External summary

Illustrations illuminate a variety of artefacts, surfaces, and spaces. As an academic subject it is bound to the concerns of creating images and visual narrative for an idea, a text or applied context. Therefore Illustration’s story is closely concerned with design, print and the publishing industry. Naturally, the evolving digital technologies and modes of contemporary visual communication offer still more opportunities for the illustrator.

Often complementing the written word, this applied form of art has its roots firmly entwined in the early origins of literature and print. However, the age in which we live stimulates and requires a contemporary approach, embracing new forms of language and media.

Both the MA and MFA degrees offer a broadly analytical approach to various elements of practice and theory. Masters students begin their studies with Research Proposals, which are developed by each individual student. These are expanded upon through each semester, through research and studio practice towards making preparatory pieces and resolved presentations of artwork. Contextual studies in theory and criticism are integrated with studio-based work.

Alongside personal schemes of work there is a varied programme of allied projects, including Printmaking, Digital Arts, Book Arts, the development of drawing, including from the life model, sequential image-making and the expressive use of colour. All of these elements seek to define the subject and enhance the vision, skills and ambitions of each student. There are live projects and workshops interspersed with personal projects throughout the year.

Postgraduate Illustrators will extend their visual interpretations of literature, themes and subjects. In current Masters studies, we see inventive and experimental approaches to the page and various forms of the book. These applied contexts give creative space for pictorial art, and there are variations of themes within the most of the familiar conventions within illustration practice.

Currently, students are involved with comic formats and graphic novels; illustrations for literature and picture books for children. There are experimental and conceptually-based forms of illustration, as well as more conventional approaches to book illustration and editorial design. The Masters Illustrators have worked together on collaborative book designs and exhibitions. These demonstrate an ability to work as a group as well as individual creativity and motivation.

Educational aims of programme

The Illustration postgraduate courses give an advanced understanding of the subject at Masters level.  Postgraduate study encapsulates particular contexts for Illustration in its academic and philosophical contexts, as well as history and contemporary practice in the publishing and design industries.

Throughout the programme, there is an integration of theory and practice, which enables students to pursue various career-paths or prepare for doctoral study. The education of Designers, whilst operating under different philosophies, aims and objectives, depending upon the discipline, has many common characteristics. As a Design student, studio practice is is an essential and integrated learning process in which you cannot be solely educated by a lectures and seminars.

Live briefs present a contemporary and professional context for studio work. Field trips connect with documentary and observational study, giving an awareness of externality and environmental relationships. An annual study trip to Oban is complemented by working at Cramond, in natural history and landscape-based illustration. Location-based work of this kind informs many individual Research Proposals, as well as engendering a group ethos. The postgraduate courses make use of the Anatomy Museum, University of Edinburgh, as well as the Museum of Childhood, National Museum of Scotland, and Seven Stories, Newcastle. Weekly salons allow for students to present and discuss work in progress. These are an essential aspect of postgraduate studies, which stress individuality and independent research as well as engendering a strong group identity, where students develop critical and presentation skills.

Postgraduate Illustrators will develop visual, conceptual, critical and intellectual abilities whilst acquiring the necessary skills appropriate to professional practice. They will make visual interpretations and solutions to concepts, briefs, and ideas. This academic study involves thematic explorations in a variety of different media. Students will need to be articulate in both written and oral forms and as well as mastering the technical competencies of the subject.

The academic programme is characterised by sequential, experiential and iterative learning, and follows a constructivist model subscribing to the view that knowledge and understanding are not acquired passively but in an active manner through personal experience and experiential activities; and that learning is based on problem-solving and/or an exploration of a particular line of enquiry and an active engagement with ideas.

Programme outcomes: Knowledge and understanding

By engaging with and completing this degree, graduates will be able to demonstrate knowledge of contemporary theories and practice in Illustration and its related fields. These include the graphic arts, printmaking, drawing, story-board art, concept art, comics & graphic novels, book arts, picture books, and imagery for film, television, music, theatre and performance. The activity of drawing underlies all studio work, both in traditional media and electronic media and digital applications. There is a creative synthesis between the skills of hand and eye, with all relevant forms of computer technology.

Theoretical studies at Masters level give a critical understanding of Illustration in its relationship to visual culture and all modes of visual communication. Written and theoretical work is closely allied to studio practice, in an integration of critical theory, research, and the completion of studio projects.

Postgraduate study of Illustration gives a critical understanding of its relevance and context in visual and literary culture. Current developments in visual communication technology give Illustration a vital, vivid and relevant place within virtual and actual media.  It is a fertile field of visual expression that is supported by detailed and thorough research, as well as professional awareness.

