but are not limited to interconnect smart devices and sensors, storage and process of data in the cloud platform and program the smart device using blockly



Unit of Competency


programming tools

2. Produce an interactive dashboard to explore data

2.1 Understand the usage of business intelligence tools and data visualization

Range: Topics may include but are not limited to identify different business intelligence tools and understand different type of visualization charts

2.2 Use appropriate tools to produce a dashboard with interactive features

Range: Topics may include but are not limited to apply business intelligence tools to produce an interactive dashboard, grab and visualize data to produce insight

3. Produce smart applications with artificial intelligence technologies

3.1 Understand the basic principles of artificial intelligence and its applications

Range: Topics may include but are not limited to identify different type of artificial intelligence applications and the principles behind

3.2 Create smart applications with artificial intelligence features Range: Topics may include but are not limited to face identification / recognition, face counting, voice recognition and optical character recognition

4. Produce immersive contents and apply immersive experience technologies

4.1 Understand the basic principles of augmented reality, virtual reality and mixed reality and its’ applications

Range: Topics may include but are not limited to introduce the applications of augmented reality, virtual reality and mixed reality

4.2 Product immersive contents for the use of augmented reality, virtual reality and mixed reality



Unit of Competency


Range: Topics may include but are not limited to use of augmented reality, virtual reality and mixed reality gadget, 360 degree camera, 3D model scanning

Requirements for Supporting Tools:

1. Tiny programmable computer, sensors and actuators

2. Business intelligence tools

3. Cloud computing platform

4. 360 degree camera, gadget/software for immersive contents production

5. Personal computer with appropriate peripherals, Internet access and application software

Textbooks:

In-house learning and teaching materials.

References:

1. Ejaz, W., & Anpalagan, A. (2019). Internet of Things for Smart Cities: Technologies, Big Data and Security. Springer.

2. McLaren, D., McLaren, D. P., & Agyeman, J. (2015). Sharing cities: A case for truly smart and sustainable cities. Cambridge, Massachusetts: MIT Press.

3. Hege, H. C. (2019). Data visualization: foundations, techniques, and applications. En Universidad de Lima (Ed.).



1 Oct 2018 Dr. Wilson Cho

2 Jan 2019 Dr. Wilson Cho

3 Sep 2019 Freddy Wong

4 Oct 2019 Dr. Wilson Cho



Module Syllabus

Module Title Aesthetics and Semiotics

Module Code DES4008

QF Credits 11

QF Level 4


110 hrs


Lecture 12 hrs

Tutorial 27 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. analyse the characteristics and aesthetic elements through research and evaluation relating to art and design movements;

2. explore design values with an awareness of cultural contexts for effective communication and interpretation;

3. propose and associate design concepts pertinently with visual elements in the context of aesthetics and semiotics; and

4. generate potential design solutions by employing aesthetics and semiotics approaches with respect to cultural diversity and visual literacy.



Learning Contents and Indicative Contact Hours:

Learning Contents

Indicative Contact Hours

1. Aesthetics Theories

Aesthetics theories analysis

Characteristics and aesthetic elements of selected art and design movements

12 hours

2. Representation of Meanings

Semiotics theories analysis

Signifier and the signified

Icon, index and symbol

9 hours

3. Meanings and Interpretations

Ways and styles of meaning

Encoding and decoding of meanings

6 hours

4. Visual Application of Aesthetics and Semiotics Theories

Employ aesthetics and semiotics approaches in communication and interpretation

Explore and apply conceptualisation, realisation and presentation skills

9 hours

5. Review and Reflection

Review and evaluate learning outcomes with critical reflection

3 hours

Mapping of Learning Contents with Intended Learning Outcomes:

Learning Contents

Module Intended Learning Outcomes

1 2 3 4

1 Aesthetics Theories

2 Representation of Meanings

3 Meanings and Interpretations

4 Visual Application of Aesthetics and Semiotics Theories

5 Review and Reflection




A series of lectures will be structured to introduce the main concepts of aesthetics and semiotics, supplemented by notes, on-line and other reading materials.

The main learning activity will be executed through a range of open and collaborative discussions, presentations and discourses supported by hand-outs, on-line materials and class exercises.

Students will be encouraged to apply the learned skills and knowledge to different modules in the later stage of their studies.

Assessment Scheme:



Total 100%

Essential References:

1. Hall, S 2012, This means this, this means that: a user’s guide to semiotics, 2nd edn, Laurence King Pub, London.

2. Faimon, P & Weigand, J 2004, The nature of design: how the principles of design shape our world: from graphic and architecture to interiors and products, How Design Books, Cincinnati.

Further References:

1. Kul-Want, C 2010, Introducing Aesthetics: A Graphic Guide, Totem Books, London.

2. Barry, J 1999, Art, culture, and the semiotics of meaning, St Martin’s Press, New York.

3. Fiedler, J 2012, Bauhaus, H.F, Ullmann Publishing Gmbh, Potsdam.

4. Fahr-Becker, G 2011, Art Nouveau, H.F, Ullmann Publishing Gmbh, Potsdam.

5. Koren, L 2008, Wabi-Sabi: for Artists, Designers, Poets & Philosophers, Imperfect Publishing, Decatur.

6. Kjellman-chapin, M 2013, Kitsch: History, Theory, Practice, Cambridge Scholars Publishing, Newcastle upon Tyne.

7. Jordy, W 2005,"Symbolic Essence" and Other Writings on Modern Architecture and American Culture, Yale University Press, Connecticut.

8. Mitchell, W 2002, Landscape and Power, University of Chicago Press, Chicago.





1 Feb 2010 Dr. Lam Yan Yan Tam Ka Fung, Kelvin Yau Wai Man, Raymond

2 Mar 2010 Dr. Lam Yan Yan Tam Ka Fung, Kelvin Yau Wai Man, Raymond

3 Jun 2010 Dr. Lam Yan Yan Tam Ka Fung, Kelvin Yau Wai Man, Raymond

4 Apr 2011 Dr. Lam Yan Yan Wong Man Yee, Eva Yau Wai Man, Raymond

5 Jan 2012 Dr. Lam Yan Yan Tam Ka Fung, Kelvin Yau Wai Man, Raymond

6 Nov 2014 Dr. Lam Yan Yan Tam Ka Fung, Kelvin Yuen Suk Ping Yau Wai Man, Raymond



Module Syllabus

Module Title Creative and Design Thinking

Module Code DES3006

QF Credits 10

QF Level 3


100 hrs


Lecture 6 hrs

Tutorial 10 hrs

Workshop 20 hrs

Visit/Seminar 3 hrs





1. differentiate various models, processes, principles, and methods of creative thinking and design thinking;

2. implement human-centred innovation basics to identify needs and define problems under guided scenarios;

3. employ divergent thinking skills to generate ideas; and

4. employ convergent thinking skills to evaluate solutions based on desirability, feasibility, and viability through prototyping and testing.




Learning Contents Indicative Contact Hours

1. Design Thinking Fundamentals and Practices

Origins and approaches to design thinking

Design thinking principles and process

Practices of design thinking in various industry solutions

3 hours

2. User-Centred Research Basics and Practices

User perception and expectations

Analysis of user experiences from functional and emotional perspectives through journey mapping

6 hours

3. Defining User Needs and Problems

Problem appreciation, definition and framing

6 hours

4. Creative Thinking Approaches and Practices

Creative thinking tools and techniques

(Brain-storming, Clustering and SCAMPER)

Evaluating and selecting innovative solutions

(Evaluation Matrix and Edward De Bono’s Six Thinking Hats)

15 hours

5. Prototype and Concept Presentation

Redefining a problem through prototyping and testing

Concept presentation and evaluation of innovation ideas based on desirability, feasibility, and viability

9 hours




Learning Contents


1 2 3 4

1 Design Thinking Fundamentals and Practices

2 User-Centred Research Basics and Practices

3 Defining User Needs and Problem

4 Creative Thinking Approach and Practices

5 Prototype and Concept Presentation


A series of lectures will be structured to introduce the fundamentals of design thinking and creative thinking tools, supplemented by notes, on-line and other reading materials.

Workshops feature an interactive approach with handouts, group activities and discussions, and student presentations supported by tutorials.

The main learning activity will be executed through a range of exercises, on-site explorations and role-plays.


Assessment Scheme:



Total 100%

References:

1. Brown. T. & Wyatt, J. 2010, Design thinking for social innovation, Stanford Social Innovation Review, Winter 2010, 30-35.

2. Curedale, R. 2013, Design Thinking Process and Methods Manual, Design Community College Inc., Topanga, California.

3. Fung, A., Lo, A. & Rao, M.N. 2005, Creative tools, School of Design, Hong Kong Polytechnic University, Hong Kong.



4. Kolko, J. 2014, Well-designed: how to use empathy to create products people love, Harvard Business Review Press.

5. Michalko, M. 2006, Thinkertoys: a handbook of creative-thinking techniques, Ten Speed Press, Berkeley, California.

6. Tomitsch, M. et al. 2018, Design. Think. Make. Break. Repeat, BIS, Amsterdam.



1 Mar 2015 Dr. Lam Yan Yan

Tam Ka Fung, Kelvin

Wong Man Yee, Eva

Lee Siu Chung, David

2 May 2019 Wong Ngai Chi, Edwin



Module Syllabus

Module Title Cultural Studies

Module Code DES4007

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs

Tutorial 32 hrs

Workshop/Lab - hrs

Visit/Seminar 8 hrs





1. interpret the impact of cultural issues with respect to social, creative and sustainability contexts on arts and design;

2. analyse cultural elements and the important role of cultural values in art and design fields;

3. evaluate the contextual influences of selected major art and design movements on the forms, perceptions and conventions of arts, design and communication; and

4. implement research methods to analyse the relationship between arts, design and culture.




Learning Contents Indicative Contact Hours

1. Introduction to Cultural Studies

Social, technological, economical and sustainable perspectives in cultural studies

Important roles of cultural studies to art and design development

4 hours

2. The Social Revolution

Social changes and transformation

Popular culture

Consumerism

Identity

10 hours

3. Globalization vs Localization

Social norms

Creative values

Global and local cultures

Globalisation and cultural sustainability

Community and ‘place-making’

10 hours

4. Oriental and Western Art and Design Movements

Selected art and design movements and the contextual influences

Visual characteristics, the values and nowadays’ transformation in arts and designs

10 hours

5. Research Methods

Field research/ Contextual research methods in various art and design disciplines

Primary and Secondary research

Observation, organisation, interpretation, evaluation and presentation

18 hours



Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents


1 2 3 4

1 Introduction to Cultural Studies

2 The Social Revolution

3 Globalization vs Localization

4 Oriental and Western Art and Design Movements

5 Research Methods


A series of lectures will be structured to introduce the main concepts of cultural awareness and their impact in relation to arts and designs.

The main learning activity will be delivered through a range of open and collaborative discussions, presentations and cultural visits. All activities will be supplemented by hand-outs, on-line and other forms of reading materials.


Cultural research will be employed to establish students’ foundation on identifying important cultural issues and organising the findings.

Assessment Scheme:



Total 100%




1.

2.

Barker, C 2016, Cultural studies: Theory and practice, 5th edn, Sage, London.

Pickering, M 2008, Research Methods in Cultural Studies (Research Methods for the Arts and the Humanities), Edinburgh University Press, Edinburgh.

Further References:

1. Mirzoeff, N 2009, An introduction to visual culture, Routledge, New York.

2. 胡恩威 2005, 香港風格 Hong Kong Style, Tom (Cup Magazine) Publishing Limited, Hong Kong.

3. Storey, J 2012, An introduction to cultural theory and popular culture, 6th edn, University of Georgia Press, Athens.

4. Bhaskaran, L 2009, Designs of the times: using key movements and styles for contemporary design, Page One, Singapore.

5. Lefebvre, H 2008, The Production of Space, Blackwell Publishing.

6. Berger, J 2009, Ways of seeing, British Broadcasting Corporation: Penguin Books, London.

7. 陳瀅巧著，方孝謙審訂 2008，圖解文化研究，易博士文化，台北市。

8. Sparke, P 2013, An Introduction to Design and Culture: 1900 to the Present, Routledge, New York.

9. Christensen, B.T, Ball, L.J, Halskov, K 2017, Analysing Design Thinking: Studies of Cross-Cultural Co-Creation, CRC Press, Balkema.

