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University Centre Grimsby

Human Scale Prop-Making

UCAS Code: HSG1

Bachelor of Arts (with Honours) - BA (Hons)

Entry requirements


UCAS Tariff

80

Must Hold grade 4 in English and Maths.

About this course


Course option

3.0years

Full-time | 2020

Subjects

Theatrical wardrobe design

Hair and make-up

From Gandalf’s staff, to Harry Potter’s Monster Book of Monsters, not just props, but 3D characters in their own right – on completion of our BA (Hons) Human Scale Prop Making programme, our students will graduate with the practical skills and contextual awareness to create exciting and characterful 3D props for Film, Television, Theatre or Exhibition.
Not only will students be grounded in an understanding of materials, core principles of form, volume and silhouette, but will have formed the ability to contextualise their work, applying and supporting it with integrated theory and practice. Research and design will be integral to all making, progressing from initial awareness to later application and synthesis of culture, periods of time, style and genre to their practical work. Research will be in the form of recording, using written explanation, essays and presentations.
Students will be encouraged to explore the characterisation of their practical work and will progress on a journey of awareness from initial basic making to realising and being aware of the emotional responses to an object in relation to its design, look and grounding in authenticity. An introduction to script breakdown, through requirements of the text will also be analysed.
Students will further progress to being independent thinkers, elevating their practical skills with thoughtful understanding. In practical terms, they will be able to draw upon their acquired evaluation of style and culture, applying it to their 3D work, to support its ‘reality’ and underpinning its success.
Students will be used to working competently, independently or as part of a team. Independently, they will develop their personal skills, to self-motivate and constantly progress. As part of a team, they can work on more complex projects, plan and organise collectively and work on their reliability and dependability, being aware of and taking advantage of collaborative efforts. This echoes the industry workplace.
Through their thorough, practical workshop skills, and professional practice application, students will be progressively able to independently plan and evaluate the best approach to their making, using constant ongoing problem solving to work through differing interpretations. Students will acquire the skills to maximise the success of a final piece of work within the constraints of time, budget and requirement, using drawings and plans to visualise, appraise and timetable effectively. They will develop the ability to overcome the challenging situations that inevitably occur during making and construction, using required changes as a positive towards improvement. This grounding in industry-based reality allows the student to independently apply a greater understanding of industry work requirements, and support their employability skills.
By the end of the programme, students will be able to present themselves and their work confidently and clearly, using their portfolio of work compiled during their three years study. Their communication skills will have been developed through initial studio presentations followed by outsourced practical work, where all their acquired skills will be put into practice in a client supplier situation. This will strengthen their employability and entrepreneurship, preparing students for the realities of Industry where sourcing work, presenting ideas, self-promotion and bidding against others is core. These needs will be supported by a final exploration of Professional Practice, where all these requirements are taken into consideration, explored and practiced. The industry standard that supports all their learning allows them to communicate and demonstrate to prospective employers their competent practical skills and contextual awareness, in a grounded and employable manner.

Modules

Level 4
Lexicon of the Object
Resistant Materials: Fundamentals
Non Resistant Materials Basics
Weaponry
Creating for Creatures and Characters
Contextual Studies Study Skills

Level 5
Existing Prop Adaption or Restoration
Multiple Prop Manufacturing Techniques
Genre and Character in the Media
Industry Group Project
Advanced Specialist Prop-Making Skills
Research Methods

Level 6
Dissertation
Preliminary Practical Project
Final Major Project
Professional Identity & Employability

Assessment methods

Students are required to continually develop portfolios of work which demonstrate their critical and creative thinking, and which break down their creative processes in an accessible and highly professional manner. Students can demonstrate their achievement of the programme outcomes in a highly visual and individual way, which assists in the formative assessment approach and also helps students to become more reflective practitioners.
A key aspect of the programme’s approach to assessment is feedback. This is delivered in a formative and summative manner with the formative approach being most commonly used throughout the programme. Feedback is given in a verbal way throughout and students have the responsibility to maintain a journal of feedback and their own critical and reflective analysis.
Summative assessment is used at the end of each module or semester to give indicative grades for modules and an overall sense of where students are in relation to final classifications.
A proportion of assessment takes place during group critiques of work whereby a small group of students and members of the staff team critically engage the students during an open discussion. The use of the group critique as a means of assessment allows students to develop their ability to verbally articulate their individual practice. It also offers an opportunity to see fellow students work and discuss it. This assessment approach is transparent and promotes assessment as part of the learning within the unit of study for the full range of learners. Students will learn not only from the assessment and discussion relating to work but also from that of peers. This approach will enable understanding how work is assessed.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£8,500
per year
England
£8,500
per year
EU
£8,500
per year
International
£10,500
per year
Northern Ireland
£8,500
per year
Scotland
£8,500
per year
Wales
£8,500
per year

The Uni


Course location:

Nuns Corner Campus

Department:

HE Creative and Digital

TEF rating:
Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

73%
low
Theatrical wardrobe design
73%
low
Hair and make-up

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Drama

Teaching and learning

88%
Staff make the subject interesting
92%
Staff are good at explaining things
88%
Ideas and concepts are explored in-depth
88%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

69%
Library resources
73%
IT resources
69%
Course specific equipment and facilities
46%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

After graduation


We don't have more detailed stats to show you in relation to this subject area at this university but read about typical employment outcomes and prospects for graduates of this subject below.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Theatrical wardrobe design

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£12k

£12k

£13k

£13k

£15k

£15k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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