Overview

This module offers students the opportunity to develop key practical skills in the field of arts administration. Under the guidance of the module coordinator, students will plan and undertake an extended placement of at least 40 hours in the community, aiming to achieve a specific goal. The students will create a specific brief for the project, with clear and achievable target(s), and will have an exciting opportunity to work independently on a project that is specially tailored to match their interests and long-term personal career plan.

Through weekly seminars, students will learn about various aspects of arts management and arts administration, developing a clear idea of the variety of personal and professional skills required in this field of work. They will also develop knowledge of relevant theories which will support their approach to the promotion and management of the arts.

During the semester, students will be required to give a presentation to the rest of the class on the development of their project, and at the end of the module students will write a detailed report that will explain and analyse the outcome of their project, as well as presenting a log that will reflect on the 40 hours spent on the placement.

This module offers students the opportunity to develop theoretical and practical knowledge and experience in arts administration. During the semester, students will plan and undertake an extended independent placement of at least 40 hours in the community, aiming to achieve a specific goal. This can be carried out in the Bangor area or in another location. Possible venues include art centres or other venues (e.g. festivals, music hubs, orchestras). The students will create a specific brief for the project, with (a) clear and achievable target(s): it could mean carrying out market research on behalf of an arts centre, with the intention of creating a series of recommendations on policy, or it could mean organising a series of educational workshops on a specific theme for a local school or schools. Students can share the same placement (e.g. Bangor Music Festival) if their specific responsibilities are clearly stated in their personal brief.

Assessment Strategy

Third Class: D- to D+ (40%-49%)  
The crucial achievement is demonstration of a basic grasp of what the topic is about, and the sort of material involved.  However, the mark will be limited to this level by such things as: mere repetition of information without demonstration of real understanding; confusion of argument which indicates a failure to properly understand the material; inability to distinguish the relevant from the irrelevant; inability to grasp ideas; inclusion of factual errors; seriously defective bibliographical or footnoting skills; poor expression; oral reticence; scrappy presentation.  

Lower Second Class: C- to C+ (50%-59%)  
The main quality which warrants marks in this category is the amassing of a reasonable body of relevant material drawn from a fairly wide range of reading or other forms of information retrieval, sorted into a coherent order and expressed intelligibly.  Qualities which limit the mark to this level are: incoherent arguments, or argument which is defective in some way; limited or defective bibliography or footnotes; limited understanding of ideas or argument; limited evidence of a broad knowledge and understanding of the topic; limited engagement with negotiating and renegotiating ideas in oral discussion; limited evidence of serious thought, as opposed to straightforward diligence.  

Upper Second Class: B- to B+ (60%-69%)  
The distinguishing quality is the ability to construct focused argument which is properly evidenced.   The work will therefore probably demonstrate the ability to understand the discussion of a work of art and to apply that knowledge to different works; the conveyance of a general knowledge and understanding of the topic as a whole, and of a more detailed knowledge and understanding of specific areas; competent bibliographical and footnoting skills; effective communication of ideas and argument; thoughtful contribution to oral discussion; ability to see problems and contradictions within source reading; skills in observation and analysis.  Upper Second Class work may contain many of the same qualities which apply in First Class work, but they will be demonstrated at a less independent level, or the work may be outstanding in one First-class characteristic but significantly deficient in another.  

First Class: A- and A (70%-83%)  
The distinguishing quality is evidence of real intellectual and independent thought in a sustained discussion.  Work at this level will probably demonstrate initiative in carrying out research beyond the obvious sources; ability to evaluate critically sources used; sustained and coherent discussion; articulate expression in speaking and writing; ability to bring together material from disparate sources; observational and analytical skills of a high order; the ability to employ knowledge to illuminate musical texts; indications of wide knowledge beyond the narrow confines of the topic addressed; the ability to lead oral discussion; ability to identify and rigorously confront problems in the topic, contradictions in texts, or lacunae in available evidence.  

First Class: A+ to A** (84%-100%)  
Work at this level is highly original and of a standard that attains or closely approaches professional standards.  The work will demonstrate in a consistent manner all of the features listed in the A-/A (70%-83%) category, and will be of such a quality that it either stands up to publication or broadcast in its submitted state or has the potential for publication or broadcast with presentational amendments.   

Learning Outcomes

• Critically analyse theories relating to the promotion and management of the arts in the community, by referring to a wide range of relevant academic literature.

• Evaluate their use of independent administrative, personal and social skills applied within a specific community context.

• Organise and lead a significant independent project maturely.

• Use a wide range of advanced communication skills, as is appropriate for this level of study.