Magazines and Periodicals:

1. <http://www.culturalstudies.net>

2. <http://www.artchive.com>

3. <http://www.aestheticamagazine.com>

4. International Journal of Cultural Studies, Sage Publications, London.





1 Sep 2009 Dr. Lam Yan Yan

Wong Ngai Chi, Edwin

2 Jun 2010 Dr. Lam Yan Yan


3 Apr 2011 Dr. Lam Yan Yan

Yoji Matsumura


4 Jan 2012 Dr. Lam Yan Yan

Tam Ka Fung, Kelvin


5 Feb 2015 Dr. Lam Yan Yan

Tam Ka Fung, Kelvin

Leung Po Shan, Popo

6 Apr 2019 Yau Wai Man, Raymond



Module Syllabus

Module Title 2D Visual Expression: Image Making

Module Code VAS4017

QF Credits 12

QF Level 4


120 hrs


Lecture 4 hrs

Tutorial 10 hrs

Workshop/Lab 36 hrs

Visit/Seminar 2 hrs





1. employ drawing materials, techniques and colour theory for visualization of objects and forms;

2. transform concepts from observation, imagination and interpretation into visual expressions with creative use of images and materials;

3. investigate and experiment the possibility and development of painting and drawing in contemporary art language; and

4. create personal styles with unique artistic concept, images and skills.




Learning Contents

Indicative

Contact Hours

1. Basic visual expression

Exploration of the quality of line and texture

Exploration of tone and composition

Understanding form and volume

12 hours

2. Colour theory in art practice

Comprehension and application of colour theory in the visual arts and art practice

6 hours

3. Expressive visual literacy

Visual exploration through expressive drawing of figure, landscape and still life

Exploration of media and materials

18 hours

4. Artistic Transformation

Discovery of beauty from inspiration of a movie/performing art and even daily life objects

Interpretation of observation into concept generation

Development of inspirational image expression and uniqe artistic language and skills

12 hours

5. Presentation and exhibition

Presentation of the developed, inspired expression of a visual image

Exhibition of the outcome to targeted audiences in a resolved and integrated manner

4 hours




Learning Contents


1 2 3 4

1 Basic visual expression

2 Colour theory in art practice

3 Expressive visual literacy

4. Artistic Transformation

5 Presentation and exhibition


Lectures supplemented by masters’ work samples are designed to widen students’ scope of interpretation, visual expression and to promote a sense of artistic investigation.

Tutorials entail either working individually or in small groups and are designed to promote discussion, sharing and inspiration as an integral part of students’ learning experience.

Presentation and exhibition of the final outcome will be conducted at the end of the module to motivate students’ participation and to gain satisfaction.

Students are encouraged to apply the practices and skills they have learned across different modules,

All activities will be supplemented by handouts, on-line and other forms of reading materials.

Assessment Scheme:



Total 100%


1. Curtis, B 2009, Drawing from Observation, McGraw-Hill Companies, New York.

2. Kaupelis, R 2009, Learning to Draw: A Creative Approach, Dover Publications Inc., New York.



Further References:

1. Albers, J & Weber, N F 2013, Interaction of Colours, Yale University Press.

2. Butler, C & Zegher, C 2010, On Line: Drawing Through the Twentieth Century, MOMA, New York

3. Cane, K 2012, Making and Drawing, Bloomsbury, London

4. Dexter, E 2005, Vitamin D: New Perspectives in Drawing, Phaidon.

5. Hudson, S 2015, Painting Now, Thames & Hudson, London.

6. Malbert, R 2015, Drawing People: The Human Figure in Contemporary Art, D.A.P Distributed Art Publishers Inc.

7. Maslen, M 2011, The Drawing Projects: An Exploration of the Language of Drawing, Black Dog Publishing.

8. New, J 2005, Drawing from Life: The Journal as Art, New York: Princeton Architectural Press.

9. Schwabsky, B 2011, Vitamin P2: New Perspectives in Painting, Phaidon.



1 Jul 2011 Lam Shuk Yi, Rita Yuen Suk Ping, Heidi

Wood Wong

2 Dec 2014 Shum Yin Ting

Tse Ming Chong

3 Aug 2016 Dr. Tang Ying Chi



Module Syllabus

Module Title 3D Visual Expression: Object and Space

Module Code VAS4018

QF Credits 12

QF Level 4


120 hrs


Lecture 2 hrs

Tutorial 10 hrs

Workshop/Lab 40 hrs

Visit/Seminar - hrs





1. define the specific relation between object and space as well as the concept from observation to participation in contemporary art;

2. investigate a specific space regarding the visual and culture elements as a crucial component of an artistic project;

3. incorporate a variety of different and appropriate media into a coherent composition at a specific space; and

4. execute personal exhibitions featuring art installations which have close relationships with the living culture and environment.




Learning Contents

Indicative

Contact Hours

1. Object and Space: Installation Art

The development of installation art

Art as process: from ‘object’ to ‘interaction’, ‘Observation’ to ‘Participation’

5 hours

2. Environment

Specificity of space as crucial component of installation art

Installation art as an object or an environment to be experienced

15 hours

3. Assemblage

Mixed media

Ready-made and found objects

15 hours

4. Content and communication

Socio-cultural commentary: Installation as investigation of relationship between humans and their environment

Themes and communication: Incorporating messages and themes into the work

7 hours

5. Artwork creation and exhibition

Combining and balancing elements

Artwork realisation

Organisation skill of an exhibition

Critical decision making

10 hours




Learning Contents


1 2 3 4

1 Object and Space: Installation art

2 Environment

3 Assemblage

4 Content and communication

5 Artwork creation and exhibition


Learning and teaching will be delivered interactively in a range of formats including structured lectures, demonstrations, tutorials and workshops, where appropriate.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develops their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute artistic creation processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Alignment with other modules is encouraged to provide students opportunities to further integrate their learning.

Assessment Scheme:



Total 100%

References:

1. Installation Art Now 2014, Gingko Press, Berkeley.

2. Taschen (ed) 2013, Sculpture: From antiquity to the present day, Taschen, Berlin.

3. Wells, R 2013, Scale in Contemporary Sculpture: Enlargement, Miniaturisation, and the life-size, Routledge, London.



Further References:

1. Brooks, N 2005, Mouldmaking and Casting – A Technical Manual, The Crowood Press, Wiltshire.

2. Brown, C W (ed) 2006, The Sculpting Techniques Bible: An Essential Illustrated Reference for Both Beginners and Experienced Sculptors, Chartwell Books, Edison.

3. Doherty, C 2015, Public Art (Now): Out of Time, Out Space, Art/Books, London.

4. Malpas, W 2007, Installation Art in Close-Up, Crescent Moon Publishing, Kent.

5. Martin, H 2013, Thinking is Making: Presence and Absence in Contemporary Sculpture: The Mark Tanner Sculpture Award, Black Dog Publishing, London.

6. Renshaw, A 2013, Art & Place: Site-Specific Art of the Americas, Phaidon, London.

7. Rosenthal, M 2003, Understanding Installation Art: From Duchamp to Holzer, Prestel Publishing, London.



1 Jul 2011 Yoji Matsumura

Patrick S. Ford

2 Dec 2014 Wu JunJin

3 Feb 2015 Wu JunJin

Shum Yin Ting

4 Aug 2016 Patrick S. Ford

Dr. Tang Ying Chi



Module Syllabus

Module Title Contemporary Hong Kong Art

Module Code VAS4031

QF Credits 11

QF Level 4


110 hrs


Lecture 15 hrs

Tutorial 9 hrs

Workshop/Lab 12 hrs

Visit/Seminar 3 hrs





1. illustrate the development of Contemporary Hong Kong art in historical perspective; 2. identify the predominant artists, artworks, art professionals, art organisations and

historical events in the development of Hong Kong art scene; 3. generalize the impact of evolving aesthetic judgments and artistic concepts with respect

to social, cultural and economic contexts in Hong Kong; and

4. analyse the important role of Hong Kong art in local, Asian and global context.




Learning Contents

Indicative

Contact Hours

1. Introduction to Hong Kong Art

Brief History of Hong Kong Art

Introduction to significant artists, prominent figures, arts organisation, museum and galleries in Hong Kong sphere

9 hours

2. Hong Kong Contemporary Art Ecology

Development and diverse landscape of Hong Kong art from social, cultural and economic perspectives

The relation among artist, museum/gallery/ organisation/festival, curators, collectors and media

The new forms of art, exhibitions and arts/creative communities/ art space in Hong Kong

12 hours

3. The Role of Hong Kong art in Local, Asian and Global Context

the relationship with China, neighbouring countries and the rise of the International art events

the influence on the role of Hong Kong art

6 hours

4. Hong Kong Contemporary Art Archive and Research Development

Focus study on selected Hong Kong artists, art professionals and organizations.

Introduction on useful resources and archives for independent research on Hong Kong Arts.

Research project generating new historical materials for the Hong Kong art scene

12 hours




Learning Contents


1 2 3 4

1 Introduction to Hong Kong Art

2 Hong Kong Contemporary Art Ecology

3 The Role of Hong Kong Art in Local, Asian and Global Context

4. Hong Kong Contemporary Art Archive and Research Development


A series of lectures, tutorials, workshops/labs will be conducted to introduce the main development of Hong Kong art scene from modern to contemporary period and its relation to the social and cultural context.

The learning activities will be delivered through a range of open and collaborative discussions, presentations and art visits.

Activities will be supplemented by hand-outs, on-line and other forms of reading materials.

Students will be encouraged to apply the learned knowledge across different modules.

Assessment Scheme:



Total 100%

Essential Reference:

1. Donker, B 2014, The No Colors: William Lim: Living Collection in Hong Kong, Hatje Cantz, Berlin.



Further References:

1. Ciclitara, S & Chang T 2012, Hong Kong Eye: Contemporary Hong Kong Art, Skira Editore S.p.A, Milan

2. Clarke, D 2001, Hong Kong Art: Culture and Decolonization, Reaktion, London.

3. Clarke, D 1996, Art and Place: Essays on Art from a Hong Kong Perspective, Hong Kong University Press, Hong Kong

4. Ha, T 2013, Contemporary art in Hong Kong: the artists, their works, their paths, Asia One Books, Hong Kong.

5. Lai, ME 2017, A Glimpse into Hong Kong Art 1949-1997, Hong Kong Design Institute, Hong Kong

6. Li, Z 2011, Topography: 12 interviews with contemporary art institutions in Hong Kong, Exterior Culture, Hong Kong.

7. Vigneron, F 2012, Understanding Hong Kong Art through Culture, Arts Education Section, Education Bureau, Hong Kong.

8. Vigneron, F 2010, I like Hong Kong: Art and Deterritorialization, Hong Kong: Chinese University Press, Hong Kong.

9. Zhu, Q 2005, History of Hong Kong Fine Art, Joint Publishing, Beijing


1. Hong Kong Visual Arts Year Book, viewed 07 Aug 2018, <http://www.hkvisualartsyearbook.org/index.php>.




Tse Ming Chong

2 Aug 2018 Jamsen Law

Cheng Wan Ting Wendy



Module Syllabus

Module Title Digital Media and Sound

Module Code VAS4019

QF Credits 12

QF Level 4


120 hrs


Lecture 6 hrs

Tutorial 16 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





1. examine the development of the experimental media forms and practices in contemporary visual art and culture;

2. experiment various audio and visual production techniques to expand the individual artistic language in the media art project;

3. select appropriate strategies for the possibility of alternative exhibition of projected image and sound with an emphasis on performance/ installation/ interactive art; and

4. integrate image sequencing and editing skills into audio-visual solutions for creative ideas in self-directed artistic projects.




Learning Contents

Indicative

Contact Hours

1. Media Aesthetics

Historical development of media aesthetics

Influential experimental media artists and projects

4 hours

2. Audio Cinema

Basic techniques of producing a sound piece such as recording and editing etc

Creation of the audioscape through musical forms, sonic stories and/or concrete sounds found within daily life.