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

By engaging with and completing this degree, graduates will be able to apply knowledge, skills and understanding of Illustration and its related arts. Recent graduates have progressed into employment in animation, concept art, graphic design, picture books, comic and graphic novel authorship, web and editorial design. Every Masters graduate has created a portfolio and website, both for academic purposes as well as professional practice and promotion. They have accrued presentation and communication skills, enabling graduates to make suitable contacts in the creative industries. ECA graduates have been represented by agencies, and have developed freelance careers.

Masters Research Proposals have been researched with focus and depth, and have been developed and concluded with bodies of work that are original and professionally relevant. This allows for a range of practices, reflecting the Illustration’s contemporary diversity, in addition to fulfilling the Learning Outcomes to student’s best abilities and in parity with other disciplines.

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

By engaging with and completing this degree, graduates will be enabled to critically analyse their work in relation to contemporary issues in Illustration and its related fields. Art, design, and craft skills are fully addressed throughout the courses. Graduates will have a conceptual basis for their work, as well as its practical and contextual applications. A weekly series of Professional Practice lectures presents aspects of contemporary practice by a range of visiting artists and designers. Seminars allied to these lectures give invaluable, direct and critical contact with these visitors. Likewise, there are live briefs, in variety from year to year, which expose students to the demands of working with a client on a brief, to a deadline.

Programme outcomes: Graduate attributes - Skills and abilities in communication

By engaging with and completing this degree, graduates will be able to present ideas and artefacts, using a high level of knowledge and skill. This necessitates close communication with their peer-group, with academic and support staff. A range of digital applications are used to present and submit work, both in text an imagery. Students are fluent with these modes of communication, and are enabled to critically evaluate their work and use appropriate data.  

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

By engaging with and completing this degree, graduates will be able to take initiative in creating work for publishing, exhibitions, digital platforms, editorial design and related fields. Many Masters students of Illustration have studied related subjects at undergraduate level. This gives them a broad view and a wide scope of ambition for the wider world of professional practice. This academic diversity is enhanced by an ethos of personal responsibility and self motivation. For example, the Heart of Midlothian is a group project involving literature and imagery of Edinburgh and its environs. This project gives a professional and conceptual unity to group as well as facilitating the production of multiple artefacts for exhibition and distribution. In this case, there is an emphasis upon clarity, conceptual interpretation, and technical skill in creating this work. Such projects evolve from year to year, reflecting contemporary practice and current issues in Illustration and related arts. They also address ethical and professional issues, and inform students about current events and codes of practice. 

Programme outcomes: Technical/practical skills

By engaging with and completing this degree, graduates will be able to use appropriate software programmes and modes of communication to promote their work.

There are opportunities in ECA and the wider University for students to participate in technical inductions and practical workshops. There is also a framework for independent learning via free access to Lynda.com online software training to augment studio development within individual projects.

They will have conceptual and visual skills in communicating ideas and solutions to briefs. They will have presentation skills in preparing portfolios and project proposals.

Programme structure and features

Programme Structure:

In accordance with the University’s Curriculum Framework, the programme is of 12 months duration. It consists of 180 SQCF credit points, of which 120 constitutes the taught portion of the programme with the remaining 60 devoted to the dissertation component of the degree. The programme has three fundamental components:

• 60 points at SCQF level 11 for compulsory courses
• 60 points at SCQF level 11 for optional courses
• 60 points at SCQF level 11 for the dissertation/final project element of the programme
  

Degree Programme Table and Modes of Study:

Assessment:

The programme uses the University’s Postgraduate Common Marking Scheme CMS4. The programme outcomes are articulated as a series of learning outcomes for each course hosted by the programme. These are then tested through a series of assignments that have a series of assessment criteria that reflect the learning outcomes for each course. Each assignment is given a percentage mark, the aggregate of all the assignment marks for a course forming the final mark for the course. The quantitative weighting for each assignment in relation to course as a whole is set out in the course handbook.

To facilitate our approach to student centred learning, an important vehicle is the ‘project brief/assignment’ and/or ‘study plan’. Through this vehicle the aim, theme, expectation and outcomes of a period of study are formally communicated to you. The brief will set the parameters and expectations around the project and, importantly, indicate what the expected learning is and to which learning outcomes the project contributes.

This information is provided online and expanded upon in briefing or introductory sessions.
The relationship between the project brief/assignment and the learning outcomes has been formally aligned in order to ensure an explicit relationship between the project/assignment aims and the assessed learning outcomes as defined in each of the course descriptors. This approach gives the maximum opportunity for flexibility in your approach while ensuring consistency in the assessment of learning outcomes for both studio and written submissions.

Progression and Awards:

The programme conforms to the University’s taught Assessment Regulations.

