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Assessment and learning outcomes

Formal issues

This is a 5EC module, which means the total workload is 140 hours (5 × 28). Given six sessions of two hours each, this leads to the following table:

description calculation workload
6 sessions of 2 hours 6 × 2 12
6 preperations 6 &times 1 6
6 practical exercises 6 × 8 48
6 reading exercises 6 × 4 24
working on portfolio 1 × 24 24
unforeseen - 26

As is described in the OER (§5.2, login required), students are required to be present at least eighty percent of the time. This leads to a total of 5.6 sessions on which students must participate. This can be be either floored to 5 or ceiled to 6, depending on the participation of the students and such to the judgement of the teacher.

  • If possible, the student reports any absence beforehand (via e-mail).
  • In the case of being absent too many times, the student’s performance will be regarded as ‘not assessable’.
  • A 'not assessable' result is recorded by the teacher(s) on the assessment form with a 'GK’ (Gemiste Kans = missed opportunity); this will also be registered in Osiris.

Active participation

Apart from the eighty-percent rule, you also need to be active during the class. This includes (but is not limited to) being present during the theoretical part (making notes etc.), being active during the individual elaborations (actually working etc.), and being engaged during the discussions (asking questions etc.).

We will take notes on the participation of each of the students and will try to make sure everybody gets the opportunity to make themself heard.

Learning Outcomes

When we look at the course description on Brightspace, we read the following:

Level Deepening (semester 3-7): The student shows insight into the importance of design and theoretical research and experiment for the acquisition of knowledge and skills and succeeds in giving shape to this

2. research and reflection

  • The student is able to critically and from multiple perspectives consider their own work and working method and that of others. This allows the student to deepen their own design or artistry, make it more layered and position.

  • The student uses and develops artistic research methods from an open and experimental attitude to influence the work process and to deepen the content of the work. The student makes use of sources and shows ethical awareness.

  • The student takes the initiative to seek out the exchange of feedback and inspiration. By talking to others about artistic methodologies and about substantive topics, based on interests, positioning and/or questioning, the student contributes to a conversation about the work.

  • The student has a curious, inquisitive, and entrepreneurial attitude towards other perspectives, work practices, and ways of thinking. By sharing findings with fellow students and with the professional field, the student also questions their own ways of thinking, working methods, work and positioning

3. connecting with the environment

  • The student takes position as an artist/designer, both in terms of content and relation, in the (international) contexts in which they work.

  • The student seeks connections with the environment in the student’s own way for the benefit of the work and the work process, as a method of artistic research.

  • The student can allow perspectives of others into the work and work process and is touched and inspired by them. These can be, for example, current developments in society, activities of fellow makers or sources from the pa