12 hours

3. Expanded Cinema

Revision of operation and technical control of a video camera

Experiment of audio and visual production strategies and techniques

Integration of a series of graphic images/ photos/ video and audio displayed in sequence for the purpose of artistic concept

Media Convergence: exploration of the appropriate media and space/ platform for the project with a theme

20 hours

4. Creation of Experimental Art Project

Creation of experimental art projects with appropriate media, formats and space based on artistic concept and theme.

16 hours


Learning Contents


1 2 3 4

1 Media Aesthetics

2 Audio Cinema

3 Expanded Cinema

4 Creation of Experimental Art Projects




A series of lectures and exercises will be structured to introduce audio-visual media skills, supplemented by notes, on-line and other reading materials.

Lectures feature an interactive approach with handouts, group discussions and student presentations, supported by tutorials.

The main learning activity will consist of a range of workshops.

Students are encouraged to apply the practices and skills they have learned across different modules, such as art projects and cultural studies.

Assessment Scheme:



Total 100%


1. Chion, M 1994, Audio-Vision, Columbia University Press, New York.

2. Curtis, D, Rees, A.L, White, D & Ball, S 2008, Expanded Cinema: Art, Performance,

Film, Abrams, New York.

3. Sider, L, Sider, J & Freeman, D (ed) 2003, Soundscape: the School of Sound

Lectures, 1998-2001, Wallflower Press, New York.

Further References:

1. Izhaki, R 2012, Mixing Audio: Concepts, Practices and Tools, Focal Press, Oxford.

2. Jager, J, Husch, A & Knapstein, G 2007, Beyond Cinema: The Art of Projection, Hatje Cantz, Berlin.

3. Rieser, M & Andrea, Z 2002, New Screen Media: Cinema/Art/Narrative, London: BFI; ZKM.

4. Sauter, J, Jaschko, S & Ängeslevä, J 2011, ART+COM: Media Spaces and Installations, Gestalten, Berlin.

5. Shaw, J & Weibel P (ed.) 2003, Future Cinema: the Cinematic Imaginary After Film, The MIT Press, Cambridge.




1. ZKM, viewed 17 Aug 2018, < https://zkm.de/en>.



1 Jun 2011 Shum Yin Ting

Tam Kwok Leung


Tse Ming Chong

3 Feb 2016

(Reference list only)

Jamsen Law



Module Syllabus

Module Title Drawing

Module Code VAS3011

QF Credits 7

QF Level 3


70 hrs


Lecture 4 hrs

Tutorial 5 hrs

Workshop/Lab 28 hrs

Visit/Seminar 2 hrs





1. express ideas through material investigations, innovative applications of materials and the processes of drawing practice;

2. apply technical skills in the use of materials and media along the exploration of drawing practices;

3. apply critical thinking on drawing as an art form; and

4. use appropriate visual vocabulary to improve communication quality.




Learning Contents

Indicative

Contact Hours

1. Concepts of drawing

Relationship between observation, the process of abstraction and selection

Relationship between the contemporary and traditional practices

6 hours

2. Process and materials

Exploration of a wide range of drawing materials and application processes

Concepts of mixed media and formats experimentation

12 hours

3. Drawing skills

Skills of using a variety of drawing mediums, collage, and transfer techniques

Figurative and abstract drawings

12 hours

4. Drawing with an investigative approach

Development of self-expressions through drawing and exploration in self-selected theme, approaches and materials

Exploration of the ways of seeing

9 hours


Learning Contents


1 2 3 4

1 Concepts of drawing

2 Process and materials

3 Drawing skills

4 Drawing with an investigative approach





A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develops their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Artists’ talk as professional sharing from the industries or visit to exhibitions enables students to get up to date information and help them to realize the project in a real-life context.

Alignment with other modules is encouraged to provide students opportunities to further integrate their learning.

Assessment Scheme:

Continuous Assessment (CA)

Classroom exercises: 50%

Visual Journal: 10%

60%

End-of-Module Assessment (EA)

Self-directed works 40%

Total 100%


1. Sawdon, P & Marshall, R 2015, Drawing ambiguity: Beside the lines of contemporary art, I.B. Tauris, London.

2. Stout, K 2015, Contemporary Drawing: From the 1960s to Now, Tate Publishing.

Further References:

1. Dillon, B 2009, The End of the Line: Attitudes in Drawing, Hayward Publishing/Southbank Centre, London.

2. Germann, M & Van C, Philippe 2015, Drawing: the Bottom Line, Belgium Mercatorfonds, Brussels.

3. Gross, JR 2015, Drawing Redefined: Roni Horn, Esther Kläs, Joëlle Tuerlinckx, Richard Tuttle, Jorinde Voigt, DeCordova Sculpture Park and Museum, Lincoln, Massachusetts.



4. Hoptman, LJ 2002, Drawing Now: Eight Propositions, Museum of Modern Art, New York.

5. Iwasaka, M 2015, Beyond the Display - Phenomenal Art and Design in the 21st Century, Tokyo: BNN.

6. Kovats, T 2005, Drawing Book: A Survey of Drawing: The Primary Means of Expression, Black Dog Publishing, London.

7. Maclagan, D 2014, Line Let loose: Scribbling, Doodling and Automatic drawing, Reaktion Books Ltd, London.

8. Valli, M 2013, Walk the Line: the Art of Drawing, Lawrence King, London.






Module Syllabus

Module Title Independent Studies

Module Code VAS4023

QF Credits 15

QF Level 4


150 hrs


Lecture 8 hrs

Tutorial 24 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs





1. formulate a plan on idea development and studio practice for an independent artistic project;

2. research into historical and contemporary art contextual references in support of personal practice;

3. document personal investigations undertaken both within the studio environment and outside of it;

4. evaluate the research references and experimented art practice as the independent research area and personal artistic language and

5. present a retrospective review effectively and professionally aimed at future developments.




Learning Contents

Indicative

Contact Hours

1. Initiating and developing a personal art practice

Initiating and opening out personal investigations

Documenting and preserving visual references for reflection

Evaluating and highlighting idea threads for further exploration through discussion and self-reflection

17 hours

2. Practical explorations of materials and techniques

Conducting practical experiments in a variety of materials

Using different hand and machine tools, familiarization with equipment

Reflection and documenting experiences

17 hours

3. Development of concept through critique, discussion and presentation

Linking concept to practical work

Group presentation of themes for discussion

Participation in the critique, individual and group discussion

6 hours

4. Incorporating research with notebooks / sketchbooks

‘Thinking on paper’, using notebooks / sketchbooks to explore ideas

Documenting research / references for future use

Using notebooks / sketchbooks to incorporate research into practical investigations

6 hours

5. Presentation of work, verbal introduction to main themes

Preparation of portfolio and notebooks / sketchbooks

Verbal introduction to the themes explored in the work

Evaluation of personal progress, highlighting of themes for future investigation

6 hours




Learning Contents


1 2 3 4 5

1 Initiating and developing a personal art practice

2 Practical explorations of materials and techniques

3 Development of concept through critique, discussion and presentation

4 Incorporating research with notebooks / sketchbooks

5 Preparation of work, verbal introduction to main themes


Learning and teaching will be delivered interactively in multiple formats, including structured lectures, seminars, demonstration, tutorials, workshops, visits, and presentations.

A student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop initiative and an ability to conduct self-criticism in support of their own themes and strengths. Students will be required to work independently with appropriate guidance and support, in order to foster their confidence and decision-making abilities.

Visits to artists’ studios or campus visits by artists may be integrated to help provide real-life case studies for the students to observe.

Group critiques and self-assessment encourage peer group learning and self-reflection.

Assessment Scheme:



Total 100%




1. Berger, J 2008, Ways of Seeing, Penguin, London.

2. Perry, G 2004, Themes in Contemporary Art, Yale University Press, New Haven

3. Schwabsky, B 2011, Vitamin P2: New perspectives in painting, Phaidon Press

Further References:

1. Barthes, R 1993, Camera Lucida: Reflections on Photography, Vintage Classics, London.

2. Benjamin, W 2008, The Work of Art in the Age of Mechanical Reproduction, Penguin, London.

3. Burriaud, N 2005, Post-Production: Culture as Screenplay: How Art Reprograms the World, Lukas & Sternberg, New York.

4. Burriaud, N 1998, Relational Aesthetics, Les Presses Du Reel, Paris.

5. Debord, G 1984, The Society of the Spectacle, Black & Red, Michigan.

6. Dunbadze, A 2013, Contemporary Art: 1989 to the present, Wiley-Blackwell, New Jersey.

7. Foster, H, Krauss, R & Buchloh, B 2011, Art since 1900 – Modernism, Antimodernism, postmodernism, Vol 2 – 1945 to the present 2nd Edition, Thames & Hudson.

8. Heartney, E 2013, Art & Today, Phaidon Press.

9. Heartney, E 2013, The Reckoning: Women Artists of the New Millennium, Prestel New York.

10. Isaak, J A 1996, Feminism and Contemporary Art: The Revolutionary Power of Women’s Laughter, Routledge, London.

11. Philips, S 2013, Isms: Understanding Modern Art, Universe, New York.

12. Ranciere, J 2011, The Emancipated Spectator, Verso, London.

13. Schechner, R 2003, Performance Theory, Routledge, London.

14. Thompson, N 2015, Seeing Power, Art and Activism in the Twenty-first Century, Melville House, Brooklyn.

15. Turkle, S 2011, Evocative Objects: Things We Think With, MIT Press, Cambridge.

16. Walther, I.F 2012, Art of the 20th Century, Taschen.

17. Wu, H 2014, Contemporary Chinese Art, Thames & Hudson.


1. ArtForum

2. Art in America

3. Flash Art

4. Art News

5. Freize

6. Art Review



7. Asian Art News

8. World Sculpture News

9. Modern Painters

10. Tate Etc.

11. Afterall



1 Dec 2014 Patrick S. Ford




Module Syllabus

Module Title Introduction to Arts Project Management

Module Code VAS4026

QF Credits 11

QF Level 4


110 hrs


Lecture 15 hrs

Tutorial 20 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs





1. identify the role and relation among curator, artist, audience, gallery/art space and collectors to examine the management scope of visual arts and cultural organisations and activities;

2. manage individual arts project and presentation at the professional level; and

3. develop strategic planning for organising exhibition and promotion with the consideration of audience development.




Learning Contents

Indicative

Contact Hours

1. Roles of a curator

Brief history of exhibition and change of role of curator in visual arts and cultural projects

Management of a project plan, direction, team, risk, schedule, budget, marketing, press, resources and conflicts

Relation with artist, gallery/ art organizations, press, art critics, collectors etc.

4 hours

2. Management fundamentals

Research and creation of theme and direction for the exhibition and arts project

Management fundamentals in visual arts and cultural projects/activities

Strategic proposal planning of organising, leading and monitoring of the whole process of the project

Audience development and participatory elements/activities for enhanced art experience

20 hours

3. Implementation of arts project

Implementation of a project management plan through case studies in the field of visual arts and culture

Exhibition set up, artworks handling and installation, manpower and venue management etc.

15 hours


Learning Contents


1 2 3

1 Role of a curator

2 Management fundamentals

3 Implementation of arts project




A series of lectures will be structured to introduce visual arts and cultural management practices, supplemented by notes, case studies and other reading materials.

An interactive approach is featured with visits, seminars, group discussions and presentations, supported by tutorials.

External professional participation will be arranged where appropriate to increase students’ awareness of different practices, and locate their acquired knowledge in a workplace context.

Assessment Scheme:



Total 100%


1. Fanizza, S.D. 2015, The How of Audience Development for the Arts: Learn the Basics, Create Your Plan, Lulu Publishing Services.

2. George, A 2015, The Curator's Handbook, Thames & Hudson.

3. O’Neill, P 2012, The Culture of Curating and the Curating of Culture(s), The MIT Press, London.

Further References:

1. Bogle, E 2013, Museum exhibition planning and design, AltaMira Press, Maryland.

2. Buck, L 2012, Commissioning Contemporary Art: A Handbook for Curators, Collectors and Artists, Thames & Hudson.

3. Obrist, H 2008, A Brief History of Curating: By Hans Ulrich Obrist (Documents), JRP Ringier, Zurich.

4. O’ Doherty, B 1999, Inside the White Cube: The Ideology of the Gallery Space.

University of California Press, Oakland.