Progression Requirements:

Students must pass the assessment requirements of the taught stage at an appropriate level at the first attempt before progression to the dissertation.
For MA programmes, progression to final project will be considered following completion of the first two semesters of the programme. In order to progress students must:

a) Pass at least 80 credits with a mark of at least 50% in each of the courses which make up these credits; and;

b) Attain a weighted average of at least 50% for the 120 credits of study examined at the point of decision for progression.

If not permitted to continue to final project they will be considered for a postgraduate diploma.

Award: Illustration (MA) (pass)

Students must average at least 50% over their course marks for the first 120 credits of the programme. In addition they must secure a mark of 50% or higher in the final project.

Award: Illustration (MA) with Distinction

The student must be awarded at least 70% on the University’s Postgraduate Common Marking Scheme for the dissertation/final project and must pass all other courses with an average of at least 70%.

When a student does not qualify for a distinction as of right, they may be considered for the award of distinction if (a) their final research project mark and (b) their credit-weighted average mark across all the taught courses are both 68.00% or higher.  The decision whether or not to award the distinction in such cases is at the discretion of the Board of examiners.  In exercising its discretion, the Board will take into account the following factors: (a) the student’s credit-weighted average across the degree as a whole; (b) the number of courses (including the dissertation/final project) in which the student received a mark of 70% or above, and the credit weighting of those courses; (c) any special circumstances, such as illness or other adverse personal circumstances, which have been brought to the Board’s attention.

Exit Award: Postgraduate Diploma (PG Dip) in Illustration

Students who have not fulfilled the criteria to be presented for the award of an MA degree can be awarded a Diploma in Illustration. In order to be awarded the Diploma, students must pass at least 80 credits at SCQF level 11; and attain an average of at least 40% for the 120 credits of study examined for the Diploma in semester 1 and 2.

Students who have fulfilled the criteria to proceed to dissertation/final project but do not wish to progress are eligible for the award of the Diploma in Illustration.

Students who achieve a mark below 50% in their dissertation/final project may be awarded a Diploma in Illustration for attainment in the taught component only.

Exit award: Postgraduate Certificate (PG Cert) in Illustration

In order to be awarded a Certificate in Illustration, students must pass at least 40 credits at SCQF level 11; and attain an average of at least 40% for the 60 credits of study examined for the Certificate during semesters 1 and 2.

Teaching and learning methods and strategies

Student Centred Learning

The approach described above means that as a student of Design you will be in control of your actual learning experience. This is not achieved through the ‘menu’ of courses approach, but through a degree of flexibility in how you choose to answer the problem that has been set.

In common with other Design students, you are required and expected from the outset to respond as an individual to the discourse or projects set – i.e. tutors are disappointed if a cohort of students all arrive at similar solutions and conclusions to a set theme, and you should strive from the outset to develop your work and interpret projects in a highly individualised manner.

Self-Directed and Negotiated Learning

From the outset, as described above, you are expected to respond individually to set projects and themes of enquiry and will be expected to define your main project(s) and theme(s) of enquiry and largely direct and manage this yourself throughout the year. Where you self-direct and negotiate your own study plan, you are effectively designing your own project(s) and this process is subject to the same requirements as if it had been devised by a tutor – i.e. the project or study plan study must clearly demonstrate how it will enable the required learning outcomes to be achieved and evidenced.

The project briefs and individual study plans for each student require to be formally approved by the programme teams to ensure that they meet the requirements of the course descriptor(s) to which they contribute.

The Crit

Students of Design are frequently exposed to the ‘crit’. This takes many forms in its composition and may be constructed to meet different aims. The ‘crit’ between Tutor(s) and Student(s) may be conducted in a ‘one-to-one’ context or may be between groups of tutors and students. Depending upon its purpose the ‘crit’ can be used to develop your own abilities to make critical judgements in relation to your own work as well as that of your peers. This regular intervention of critical formative feedback is a fundamental part of the pedagogical approach and encourages ‘peer-to-peer’ interaction and learning as part of the overall learning culture.

In some cases, you are required to formally present an aspect of your work in a given context and this can then be the focus of a ‘crit’. Some programmes use this approach to integrate students vertically with other year groups and develop ‘peer-to-peer’ critique across a number of levels of learning.

It is important that staff assist you to understand that a ‘crit’ is part of the learning process and, although clearly evaluative, should not be seen simply as part of the assessment process.

Facilities

Work-space includes locker and plans-chest/cupboard storage, Drawing and Printmaking studios, computer rooms, and various electronic media.

Each Illustration student has a workspace in the studio with lockable storage for personal belongings.