5. Simon, N. 2010, the Participatory Museum. Museum 2.0, California.

6. Walhimer, M 2015, Museum 101, Rowman & Littlefield Publishers, Maryland.

7. 鄭新文《藝術管理概論，香港經驗，國內外案例》，2009，上海音樂出版社

(Principles of Arts Management: Hong Kong experience, with case studies from China and abroad), 2009, Shanghai Music Publishing House (in Chinese)





1 Jul 2011 Leung Po Shan, Popo,

Wong Ngai-chi, Edwin

2 Dec 2014 Tse Ming Chong Shum Yin Ting

3 Aug 2016

Dr. Tang Ying Chi Shum Yin Ting



Module Syllabus

Module Title Introduction to Asian Art

Module Code VAS4034

QF Credits 11

QF Level 4


110 hrs


Lecture 18 hrs

Tutorial 9 hrs

Writing 9 hrs

Visit/Seminar 3 hrs





1. differentiate between major styles and regional differences in Asian art as a foundation

for the development as an artist;

2. analyse the contextual influence on the characteristics of different Asia art styles in the

21st century; and

3. generate and synthesise ideas and concepts with critical points of view to produce an academic writing with respect to Asian art aspects.




Learning Contents


1. Introduction to Asian Arts and Culture

Asian cultural perspectives and artifacts - on Ceremonial and Funerary Artifacts

Religious influences and Asian heritage - Buddhism and Arts

6 hours

2. China, Japan and Korea study – Historical approach

Tradition & historical legacy from past to present

Significant art events, incidents, movements and representative artists/art groups in the modern world

Selected study of significant artists

10 hours

3. Contemporary art development in Asia

Predominant themes and their varied expressions in Contemporary Asian Art

Contemporary Asian Art from local, regional and global perspective

The growth of exhibiting platforms and presence for Asian art and artists

11 hours

4. Essay writing for Asian art

Comprehensive approaches to the study of art in Asia

Visual study and literature analysis of the selected artist(s) or art(s)

Research and essay writing about art in Asia.

12 hours


Learning Contents


1 2 3

1 Introduction to Asian Arts and Culture

2 China, Japan and Korea Study – Historical approach

3 Contemporary Art Development in Asia

4 Essay writing for Asian Art




A series of lectures introduces students to analytical thinking in the context of Asian Art, supplemented by power-point notes, video clips, on-line resources and books.

Observational learning with in-class works will be executed for developing written communication skills and oral presentation skills.

Self-study mode is a systematic method for students to strengthen their ability for initiating and handling their selected topics independently.

Group discussion as a good practice that students can establish individual arguments derived from multiple perspectives through questioning and analysing ideas from others.

Visiting arts and cultural events and exhibitions as an active-based learning for enhancing students’ awareness towards various in-class topics.

Assessment Scheme:



Total 100%


1. Antoinette, M 2014, Contemporary Asian Art and Exhibitions: Connectivities and World-making, ANU Press, Canberra.

2. Chiu, M & Genocchi, B 2010, Contemporary Asian Art, Thames & Hudson, London.

3. Neave, D & Blanchard, L C W, Sardar, M 2014, Asian Art, Pearson, New York.

Further References:

1. Amirsadeghi, H 2016, Korean Art: The Power of Now, Thames & Hudson, London.

2. Belting H, Buddensieg A, & Weibel P 2013, The Global Contemporary and the Rise of New Art Worlds, The MIT Press, Cambridge.

3. Chong, D, Hayashi, M, Sumitomo F & Kajiya, K 2012, From Postwar to Postmodern, Art in Japan, 1945-1989: Primary Documents, Duke University Press Books, Durham MC.

5. Chu, M, Genocchio, B 2010, Asian Art Now, The Monacelli Press, New York.

6.

Gao, M 2011, Total Modernity and the Avant-Garde in Twentieth-Century Chinese Art, The MIT Press, Cambridge.



7. Mukherji, PD, Ahuja N P, & Singh K 2013, InFux: Contemporary Art in Asia, SAGE Publications, New Delhi.

8. Taylor NA & Ly B 2012, Modern and Contemporary Southeast Asian Art: An Anthology, Southeast Asia Program Publications, Ithaca.

9. Vartanian, I & Wada, K 2011, See/Saw: Connections Between Japanese Art Then and Now, Chronicle Books, California.


Version Date Created/Reviewed, revised by


Shum Yin Ting

2 Feb 2016 Yau Wai Man, Raymond

Dr. Tang Ying Chi

3 June 2016 Shum Yin Ting

Dr. Tang Ying Chi


Cheng Wan Ting, Wendy



Module Syllabus

Module Title Introduction to History of Visual Arts

Module Code VAS4035

QF Credits 11

QF Level 4


110 hrs


Lecture 18 hrs

Tutorial 9 hrs

Writing 9 hrs

Visit/Seminar 3 hrs





1. critique on the major periods and movements in Western art history as a foundation in

contemporary visual arts for the development as an artist;

2. analyse the art historical development processes and the contextual influence on the art

themes and styles in different art movements and periods; and

3. generate and synthesise ideas and concepts with critical points of view to write an

academic essay with respect to Western art aspects.




Learning Contents

Indicative

Contact Hours

1. Approaching Visual Arts and Culture

Making sense of Visual Arts and Culture

Formal Analysis

Art and the role of an Artist

Compilation of the history of visual arts

6 hours

2. The Classical World to the Renaissance

Classical Greece and Rome

The Medieval

The Renaissance

8 Hours

3. Movements and Styles

Landmark Art movements in the modern world

Relative importance of selected movements and the

development of personal styles

10 hours

4. Visual Art and Society

Relationship between the visual arts and society,

history, environment etc. in the post-war world

The links between art movements and changes in

society.

Art as social commentary

The contextual nature of art

6 hours

5. Essay writing

Research on art history

Visual study and literature analysis of the selected artist(s) or art(s)

Academic essay about Western art history in relation to the development of contemporary art

9 hours




Learning Contents

Module Intended Learning

Outcomes

1 2 3

1 Approaching Visual Arts and Culture

2 The Classical World to the Renaissance

3 Movements and Styles

4 Visual Art and Society

5 Essay Writing


Lectures will be structured to introduce history of visual arts.

Key movements and styles will be used as a focus for group discussion.

Through group work, research and tutorials, students will investigate how visual art

relates to developments in society.

Students will explore the contextual nature of art through written assignment.

Students will draw on their own research and analysis to make personal statements

and conclusions on chosen aspects of art and culture.

Students will be encouraged to apply their learned knowledge and understanding of visual arts history to enrich and empower the formulation of their visual arts and culture projects.

Assessment Scheme:



Total 100%


1. Amason, H 2010, History of modern art: painting, sculpture, architecture,

photography, Pearson Prentice Hall, Upper Saddle River, NJ.

2. Gombrich, EH 1995, The Story of Art, Phaidon, London.



Further References:

1. Arnold, D 2004, Art History: A Very Short Introduction, Oxford University Press, New

York.

2. Barnet, S 2015, A Short Guide to Writing About Art, 11th edn, Pearson, London.

3. Benjamin, W 2008, The Work of Art in the Age of Mechanical Reproduction, Penguin

Books, London.

4. Berger, J 2008, Ways of Seeing, Pelican Books, London.

5. Gombrich, EH 2002, Art & Illusion, Phaidon, London.

6. Gregory, RL 1997, Eye and Brain, World University Library, London.

7. Hughes, R 1991, The Shock of the New, Thames & Hudson, London.

8. Kleiner, FS 2013, Gardner’s Art through the Ages: The Western Perspective, 14th

edn, Cengage Learning, Boston.

9. Stein, WA 2016, How to Read Medieval Art, Metropolitan Museum of Art, New York.

10. Vassilika, E 1998, Greek and Roman Art (Fitzwilliam Museum Handbooks),

Cambridge University Press.

11. Zelanski PJ & Fisher MP 2010, The Art of Seeing, 8th edn, Pearson, London.


Version Date Created/Reviewed, revised by

1 Jul 2011 Yoji Matsumura

Patrick S. Ford


3 Feb 2016 Patrick S. Ford

4 Jun 2016 Shum Yin Ting

Dr. Tang Ying Chi





Module Syllabus

Module Title Master Class / Visiting Artist

Module Code VAS4021

QF Credits 11

QF Level 4


110 hrs


Lecture 13 hrs

Tutorial 13 hrs

Workshop/Lab - hrs

Visit/Seminar 13hrs





1. reflect on the visions, styles and techniques/ craftsmanship/ methodologies learned from the master(s) in specific area(s) and their applications on individual’s work;

2. analyse alternative techniques/methodologies in problem solving in the creative industry and art scene; and

3. apply the specialized technical, creative and/or conceptual skills and knowledge learned from master(s) of specific areas in visual arts and culture to produce own work of selected context.




Learning Contents

Indicative

Contact Hours

1. Orientation

Familiarisation of master(s)’ works and styles through research/lectures

Identifying different practices, techniques/methodologies and concepts in the creative industry concerned

Discuss and analyse creativity and concept by the master(s) to improve operations or process

4 hours

2. Encounter with the master(s)

Demonstration by the master(s) on particular techniques/ craftsmanship/ methodologies

Presentation of case studies by master(s) from mainland, Hong Kong or other countries

16 hours

3. Practices and applications

Practices and applications of the introduced techniques/ craftsmanship/ methodologies

14 hours

4. Presentation and reflection

Learning Journal to record learning and development thoughts

Presentation and sharing of learning outcomes

5 hours


Learning Contents


1 2 3

1 Orientation

2 Encounter with the master(s)

3 Practices and applications

4 Presentation and reflection




This module provides the opportunity for students to learn from prominent local or overseas master(s) of their programme/stream areas.

Learning and teaching will be achieved interactively in a range of interactive formats including structured lectures, demonstrations, tutorials and group discussions, workshops, visits, and presentations.

Group critiques, peer and self-assessment will encourage peer group learning and self reflection.

Learning Journal enables students to express, integrate, and synthesize thoughts, reflections, ideas, and opinions. It is part of the process of integrating knowledge and deepening their understanding of learning, group discussions, experiences. The journal is expected to incorporate different media of communication: literal, visual, oral, video, and etc.

Assessment Scheme:



Total 100%

References:

1. Barone, T & Eisner, EW 2011, Art Based Research, Sage Publications, London.

2. Gombrich, EH 1995, The Story of Art, Phaidon.

3. Gray, C & Malins, J 2004, Visualizing Research – A Guide to the Research Process in Art & Design, Ashgate Publishing, Farnham.

Further References:

1. Editors of Phaidon 2015, 30,000 Years of Art: The Story of Human Creativity Across Time and Space, Phaidon.

1. Lai, V 2008, Oasis- Artists’ Studios in Hong Kong (Vol. 2), Asia One Books, Hong Kong.

2. Sawyer R. K. 2012, Explaining Creativity: The Science of Human Innovation, 2nd Edition, Oxford University Press, Oxford.

3 Tang, YC 2007, Oasis- Artists’ Studios in Hong Kong (Vol. 1), Asia One Books, Hong Kong.

4. ADC Artspace, Hong Kong, viewed 17 August 2018, <http://artspace.hk/?lang=en>

5. Asia Art Archive, Hong Kong, viewed 17 August 2018, <www.aaa.org.hk>



6. Fotan Open Studios, Hong Kong, viewed 17 August 2018, <www.fotanstudio.org>

7. Hong Kong Art Archive, The University of Hong Kong, Hong Kong, viewed 17 August 2018, <finearts.hku.hk/hkaa/revamp2011>

8. Jockey Club Creative Centre, Hong Kong, viewed 17 August 2018, <www.jccac.org.hk>

9. PMQ, Hong Kong, viewed 17 August 2018, <www.pmq.org.hk>


Version Date Created/Revised By

1 Feb 2009 Chan Sau Lin, Circula

2 Feb 2010 Lam Yee Nee, Elita /

Chan Sau Lin, Circula

3 Mar 2010 Lam Yee Nee, Elita

4 Jan 2011 Chan Sau Lin, Circula

5 Nov 2011 Yoji Matsumura

Wong Nai Chi, Edwin

6 Feb 2016

(Reference list only)

Dr. Tang Ying Chi



Module Syllabus

Module Title Photography and Moving Image

Module Code VAS3008

QF Credits 10

QF Level 3


100 hrs


Lecture 6 hrs

Tutorial 13 hrs

Workshop/Lab 33 hrs






1. interpret the image-making process and history of photography within interdisciplinary and multicultural contexts;

2. demonstrate appropriate photography and video approaches for effective visual communication;

3. arrange the use of images and video in different types of media for the exploration of production workflow; and

4. apply concepts and guidance to enhance artistic intentions in photography and video-making.




Learning Contents

Indicative

Contact Hours

1. Introduction to photography and video-making

Brief history

Professional technical terms and vocabularies

Basic still & video camera operation

Basic studio practice

Variety of media and art-making practices that inspire creativity

6 hours

2. Exploration of visual expression

Essential elements of photography

Technical considerations

Language of photography & moving images

Artistic use of still images & video clips

30 hours

3. Relationship to television, film, art, history and culture

Extensive practice of photography and video-making as an art form

Read and decipher the social and cultural messages of images

6 hours

4. Application of concepts and strategies

Conduct and perform dramatic excerpts

10 hours


Learning Contents


1 2 3 4

1 Introduction to photography and video-making

2 Exploration of visual expression

3 Relationship to television, film, art, history and culture

4 Application of concepts and strategies




A series of lectures and exercises will be structured to introduce photography and video-making skills, supplemented by notes, on-line materials and various references.


The main learning activity will consist of a range of workshops.

Students are encouraged to apply the practices and skills they have learned across different modules.

Assessment Scheme:



Total 100%


1. Christina, Z. A 2012, Experimental Photography Workbook : A Manual of Analog Black & White Darkroom Practice, Christina Z. Anderson, Bozeman.

2. Christopher, J 2015, The Book of Alternative Photographic Processes, Course Technology, Boston.

3. Doble, R. 2010. Experimental Digital Photography, Lark Photography Books, Pixiq.

4. Mrhar, P. 2013, Cyanotype: Historical and alternative photography, CreateSpace Independent Publishing Platform, London.

5. Mrhar, P. 2014, Salt Print with Descriptions of Orotone, Opalotype, Varnishes...: Historical and Alternative Photography, CreateSpace Independent Publishing Platform, London.

Further References:

1. Barnbaum, B. 2010. The Art of Photography: An Approach to Personal Expression. Rocky Nook, Inc., San Rafael.

2. Brown, J. K. 1994. Contesting Images: Photography and the World's Columbian Exposition. University of Arizona Press, Tucson.

2. Costello, D. & Iversen, M. (ed.), 2011. Photography after Conceptual Art (Vol. 11), John Wiley & Sons, Hoboken.

3. Kuhn, A. & McAllister, K. E. 2006. Locating Memory: Photographic Acts (Vol. 4). Berghahn Books, New York.



4. Langford, M. J. 1997. The Story of Photography: from its Beginnings to the Present Day, Focal Press, Waltham.

5. Roberts, J. 1998. The Art of Interruption: Realism, Photography, and the Everyday. Manchester University Press, Manchester.

6. Wilder, K. 2009. Photography and Science, Reaktion Books, Islington.



1 Feb 2016

(reference list only)

Brian Lo

Dr. Tang Ying Chi



Module Syllabus

Module Title Professional Practice: Exhibition and Career Management

Module Code VAS4036

QF Credits 7

QF Level 4


70 hrs


Lecture 4 hrs

Tutorial 14 hrs

Workshop/Lab - hrs

Visit/Seminar 8 hrs

Self-study Hours: 44hrs




1. identify the basic elements in the management of art and cultural projects, exhibitions and events;

2. evaluate the critical successful factors of selected local and international cases;

3. analyse the unique meaning, value, character, and need, of the community in order to plan for the personal future career development in the art field;

4. reflect on own strengths and abilities to prepare exhibition/project proposals with unique characters and approaches; and

5. implement an exhibition and public presentation for career development.




Learning Contents

Indicative

Contact Hours

1. Creative profession

Creative environment and career prospects in the field of Arts and Culture

Case studies of Arts and Cultural exhibition and projects, which able to show specific theme and character

4 hours

2. Creative profession planning and career management

Analysis and reflection on individual and project works

Identify individual projects/planning in the art scene

Preparation of artist statement and professional biography

8 hours

3. Exhibition and project implementation

Preparation and implementation of exhibition and project for both individual and organizational purposes

Time and resource management for proposed arts exhibition

10 hours

4. Presentation for visual arts and cultural professionals

Public presentation skills of artistic ideas and project contents

Use of visual aids and multimedia tools for effective communication in presentation

4 hours


Learning Contents


1 2 3 4 5

1 Creative profession

2 Creative profession planning and career management

3 Exhibition and project implementation

4 Presentation for visual arts and cultural professionals




Learning and teaching will be accomplished interactively in a range of formats including structured lectures, seminars, visits, projects, tutorials, and presentations. Career assessment and demonstration portfolio reviews may also be conducted.

Lectures feature an interactive approach with presentation and notes that relate to student oriented objectives and include recommended reading lists. Seminar sessions feature a student centred approach with group discussions, student initiated investigations and illustrated written assignments and student presentations.

External professional participation, where appropriate, will help position the acquired knowledge in a real life context.

Integration with other modules, such as creative projects, languages and Whole Person Development, will be encouraged in order that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


1.

2.

Bhandari, HD & Melber, J, 2009, Art/work: Everything You Need to Know (and Do) as You Pursue Your Art Career, Free Press, New York, USA.

Louden, S (ed) 2013, Living and Sustaining a Creative Life: Essays by 40 Working Artists, Intellect, Bristol, UK ; Chicago, USA.

3. Marks, AS 2011, Writing for Cisual Thinkers: a Guide for Artists and Designers, New Riders: AIGA, Berkeley.

Further References:

1. Congdon, L 2014, Art, Inc: The Essential Guide for Building Your Career as an Artist, Chronicle Books, San Francisco.

2. Spalenka, G 2013, Artist as Brand Workbook: A Guide to Creative Empowerment and Prosperity, Artist as Brand Press, California.

3. Finkelpearl, T 2000, Dialogues in public art, MIT Press, Cambridge.

4. Rosenberg, G 2010, The artist's guide to grant writing: how to find funds and write foolproof proposals for the visual, literary, and performing artist, Watson-Guptill, New York.



5. Peppiatt, M 2012, Interviews with Artists: 1966-2012, Yale University Press, New Haven.

Online References:

1. The Art Career Project, viewed 07 Aug 2018, <http://www.theartcareerproject.com>

2. Art & Education, New York, viewed 07 Aug 2018, <http://www.artandeducation.net>

3. Student Art Guide, Auckland, viewed 07 Aug 2018, <http://www.studentartguide.com/careers>

4. Res Artis 1993, viewed 07 Aug 2018, <http://www.resartis.org/en/>

5. Residency Unlimited, Brooklyn, viewed 07 Aug 2018, <http://residencyunlimited.org/opportunities/>

6. Hong Kong Arts Development Council 1995, Hong Kong, viewed 07 Aug 2018,

<http://www.hkadc.org.hk/>

7. Asia Art Archive 2000, Hong Kong, viewed 07 Aug 2018, <http://www.aaa.org.hk>





3 Mar 2010 Chan Sau Lin, Circula

4 Jun 2010 Chan Sau Lin, Circula


6 Aug 2011 Kong Tin Chi, Joseph


8 Jan 2012 Yoji Matsumura


6 Dec 2014 Lam Shuk Yi, Rita

7 Feb 2015 Shum Yin Ting

8 Aug 2018 Lee Suet Ying

Law Sum Po, Jamsen



Module Syllabus

Module Title Visual Arts Research and Analysis

Module Code VAS5003

QF Credits 12

QF Level 5


120 hrs


Lecture 10 hrs

Tutorial 25 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs





1. identify a visual arts and culture topic(s) in a contemporary context, including social and cultural perspectives for further research;

2. propose a visual arts and cultural research plan and study direction in the selected context;

3. implement the plan with appropriate judgment, research knowledge and relevant methodologies according to the study resources and direction; and

4. evaluate critically on the research concepts and process to identify new developments in the visual arts.




Learning Contents

Indicative

Contact Hours

1. Theories for analysing art

Contextualisation – connecting history with the background of artworks

The structure and process of transforming meaning (semiotics)

Modernism vs postmodernism

Themes of contemporary arts

6 hours

2. Project orientation and planning

Introduction to Visual arts research knowledge and methodologies

Identification of research problems in a contemporary context including social and cultural perspectives

Research planning

Setting goals, expectations and strategies

4 hours

3. Project experimentation and execution

Exploration of independent learning and experiences

Case studies/site visits and tutorials

Learning Journal/documentation, including personalized research process, findings, insight and reflections

Analysis and Interpretation of the applied research findings

25 hours

4. Research project presentation

Conclusion with independent viewpoint on the visual arts research project

Preparation of a verbal and illustrated written report and presentation

4 hours




Learning Contents


1 2 3 4

1 Theories for analysing art

2 Project orientation and planning

3 Project experimentation and execution

4. Research project presentation


A series of lectures will be structured to introduce the key concepts of visual arts research and analysis, supplemented by notes, art journals and other reading materials.


Learning will mainly be achieved through a range of writing workshops, presentations and visits to art events.

Students are encouraged to apply the practices and skills they have learned across different modules of the programme.

Assessment Scheme:



Total 100%

Essential References: 1. Berger, J. 2008, Ways of seeing (Vol. 1), Penguin Books, London

2. Robertson, J. & McDaniel, C. 2010, Themes of Contemporary Art: Visual Art After 1980

(3rd edition), Oxford University Press, New York.

3. Rose, G. 2013, Visual Methodologies (4th edition), Sage Publications, Thousand Oaks.

4. Sullivan, G. 2009, Art Practice as Research: Inquiry in Visual Arts, Sage Publications,

Thousand Oaks.

5. Sturken, M. & Cartwright, L 2009, Practices of Looking: An Introduction to Visual Culture

(2nd edition), Oxford University Press, New York.

6. Zoya, K. & Leung, S 2012, Theory in Contemporary Art Since 1985 (2nd edition),

Blackwell, Malden.



Further References:

1. Barrett, E. & Bolt, B 2010, Practice as Research: Approaches to Creative Arts

Enquiry, I. B. Tauris, London

2. Finkelstein, J. 2008, The Art of Self Invention: Image and Identity in Popular Visual

Culture, I. B. Tauris, London.

3. Lang, C., Reeve, J. & Woollard, V. 2006, The Responsive Museum: Working With

Audiences in the Twenty-first Century, Ashgate Publishing, Farnham.

4. Lymberopolou, A. & Bracewell-Hoomer, P. 2013, Art & Visual Culture: A Reader,

Tate, London.

5. Smith, H. & Dean, R 2009, Practice-led Research, Research-led Practice in the

Creative Arts (Research Methods for the Arts and Humanities), Edinburgh University

Press, Edinburgh.

6 Yin, R. 2011, Applications of Case Study Research (Applied Social Research

Methods), Sage Publications, Thousand Oaks.



1 Jul 2011 Shum Yin Ting


Wong Nai Chi, Edwin


Tse Ming Chong

4 Aug 2016 Tsang Ka Man

Dr. Tang Ying Chi



Module Syllabus

Module Title World Culture

Module Code VAS4037

QF Credits 11

QF Level 4


110 hrs


Lecture 18 hrs

Tutorial 15 hrs

Workshop/Lab - hrs

Visit/Seminar 6 hrs





1. analyse a variety of visual works in broad range of world culture, such as fine arts, applied arts, designs, advertising, film, multi-media, internet and cultural products;

2. investigate the rise of world culture in contemporary era and its influences on art-related areas with comprehensive approaches to raise questions towards various issues; and

3. generate and synthesise ideas and concepts with critical points of view to write academic essay with respect to global culture diversity for art development.