The main computing facilities are in Q Digital in the Hunter Building and there is access to a computer suite on the second floor of Evolution House. In addition there is a small cluster of computers available in the studio, with scanning and printing capability. Projection facilities are also available within the Programme.

Specialist equipment and technical support for print is provided in the Print Workshop in the Main Building, either as timetabled or personally booked access.

Festival of Creative Learning

The University of Edinburgh ‘Festival of Creative Learning’ is scheduled in Week 6 of semester two. During this week ‘normal’ teaching is suspended which provides space outwith the curriculum for staff and students to explore new learning activities.

Assessment methods and strategies

Formative and Summative Assessment:

To support good pedagogical practices, it is essential that students should be given as long as is possible at each stage of their learning to experience, understand and evidence their learning. There is at least one point during the semester when formative assessment takes place. This is to support and guide your learning in relation to the intended learning outcomes and giving time to reflect and develop prior to the summative assessment.

Constructive Alignment of Assessment:

By aligning the assessment and grading directly to the learning outcomes, students and staff can clearly identify what has been achieved and what progress is being been made.

At the conclusion of the programme or level of study both the graduate and institution has a clear profile of attainment which, for the student, aims to assist in determining future careers and appropriate employment opportunities and, for the institution, provides clear profiles of performance for each programme of study. This is subsequently used as part of the annual review process and to inform future enhancements.

Student Feedback

In addition to regular discourse between tutors and students regarding their work, textual and/or grading feedback is given to you at the end of each project or period of study. This is enabled through the LEARN. This system allows academic staff to attach the appropriate courses and learning outcomes to projects and assignments, to grade the learning outcomes and to give textual feedback

Self-Evaluation

To assist with developing your understanding of your learning, and in particular how you are assessed, you are required to use LEARN to grade yourself against the learning outcomes and to provide a textual evaluation of your performance. Subsequently the comparison of your own evaluation and the assessment conducted by staff can form the basis of a critique or tutorial on progress and achievement.

Team-Based Assessment and Scrutiny

The process of assessment in Design education is academically robust in that several members of staff are ordinarily involved in assessing each piece of student work. Subsequent to the assessment taking place, comparative scrutiny across programmes may also be introduced to ensure consistency, parity and fairness across cohorts and to ensure that overall standards are being maintained.

Mode of study

Full-time (12 months)

How the programme maps onto the University’s strategic plan

The School of Design is dedicated to student-centred pedagogy with a focus on variety, flexibility, innovation and excellence in teaching and feedback. A range of elective choices are available within the curriculum, offering students the opportunity to study widely within the wider University; (subject to availability and core course timetabling). We are dedicated to the student voice through a range of communication channels; including the School level student representative scheme and course enhancement questionnaires where students provide feedback on their experience. The Personal Tutor system ensures coherent and effective communication with students to manage changes to their learning, supporting them in their development and providing key additional support when needed. The School has a strong research culture that recognises the need to invest in our staff’s development as established research leaders. We have a range of research groups and centres which are led by staff within the School, generating an active range of events, workshops and seminars.

The School participates in a wide range of local, national and international external engagement and outreach; which includes collaborations, live projects and partnerships with industry. These links create research opportunities for staff and learning opportunities for students, building on local and national initiatives. The School actively strives to innovate their teaching practices and research, through external engagement. Our Programmes within Design are national and international beacons in relation to the pedagogic and research approaches they take to their respective subject areas. The school actively contributes to ECA’s excellent international profile and visibility as a whole. Support and provision for all our students in terms of careers advice and business skills, ensures students have a smooth transition to graduate working in the creative industries.

Career opportunities

Graduates are enabled to enter an exciting and diverse range of careers. These include freelance illustration, in various contexts of book & editorial publishing.  They may work  as picture book illustrators, designers, freelance illustrators in natural history or technical literature, artists and craftsmen, to be represented in leading agencies.  The MA Illustration courses involve visual and textual interpretation of various briefs. Therefore, graduates are able to address a diverse range of subjects and settings for their work, in a professional manner. Live briefs and academic tasks which set throughout a year’s study form suitable preparation for the world of work in art & design industries.

In addition to becoming professional illustrators, graduates from this programme have entered various fields in the creative professions.  These include digital platforms & games design, story-board art work, animation, comic & graphic novel publishing, printmaking, and specialised     anatomical illustration.  

Other items

• Each student will be assigned a supervisor and a Personal Tutor; the supervisor monitors the overall academic progress and directs the final research project.
• Students will have at their disposal a range of relevant university computer services, with network access.
• Students will be entitled to use excellent library facilities including the University Library, the copyright and the National Library of Scotland.
• Edinburgh has a strong research community in the arts and humanities and students will be encouraged to participate in research activities that are relevant to their studies, such as seminars, colloquia and conferences.