Learning Contents


1. Tradition and Global Development

Globalisation and contemporary art Blurring the boundaries of culture - cultural

homogenisation, cultural heterogenisation and cultural hybridity

9 hours

2. Art, Place and the Everyday Life

Aestheticization of everyday life

Formation of global lifestyle

Contemporary city aesthetics

9 hours

3. Identities in Global World

Gender, racial and cultural identity

Identity crisis in the global context

9 hours

4. Essay with Global Perspective

Interdisciplinary approaches to study global creation

Exploration on contemporary topic to write article which relates to cross-cultural creation and/or arts

12 hours


Learning Contents


1 2 3

1 Tradition and Global Development

2 Art, Place and the Everyday Life

3 Identities in Global World

4 Essay with Global Perspective




A series of lectures introduce students to analytical thinking in global context and discussion of values of various cultures, supplemented by power-point notes, video clips, on-line resources and books.

Observational learning with in-class textual exercises will be executed for developing written communication skills and oral presentation skills.

Self-study mode is a systematic method for students to strengthen the independent ability for handling their own topics and group discussion is to establish students’ convincing strategies in their assertion.

Visiting of museums and cultural events as an active-based learning for enhancing students’ awareness towards the current phenomena of the art scene and the society.

Assessment Plan:



Total 100%


1. Featherstone, M 2007, Consumer culture and postmodernism, Theory, Culture & Society, 2nd ed. SAGE Publications Ltd, London.

2. Gannon, M J, Pilai, R 2015, Understanding Global Cultures: Metaphorical Journeys Through 34 Nations, Clusters of Nations, Continents, and Diversity, SAGE Publications, Inc., London.

Further References:

1. Adams, S L 2004, World Views: Topics in Non-Western, McGraw-Hill, New York.

2. Bailey, G A, McKelway, M 2014, Art in Time: A World History of Styles and Movements, Phaidon Press, London.

3. Bloemink, B J, Cunningham, J, Thompson, P W, 2004, Design is not art: Functional Objects from Donald Judd to Rachel Whiteread, Merrell Publishers, London.

4. Brockman, J 2011, Culture: Leading Scientists Explore Societies, Art, Power, and Technology, Harper Perennial, Toronto.

5. Eicher, J B, Evenson, S L, 2015, The Visible Self: Global Perspectives on Dress, Culture and Society Fourth Edition, Bloomsbury Publishing Inc., New York.

6. Hall, S & Du Gay, P 1996, Questions of cultural identity. Thousand Oaks, CA: SAGE Publications.



7. Fred, E J 2015, An Introduction to Intercultural Communication: Identities in a Global Community, SAGE Publications, Inc, California.

8. Jaimey Hamilton, F 2013, Uncommon Goods: Global Dimensions of the Readymade, The University of Chicago Press, Chicago.

9. Luvaas, B 2012, DIY Style: Fashion, Music and Global Digital Cultures (Dress, Body, Culture), BERG, London.

10. Robertson, J, McDaniel, C 2012, Themes of contemporary art: Visual art after 1980, 3rd ed, Oxford University Press Robertson, New York.

11. Wang, W, Berlin, A, 2013, Culture: City: How Culture Leaves its Mark on Cities and Architecture Around the World, LARS MULLER, Zurich.

12. Yee, J, Jefferies, E, Tan, L 2014, Design Transitions: Inspiring Stories. Global Viewpoints. How Design is Changing, BIS Publishers, Amsterdam.



1 Feb 2016 Dr. Tang Ying Chi

Yau Wai Man, Raymond

2 May 2016 Dr Tang Ying Chi

Tsang Ka Man, Kaman


Tsang Ka Man, Kaman



Module Syllabus

Module Title Expanded Studies: Community Art

Module Code VAS4032

QF Credits 11

QF Level 4


110 hrs


Lecture 12 hrs

Tutorial 8 hrs

Workshop/Lab 16 hrs

Visit/Seminar 3 hrs





1. identify issues and historical background of community art/projects in contemporary art scene;

2. develop research materials on the background and culture of a selected community;

3. apply the research findings and/ or skills gained from participation in the community to plan an artwork/a project in relation to the idea of community art or art-in community; and

4. develop a creative work/project to bring social concerns, community participation or social engagement into everyday life.




Learning Contents

Indicative

Contact Hours

1. Orientation

Basic concept of community art, history and case studies

Extended study of art and community and/or public art

Creative community art project brief

Planning and scheduling of creative project: e.g. intended learning/ experience, target findings, duties, tasks

5 hours

2. Research and exploration in community

Research and familiarization of the community

Research and familiarization of organisation/ participatory artists/ speakers and past activities of the related community

10 hours

3. Cross- disciplinary learning and participation in community

Active involvement and interaction

Cross- disciplinary learning through communication & interacting with people of multiple backgrounds

Applying knowledge/ skills/ experience to develop artistic ideas to identified opportunities from the community, e.g exploration of new materials or enhancement of local living in a more sustainable manner

20 hours

4. Creative project presentation and review

Concise, lively presentation of the artwork/art project with appropriate media, materials or theme in relation to the community

Experiment on the strategies to invite the participation of the community in the artistic process/outcome

Group review & discussion on findings, learning, and experience

4 hours




Learning Contents


1 2 3 4

1 Orientation

2 Research and exploration in community

3 Cross- disciplinary learning and participation in community

4. Creative project presentation and review


Orientation meetings will be used to prepare students for the modules by informing the objectives, schedule, plans, expected module learning outcomes and safety aspects of the workshop

Lectures and research enable students to understand the event/community parties and background

Workshop activities, such as attending conferences / seminars / trade fairs / community events, and performing duties or providing services in the above events, allow students to interact closely with the event/community parties

Cross-disciplinary teamwork will facilitate ideas exchange and networking

Tutorials (face-to-face or online) before, during, and after the activities provide opportunities for students to participate actively to discuss findings, learning, experience, thoughts, and opportunities identified

Assessment Scheme:



Total 100%


1. Bishop, C 2012, Artificial Hells: Participatory Art and the Politics of Spectatorship, Verso, London.

2. Cartiere, C & Zebracki, M 2016, The Everyday Practice of Public Art: Art, Space, and Social Inclusion, Routledge, Oxfordshire.



Further References:

1. Doherty C (Ed) 2015, Public Art (Now): Out of Time, Out of Place, Art / Books, London.

2. Klanten, R & Hubner, M (Ed) 2010, Urban Interventions: Personal Projects in Public Places, Gestalten, Berlin

3. Petry, M 2012, The Art of Not Making: The New Artist/Artisan Relationship, Thames & Hudso, New York.

4. Spring, J M (Ed) 2015, Unexpected Art: Serendipitous Installations, Site-Specific Works, and Surprising Interventions, Chronicle Books, San Francisco.

5. Sandu Publishing (Ed) 2014, Installation Art Now, Gingko Press Inc., Berkeley.

6. Reiss, J H 2001, From Margin to Center: The Spaces of Installation Art, The MIT Press, Cambridge.

7. Spaid, S C 2002, Ecovention,Current Art to Transform Ecologies, Contemporary Arts Center, Cincinnati.

8. Thompson, N (Ed) 2012, Living as Form: Socially Engaged Art from 1991-2011, The MIT Press, Cambridge.

9. Viction:ary (Ed) 2013, Overs!ze: Mega Art & Installations, Victionary, Hong Kong

10. Weintraub, L 2012, To Life!: Eco Art in Pursuit of a Sustainable Planet, University of California Press, Oakland.








Wong Nai Chi, Edwin

6 Dec 2014 Lam Shuk Yi, Rita

7 Feb 2015 Shum Yin Ting





Module Syllabus

Module Title Expanded Studies: Workshop Practice I

Module Code VAS4038

QF Credits 12

QF Level 4


120 hrs


Lecture 4 hrs

Tutorial 10 hrs

Workshop/Lab 36 hrs

Visit/Seminar 2 hrs





1. apply the primary drawing skills from different perspectives to conduct artwork experimentations;

2. interpret the concept of sculpture to develop new, creative possibilities utilising extended media;

3. select a variety of materials and components for use in creative configurations; and

4. assemble and present a representational selection of work, in consideration of space and place in major assignment realisation.




Learning Contents

Indicative

Contact Hours

1. Thinking & exploring in three dimensions

From 2D to 3D

Relief versus free-standing construction

3D’s formal and sensory qualities

15 hours

2. The development of contemporary sculpture & 3D art

From monument to direct expression

The changing expectation of what constitutes sculpture

2 hours

3. Materials: Investigations and trials

Elements of 3D construction

Materials and processes

Extended media, including light, sound and time

28 hours

4. Presentation and major assignment realisation

Independent Project development

Artwork presentation in consideration of space and place

7 hours


Learning Contents


1 2 3 4

1 Thinking & exploring in three dimensions

2 The development of contemporary sculpture & 3D art

3 Materials: Investigations and trials

4 Presentation and major assignment realisation





A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develops their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute the work independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Artists’ talk as professional sharing from the industries or visit to exhibitions enables students to get up to date information and help them to realize the project in a real-life context.

Alignment with other modules is encouraged to provide students opportunities to further integrate their learning if appropriate.

Assessment Scheme:



Total 100%


1. Halper, G (Ed) 2010, A Sculpture Reader: Contemporary Sculpture since 1980 (perspectives on Contemporary Sculpture), University of Washington Press, Seattle.

2. Saatchi Gallery 2009, Shape of Things to Come: New Sculpture, Jonathan Cape, London.

Further References:

1. Buskirk, M 2005, The Contingent Object of Contemporary Art, MIT Press, Cambridge, Mass.

2. Hung, W 2006, Transience: Chinese Experimental Art at the end of the Twentieth Century, University of Chicago Press, Seattle.

3. Vine, R 2011, New China, New Art, Prestel, London.

4. Kraus, R 1981, Passages in Modern Sculpture, MIT Press, Cambridge, Mass.

5. Causey A 1998, Sculpture Since 1945, Oxford University Press, New York.

6. Curtis P 1999, Sculpture 1900-1945, Oxford University Press, New York.



7. Tucker, W 1977, The Language of Sculpture, Thames & Hudson, London.

8. Rush, M 2005, New Media in Art, Thames & Hudson, London.


1. Artspace, viewed 07 Aug 2018, < https://www.artspace.com/>

2. Textile Artist, viewed 07 Aug 2018, < https://www.textileartist.org/>



1 Jun 2011 Yoji Matsumura

Patrick S. Ford

2 Dec 2014 Wu JunJin


LEE Suet Ying



Module Syllabus

Module Title Expanded Studies: Workshop Practice II

Module Code VAS4033

QF Credits 12

QF Level 4


120 hrs


Lecture 4 hrs

Tutorial 10 hrs

Workshop/Lab 36 hrs

Visit/Seminar 2 hrs





1. investigate a variety of specific materials, components and skills as extended media for artistic language;

2. conduct experiments to develop individual skills, sense of materials and artistic approaches;

3. identify and develop aesthetic sense of materials, media and skills for art project development; and

4. present finished artwork with creative processes, techniques and use of tools, artistic language, space and place.




Learning Contents

Indicative

Contact Hours

1. Introduction to the aesthetic values of specific materials and skills

examples of artists’ works using specific materials and skills

6 hours

2. Exploration of artistic language of specific materials and skills

application of the artistic language

experimentation of personal ways and unique language for the new development of the learnt skills

16 hours

3. Development of artistic project

development of individual project

selection of developed skills and materials

18 hours

4. Execution and presentation of the final works

assembling the skills and materials

artwork presentation at a professional level and in consideration of space or place.

12 hours


Learning Contents


1 2 3 4

1 Introduction to the aesthetic values of specific materials and skills

2 Exploration of artistic language of specific materials and skills

3 Development of artistic project

4. Execution and presentation of the final works





A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develops their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute the concept of works independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Alignment with other modules is encouraged to provide students opportunities to further integrate their learning and develop their own artistic style if appropriate.

Assessment Scheme:



Total 100%


1. Christina Z. A 2012, Experimental Photography Workbook: A Manual of Analog Black & White Darkroom Practice, Christina Z. Anderson, Bozeman.

2. Hudson, S 2015, Painting Now, Thames & Hudson, London.

3. Mackenzie, C, Hill, K, Moser, J 2013, The Chinese Art Book, Phaidon Press.

4. Martin, J 2014, The Encyclopaedia of Printmaking Techniques (Search Press Classics), Search Press Ltd, Kent.

Further References:

1. Aguirre, P 2011, Vitamin P2: New perspectives in painting, Phaidon Press

2. Coldwell, P 2012, Printmaking: A Contemporary Perspective, Black Dog Publishing, London, UK.

3. Costello, D., & Iversen, M. (Eds.). 2011. Photography after conceptual art (Vol. 11). John Wiley & Sons, Hoboken, New Jersey.

4. James, E 2010, Chinese Landscape Painting, Hong Kong University Press, Hong Kong.






Tse Ming Chong

2 Jun 2016 Dr. Tang Ying Chi


Lee Suet Ying



Module Syllabus

Module Title Graduation Project for Visual Arts and Culture

Module Code VAS4012

QF Credits 30

QF Level 4


300 hrs


Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





1. integrate a broad range of knowledge and skills to achieve a holistic artistic solution;

2. identify project opportunities through research in selected discipline;

3. initiate, plan and manage projects with critical judgment;

4. execute a visual arts and culture project independently, applying integrated skills and methodologies which take into account business, technological and production parameters; and

5. present an artistic proposal effectively and professionally for selected situation(s).




Learning Contents Indicative

Contact Hours

1. Management of the visual arts and culture project process

Initiating, planning, monitoring, and evaluating the art making process

Coordinating schedules, resources, budgets and time-management

Collaborating with clients and professionals in the art making processes

6 hours

2. Identification of project opportunities

Identifying and forecasting relevant trends (local and non-local including China) in visual arts and culture market, industry, technology and society

Identifying audience’s / client’s needs and wants, market gaps, opportunities, directions, and themes for a project

Establishing the visual arts and culture project criteria

12 hours

3. Application of creative knowledge to develop innovative holistic solutions

Applying appropriate artistic methodologies and critical judgment

Integrating creative knowledge and skills to generate innovative solutions that achieve the artistic and cultural criteria and objectives which are coherent with the positioning, user’s / client’s needs / wants, create added value and provide fresh audience experiences

Incorporating cultural, ethical and sustainable concerns in the development

24 hours

4. Application of business, technological and production knowledge

Contemplating business concerns including trend forecasts, marketplace and client’s objectives

With the aid of appropriate technologies in artistic production

Considering production concerns, e.g. material application, manufacturing / construction, quality control

18 hours



Learning Contents Indicative

Contact Hours

5. Application of visualisation, presentation, and evaluation skills

Applying integrated communication skills to visualise artistic ideas, e.g. graphic, multimedia, CAD, prototyping, painting, sculpture, craft, performance, verbal presentation, and report writing, etc

Accomplishing professional presentations to highlight student’s portfolio image, or client’s brand image

Applying analytical and evaluation skills to review and evaluate project outcomes

18 hours


Learning Contents


1 2 3 4 5

1 Management of the artistic process

2 Identification of project opportunities

3 Application of creative knowledge to develop innovative holistic solutions

4 Application of business, technological and production knowledge

5 Application of visualisation, presentation, and evaluation skills


Learning and teaching will be delivered interactively in multiple formats, including structured lectures, seminars, demonstration, tutorials and presentations.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute art creation processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Collaborative projects with clients may be integrated to help place the project in a real-life context. Integration with other modules is encouraged to enable students to further develop learning opportunities.

Group critiques and self-assessment encourage peer group learning and self-reflection.



Assessment Scheme:



Total 100%


1. Holzwarth, HW 2008, Art Now, Volume 3, Taschen.

2. Lynton, N. 1989, The Story of Modern Art, Phaidon, Oxford.

3. Staniszewski, MA 1998, The Power of Display: a History of Exhibition Installations at the Museum of Modern Art, MIT Press, Cambridge.

Further References:

1. Arnheim, R 2004, Arts and Visual Perception: A Psychology of the Creative Eye, University of California Press, Oakland.

2. Birnbaum, D, Butler, CH & Cotter, S 2011. Defining Contemporary Art: 25 Years in 200 Pivotal Artworks. Phaidon, London.

3. Davies, HM & Onorate, RJ 1997, Blurring the boundaries: Installation art 1969-1996, Museum of Contemporary Art San Diego, San Diego

4. Harries, J (ed) 2003, Critical Perspectives on Contemporary Painting, Liverpool University Press- Tate Liverpool Critical Forum.

5. Dziewior, Y 2018. The Art of Tomorrow, Distanz, Berlin.

6. Smith, T 2011. Contemporary Art: World Culture, Prentice Hall, New Jersey.

7. Vine, R 2011. New China, New Art, Prestel, Munich, London.

8. Waclawek, A 2011. Graffiti and street Art. Thames & Hudson, New York.

9. Wu, H 2008, Breaking New Paths – Wu Hong on Contemporary Chinese Artists, 走自己的路-巫鴻論中國當代藝術家, 嶺南美術出版社

Web Resources/Journals

1. Asia Art Archive: http://aaa.org.hk

2. Asia Art Pacific

3. Art Forum International

4. Art in America

5. Art Monthly Australia



6. Australian Experimental Art Foundation

7. MOMA: http://www.moma.org

8. Yshu: Journal of Chinese Contemporary Art




2 Feb 2010 Lam Yee Nee, Elita

3 Mar 2010 Lam Yee Nee, Elita



6 Feb 2011 Zhang Ann

7 Feb 2011 Lo Kwok Wing, Born

Ngai Chung Hon, Angus

8 Apr 2011 Chan Sau Lin, Circula


Wong Nai Chi, Edwin




Module Syllabus

Module Title Industrial Attachment for Visual Arts and Culture

Module Code VAS4016M

QF Credits 10 IA credits #

QF Level 4


103 hrs

Coaching and Student Support Activities ^ : 13 hrs

Work Attachment: min 90 hrs


Notes: # Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on a pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop, seminars, talks by employers and alumni, visits by module tutors / IA supervisors during attachment, post attachment presentation and self reflection sessions.

Intended Learning Outcomes:


1. relate and apply learned knowledge and professional/technical skills to practices in a real industrial, commercial or organisational environment;

2. handle assigned tasks in the workplace with positive work attitude and appropriate key skills, such as interpersonal skills, teamwork skills, management skills, logical thinking, problem solving skills and communication skills;

3. identify their own strengths and weaknesses (in relation to working in a workplace) through reflection on experience gained in the attachment;

4. devise a personal development plan in the selected discipline; and

5. identify and justify the roles and potentials of creative professionals to add value in business and various organisations.




Learning Contents and Processes


1. Orientation and student support activities

Objectives of Industrial Attachment (IA)

Roles of trainees, tutors / IA supervisors, and industry mentors

Positive work attitude

Concept of key skills and importance of teamwork

Workplace safety, professional expectations, legalities, ethics, and etiquette

Agreement, employer-specific guidelines and information, including: Statement of Understanding among the participating

organisations, HKDI/VTC and the students Job description and attachment schedules Workplace procedures e.g. leave application,

discipline, grievance, feedback, etc Background of the organisations

Student’s personalised learning plan

Coaching: 7 hours

2. Attachment experience

Application of key skills and professional/technical skills to fulfil the attachment as specified in the attachment schedule(s)

Reflection and recording of learning: record of work/activities, progress and learning points, reflection and ideas

Attachment review with tutor / IA supervisors

Attachment review with industry mentors

Coaching: 2 hours

Work Attachment: minimum 90 hours

3. Reporting and evaluation

Reporting and evaluation of learning experience through verbal presentation and submission of illustrated written report on:

Characteristics of the assigned operational unit

Practices at the workplace

Work attitude and performance expectation of the employer

Role of creative professionals in the organisation (if applicable)

Learning points from the attachment and relation with learnt knowledge and professional/technical skills

Reflection and evaluation of own performance, strengths and weaknesses, areas of and plan for improvement and further development

Coaching: 4 hours




Learning Contents & Processes


1 2 3 4 5

1 Orientation and student support activities

2 Attachment experience

3 Reporting and evaluation


1. Each student should practise at a workplace for a reasonable length of time (not less than 90 hours) in order to gain the practical work experience in a real industrial, commercial or organisational environment.

2. Local and non-local workplace experiences, especially those in Mainland China, are encouraged.

3. Orientation will be held before industrial attachment for students to understand the objectives, the process, and the issues in relation to the workplace, as well as their own responsibilities and roles. Where appropriate, workshops, seminars and talks by employers and alumni will be organised to familiarise students with workplace requirements and acceptable work behaviour, etc.

4. Tutors / IA supervisors will review with the students and industry mentors during the attachment period to evaluate the well-being of the students, monitor standards of performance, identify learning needs and receive feedback from students and industry mentors for the sake of maximising student learning. Workplace visit(s) will be conducted by the tutor / IA supervisor under feasible circumstances.

5. Presentation and/or sharing sessions will be conducted at the end/after the attachment for students to share and consolidate their work experience and to reflect on their own strengths and weaknesses for future improvement.

6. In case of insufficient jobs under a real industrial, commercial or organisational environment for placement of all students, or should students be considered not ready for such attachment, industry-based project for completion at home / on campus as well as other structured experiential learning experience are also accepted as alternatives to industrial attachment, though they will be accorded lower preference than industrial placement at the workplace.

Assessment Scheme:



Total 100%



Assessment Tasks Assessment Criteria Mark Distribution

1. Performance Evaluation by Industry Mentor*

(relation and) application of learned knowledge and professional/technical skills

handling of assigned tasks in workplace with positive work attitude and appropriate key skills

CA 50%

2. IA Report and Presentation# relation (and application) of learned knowledge and professional/technical skills to real life practices

identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

EA 50%

* The Student’s Performance Evaluation Form is to be completed by the Industry Mentor as far as practical. In case of the unavailability of the Industry Mentor to complete the Form, the IA Supervisor may complete the Form in consultation with the Industry Partner/Mentor.

# The following sections (not exclusive) should be included in the IA Report and Presentation: Learning Plan for IA IA Record Self-evaluation of IA Performance & Strengths and Weaknesses Personal Development Plan Roles of Design and Creativity identified

Grade:

This module is to be assessed on a pass/fail basis:

Fail (F): below 40% Pass (P): 40-100%




1. Relevant staff/ employee/ trainee handbooks of the participating organisations or companies

2. Potter, N 2002, What is a Designer: Things, Place, Messages, 4th edn, Hyphen Press, London.

3. Fry, T 2008, Design Futuring: Sustainability, Ethics and New Practice, Berg Publishers, Oxford.

4. Perkins, S 2010, Talent is not enough: Business secrets for designers, New Riders, Berkeley, Calif.

Further References:

1. Brainard, S 2005, A Design Manual, 4th edn, Englewood Cliffs, Prentice Hall, New Jersey.

2. Eisenman, S 2008, Building Design Portfolios: Innovative Concepts for Presenting Your Work (Design Field Guide), Rockport Publishers, Mass.

3. Fry, T 2008, Design Futuring: Sustainability, Ethics and New Practice, Berg Publishers, Oxford.

4. Sherwin, D 2010, Creative workshop: 80 challenges to sharpen your design skills, HOW Books, Cincinnati, Ohio.


1. Marketing, Haymarket Magazines Ltd.

2. D & AD Annual, D&AD, London.

3. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

4. IDN, Systems Design Ltd, HK.

5. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

6. Blue print, Progressive Media Markets Ltd., UK.

7. Green Places, Landscape Design Trust, UK.

8. 21.C, ABC Enterprises, Crows Nest, NSW.

9. Wallpaper, Time Life Entertainment Group Ltd.










6 Feb 2011 Zhang Ann

7 Feb 2011 Lo Kwok Wing, Born

Ngai Chung Hon, Angus

8 Apr 2011 Chan Sau Lin, Circula


10 Jan 2012 Yoji Matsumura


11 Aug 2013 Chan Sau Lin, Circula

12 Jul 2014 Chan Sau Lin, Circula

Wong Yuk Ling, Wood

Communication Design Programme Board HD in Visual Arts and Culture (DE114105) Appendix 1


APPENDIX 1 – Module Assessment Scheme



單元評核大綱 [AY2020/21]

1 Module Details a 科目編號/名稱 LAN3003 / 職業中文傳意：普通話對話與匯

報 Vocational Chinese Communication : Putonghua Conversation and Reports

b 課程編號/名稱 DE114105/ HD in Visual Arts and Culture

c 資歷架構學分 6

d 資歷架構級別第三級

e 學時(總計) 60 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時



評估時數: - 小時

2 單元學習成果 (MILO)

單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA)

50%

a 掌握陳述、比較、推介及建議等語言功能，完成對話和匯報。

b 進行對話和匯報時語音準確，措辭得體，語句連貫，內容成段，結構完整。

c 針對情景與說話對象，運用適當的說話策略。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



單元評核大綱 [AY2020/21]

1 Module Details a 科目編號/名稱 LAN4002 / 職業中文傳意：普通話報告

與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

b 課程編號/名稱 DE114105/ HD in Visual Arts and Culture

c 資歷架構學分 9

d 資歷架構級別第四級

e 學時(總計) 90 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時



評估時數: - 小時

2 單元學習成果 (MILO)

單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA) 50%

a 以成段落的話語進行游說，充分展示論證能力，並恰當運用報告技巧，熟練地以普通話完成報告。

b 掌握宣傳推廣的策略，並結合陳述和推介等語言功能，撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



Module Assessment Scheme (AY2020/21)

1 Module Details a Module Code/Title LAN4108 / English and Communication:

Persuasive Presentations b Programme Code/Title DE114105/ HD in Visual Arts and Culture

c QF Credits 9

d QF Level of Module 4

e Notional Learning Hours (total) 90

f Notional Learning Hours,

comprising of

Contact Hours:

26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs


Assessment Hours: - hrs (Outside Contact/Self-study

Hours)

2 Module Intended Learning Outcome (MILO)

Module Assessment in alignment with MILO (*Please indicate the assessment mode for each MILO by ticking () the appropriate box(es))

Continuous Assessment

End of Module Assessment

a

Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/ argument, and evaluation

3 Continuous Assessment (CA) Total CA marks contributing to 40% of module mark

a CA component Assignment Notional Learning

Package

b No. of assessment(s) 1 1

c CA component as a % of module mark

25% 15%

4 End-of-Module Assessment (EA) in the form of speaking test

Total EA marks contributing to 60% of module mark

5 Any Special Assessment Requirement

Nil





Promotional Materials b Programme Code/Title DE114105/ HD in Visual Arts and Culture

c QF Credits 10




comprising of

Contact Hours:

39 hrs

Lecture - hrs

Tutorial 27 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs


Assessment Hours: - hrs (Outside Contact/Self-

study Hours)





a

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form



Package



25% 15%

4 End-of-Module Assessment (EA) in the form of written test



Nil





Reports b Programme Code/Title DE114105/ HD in Visual Arts and Culture

c QF Credits 9




comprising of

Contact Hours:

26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs


Assessment Hours: - hrs (Outside Contact/Self-study

Hours)





a

Express suggestions when

presenting information, ideas,

related explanations,

discussion/argument, and

evaluation in written form



Package b No. of assessment(s) 1 1


25% 15%




Nil





Workplace Correspondence b Programme Code/Title DE114105/ HD in Visual Arts and Culture

c QF Credits 6




comprising of

Contact Hours:

26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs








a

Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation



Package b No. of assessment(s) 1 1


25% 15%




Nil





Workplace Interaction b Programme Code/Title DE114105/ HD in Visual Arts and Culture

c QF Credits 6




comprising of

Contact Hours:

26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs








a

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation



Package



25% 15%

4 End-of-Module Assessment (EA) in the form of a speaking test



Nil



Module Assessment Scheme [AY2020/21]

1 Module Details

a Module Code/Title SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement

b Programme Code/Title DE114105/ HD in Visual Arts and Culture

c QF Credits 6


e Notional Learning Hours (total)

60


comprising of

Contact Hours: 26 hrs






CA In-class exercise

EA Project Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) 1 1

b Weighting as a % of module mark

50% 50%

4 End-of-Module Assessment (EA)

a Duration of EA Nil


Nil




1 Module Details

a Module Code/Title SDD4007/ Enhancing Competencies in the 21st Century Workplace


c QF Credits 3



30


comprising of







CA E-portfolio

EA Mock Interview

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness


c QF Credits 6



60


comprising of







CA In-class exercise

EA Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title ITE3009 / Information Technology Essentials – Smart Living


c QF Credits 6



65


comprising of


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs






Workshop EA

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 4 1


50% 50%




Nil




1 Module Details

a Module Code/Title DES4008 / Aesthetics and Semiotics

b Programme Code / Title DE114105/ HD in Visual Arts and Culture

c QF Credits 11



110


comprising of


Lecture 12 hrs

Tutorial 27 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





CA components EA

Assig’ts / Exercise

Lab /

Workshop/

Activity

Project Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 2 - - - 1


40% - - - 60%


a Duration of EA Last 19 hours

b Distribution of marks

20% Ideation and development

30% Final work and application

10% Reflection


Nil




1 Module Details

a Module Code/Title DES3006 / Creative and Design Thinking


c QF Credits 10



100


comprising of


Lecture 6 hrs

Tutorial 10 hrs

Workshop/Lab 20 hrs

Visit/Seminar 3 hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%




15% Needs/problem identification and analysis

15% Ideas generation

20% Presentation and reflection


Nil




1 Module Details

a Module Code/Title DES4007 / Cultural Studies


c QF Credits 15



150


comprising of


Lecture 12 hrs

Tutorial 32 hrs

Workshop/Lab - hrs Visit/Seminar 8 hrs






CA components EA


Lab /

Workshop Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 2 - - - 1


40% - - - 60%




15% Field and Secondary Research

30% Analysis and Interpretation

15% Presentation


Nil




1 Module Details

a Module Code/Title VAS4017 / 2D Visual Expression: Image Making


c QF Credits 12



120

f Notional Learning Hours, comprising of


Lecture 4 hrs

Tutorial 10 hrs

Workshop/Lab 36 hrs Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%


a Duration of EA Last 4 Weeks

b Distribution of marks 30% Ideation and experimentation

10% Presentation


Nil




1 Module Details

a Module Code/Title VAS4018 / 3D Visual Expression: Object and Space


c QF Credits 12



120



Lecture 2 hrs

Tutorial 10 hrs

Workshop/Lab 40 hrs Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 1 1 - - 1


30% 20% - - 50%



b Distribution of marks 30% Ideation

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS4031 / Contemporary Hong Kong Art


c QF Credits 11



110


comprising of


Lecture 15 hrs

Tutorial 9 hrs

Workshop/Lab 12 hrs Visit/Seminar 3 hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 40% Analysis and interpretation

10% Presentation


Nil




1 Module Details

a Module Code/Title VAS4019 / Digital Media and Sound

b Programme Code/Title DE114105 / HD in Visual Arts and Culture

c QF Credits 12



120


comprising of


Lecture 6 hrs

Tutorial 16 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%



b Distribution of marks 20% Ideation and experimentation

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS3011 / Drawing


c QF Credits 7



70



Lecture 4 hrs

Tutorial 5 hrs







CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%



b Distribution of marks 20% Ideation

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS4023 / Independent Studies


c QF Credits 15



150


comprising of


Lecture 8 hrs

Tutorial 24 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment



50% - - - 50%



b Distribution of marks 30% Documentation of development

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS4026 / Introduction to Arts Project Management


c QF Credits 11



110


comprising of


Lecture 15 hrs

Tutorial 20 hrs







CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 30% Research and Analysis

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS4034 / Introduction to Asian Art


c QF Credits 11



110



Lecture 18 hrs

Tutorial 9 hrs







CA components EA


Lab / Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment 1 - - 1


50% - - 50%


a Duration of EA Last 6 weeks

b Distribution of marks 20% on Research and analysis

30% on Academic writing


Nil




1 Module Details

a Module Code/Title VAS4035 / Introduction to History of Visual Arts


c QF Credits 11



110


comprising of


Lecture 18 hrs

Tutorial 9 hrs







CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 20% on Research and analysis

30% on Academic writing


Nil




1 Module Details

a Module Code/Title VAS4021 / Master Class / Visiting Artist


c QF Credits 11



110


comprising of


Lecture 13 hrs

Tutorial 13 hrs

Workshop/Lab - hrs

Visit/Seminar 13 hrs





CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 30% Reflection and application

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS3008 / Photography and Moving Image


c QF Credits 10



100



Lecture 6 hrs

Tutorial 13 hrs

Workshop/Lab 33 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%



b Distribution of marks 30% Ideation and Execution

10% Presentation


Nil




1 Module Details

a Module Code/Title VAS4036 / Professional Practice: Exhibition and Career Management


c QF Credits 7



70


comprising of


Lecture 4 hrs

Tutorial 14 hrs

Workshop/Lab - hrs

Visit/Seminar 8 hrs





CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e. MILO 5

3 Assessment



50% - - - 50%



b Distribution of marks 30% Reflection and application

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS5003 / Visual Arts Research and Analysis


c QF Credits 12



120


comprising of


Lecture 10 hrs

Tutorial 25 hrs







CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%




20% Analysis and Interpretation

15% Organisation and structure of written report

15% Presentation


Nil




1 Module Details

a Module Code/Title VAS4037 / World Culture


c QF Credits 11



110


comprising of


Lecture 18 hrs

Tutorial 15 hrs







CA components EA


Lab / Workshop/

Activity

Project Study

Journal Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment - - 1 1 1


- - 50% 50%


a Duration of EA Last 6 weeks

b Distribution of marks 20% on Ideation and Development

30% on Final work


Nil




1 Module Details

a Module Code/Title VAS4032 / Expanded Studies: Community Art


c QF Credits 11



110


comprising of


Lecture 12 hrs

Tutorial 8 hrs

Workshop/Lab 16 hrs

Visit/Seminar 3 hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d. MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 30% Exploration and project development

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS4038 / Expanded Studies: Workshop

Practice I


c QF Credits 12



120


comprising of


Lecture 4 hrs

Tutorial 10 hrs

Workshop/Lab 36 hrs

Visit/Seminar 2 hrs





CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%



b Distribution of marks 20% Development

20% Execution & Presentation


Nil




1 Module Details

a Module Code/Title VAS4033 / Expanded Studies: Workshop

Practice II


c QF Credits 12



120


comprising of


Lecture 4 hrs

Tutorial 10 hrs

Workshop/Lab 36 hrs

Visit/Seminar 2 hrs





CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 1 1 - - 1


40% 20% - - 40%



b Distribution of marks 20% Experimentation

20% Presentation


Nil




1 Module Details

a Module Code/Title VAS4012 / Graduation Project for Visual Arts and Culture


c QF Credits 30



300


comprising of


Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





CA components EA


Lab /

Work-shop/

Activity

Project

(research & development)

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment

a No. of assessment - 1 - 1


- 60% - 40%



b Distribution of marks 20% Execution to achieve a holistic project

20% Presentation and management of project


Nil




1 Module Details

a Module Code / Title VAS4016M / Industrial Attachment for Visual Arts and Culture

b Programme Code / Title DE114105 / HD in Visual Arts and Culture

c QF Credits 10 IA credits #




Contact Hours: 13 hrs (Coaching and Student Support Activities ^)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs

Self-study Hours: - hrs




CA components EA

Performance Evaluation by

Industry Mentor IA Report and Presentation

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment

a No. of assessment 1 1

b Weighting as a % of module mark 50% 50%


a Duration of EA Within 4 weeks upon completion of industrial placement/project

b Distribution of marks N/A


Nil

Notes: # Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on a

pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop,

seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment

presentation and self-reflection sessions.