!""#$%&'%!() +!$,(#&$-$ ! . !!

MAl130 8LSLA8CP Anu AnAL?SlS &

MAl130 8AC1lCL Anu AuulLnCL
Cover lmage by vlcky Clark


age 2 of 11
!""#$%&'%!() +!$,(#&$-$ "-,%#&- $-&!-$
"/0123/34
Carolyn Shaplro
MaL Csmond
CaLrln Morgan
SLeve 8raund
Ceorglna Pounsome
1lm uonaldson
valerlo ulLucenLe
5 678194 :; %7/<3;=
We all use Lheorles (Lhe Lerm ls used here almosL lnLerchangeably wlLh models" and
assumpLlons"). 1hls lecLure sLarLs from a bellef LhaL we are beLLer off lf we are aware of our
Lheorles. lL ls sLrucLured as a seL of quesLlons llnked Lo a very loose model of an arL pracLlce,
followed by an eclecLlc selecLlon of lmages for dlscusslon. lL wlll Lry Lo suggesL some ways Lo
clarlfy and descrlbe Lhe moLlvaLlons, goals, boundarles, hopes, fears, and convlcLlons LhaL
shape any coherenL pracLlce.
> !?1/3@3/1A?B 8?C 'C8@1A?B %7/ &AD/ <E 17/ '?0A/?1 :83A?/3
Looklng aL a few of Lhe many creaLlve responses Lo S 1 Colerldge's famous ballad, Lhls semlnar
wlll conslder Lhe process of lnLerpreLlng anoLher plece of work Lhrough your own, and Lhe
ablllLy of such work Lo call forLh conLlnulng and dlvergenL adapLaLlons Lhrough Lhe
communlcaLlve power of lLs language. A cenLral Lheme wlll be Lhe quesLlon of wheLher our
response Lo any such works can be embraced by, or reduced Lo, a dlscusslon of Lhelr
'meanlng'.
F )83381AG/ %7/<3;
1hls lecLure wlll look aL narraLlve Lheory from 8arLhes Lo 8al (and oLhers) and alm Lo glve an
overvlew of Lhe dlfferenL ways LhaL flcLlonal narraLlves have been and can be dlscussed and
dlssecLed. lL wlll Lhen move on Lo suggesL ways ln whlch some of Lhese Lheorles mlghL be
applled Lo dlscusslons of graphlc novels and lllusLraLed books.
H ,<D@<4A1A<?
?ou can'L Leach someone how Lo compose beLLer plcLures, Lhere ls no sclenLlflc formula, buL
whaL you can do ls Lo lncrease Lhelr awareness of Lhe posslblllLles LhaL lle wlLhln plcLure-
maklng. 1he flrsL lmpresslons, when looklng aL plcLures, are open noL only Lo Lhe recognlLlon
of flgures and of oLher represenLed ob[ecLs, buL also on boLh consclous and unconsclous levels,
Lo Lhe quallLles of Lhe physlcal composlLlon lLself. WlLh awareness of Lhe posslblllLles whlch lle
wlLhln composlLlon, Lhe vlsual communlcaLor can consLrucL Lhelr lmages wlLh poLenL slgnlflers,
dlrecLlng Lhe vlewers' readlng of Lhe work, helplng Lhe plcLures Lo express Lhelr meanlng.

age 3 of 11
I JA428K :/18@7<3
MeLaphor ls based on analogy and lnvolves a leap of Lhe lmaglnaLlon. 1here are many forms of
flguraLlve language. 1he word meLaphor ls really [usL one of Lhe many, whlch lnclude
meLonym, hyperbole, allegory, eLc. Many modern scholars vlew meLaphor as Lhe cenLral Lrope
of language, boLh ln everyday, prosalc conLexLs as well as ln llLeraLure and arL. ln recenL Llmes
crlLlcal sLudy has adopLed Lhe Lerm meLaphor as an over-archlng name Lo refer Lo all flguraLlve
language. 1hls lecLure wlll explore Lhe ways ln whlch meLaphor can occur ln plcLures.
L M<2?C83A/4
1hls sesslon Lakes as lLs Lheme conLalnmenL and boundarles ln graphlc novels and comlcs. 1he
use of panels, speech bubbles and framlng devlces wlll be lnLroduced as Lhe lecLure Lhen goes
on Lo conslder more concepLual approaches Lo frames and framlng, such as Lhe means by
whlch producer presenLs Lhelr work Lo Lhe world.
N &/D8A?A?B A? #?O?<P? %/33A1<3;
1hls semlnar wlll Lake keaLs' concepL of negaLlve capablllLy" as a polnL of deparLure from
whlch Lo quesLlon whaL we mlghL mean by words llke 'lnLulLlon' and 'lmaglnaLlon' ln relaLlon
Lo creaLlve pracLlce. 1he emphasls wlll be on looklng aL speclflc examples of work (llLerary,
muslcal and vlsual), Lo see how arLlsLs' personal approaches Lo Lhese quesLlons have lnformed
Lhelr work. A cenLral Lheme wlll be Lhe erupLlve and unpredlcLable naLure of creaLlve pracLlce -
how Lhe work lLself may ofLen know, beLLer Lhan Lhe maker, where lL needs Lo go.
Q &/D8A?A?B A? #?O?<P? %/33A1<3;
1hls semlnar wlll Lake keaLs' concepL of negaLlve capablllLy" as a polnL of deparLure from
whlch Lo quesLlon whaL we mlghL mean by words llke 'lnLulLlon' and 'lmaglnaLlon' ln relaLlon
Lo creaLlve pracLlce. 1he emphasls wlll be on looklng aL speclflc examples of work (llLerary,
muslcal and vlsual), Lo see how arLlsLs' personal approaches Lo Lhese quesLlons have lnformed
Lhelr work. A cenLral Lheme wlll be Lhe erupLlve and unpredlcLable naLure of creaLlve pracLlce -
how Lhe work lLself may ofLen know, beLLer Lhan Lhe maker, where lL needs Lo go.
R ' 6<3OA?B S3801A0/
1he lecLure wlll focus on Lhe evolvlng naLure of worklng wlLhln Lhe lllusLraLlon lndusLry ln
relaLlon Lo my personal auLhorlal pracLlce. ro[ecL work wlll Louch on Lhe poslLlve and negaLlve
aspecLs of worklng commerclally, flnanclal and arLlsLlc consLralnLs, self-sufflclency and self-
publlshlng. 1he lecLure wlll lnclude dlscusslon on Lhe varlous meLhods for approachlng
research for personal enqulry and Lhe way Lhls has affecLed my work. Ceorglna wlll glve an
overvlew of Lhe dlverse opporLunlLles for lllusLraLlon and lllusLraLors focusslng on commerclal,
personal and collaboraLlve pro[ecLs.
5T UAKD ?AB71
1he ArLlsLs and Lhe oeL. lllusLraLlonal collaboraLlons beLween Leonard 8askln and 1ed Pughes.
1ales from Moomlnland. 1he llfe and work of 1ove !annson

age 4 of 11
55 %7/ V$/A4D<K<B;W <E $13201238KA4DX A?0K2CA?B $/DA<1A04
1hls sesslon conLexLuallses Lhe work of Lhe lrench semloLlclan 8oland 8arLhes wlLhln Lhe
hlsLory of sLrucLurallsL and MarxlsL lnLervenLlons lnLo meLaphyslcal assumpLlons abouL
represenLaLlon. 1hus we shall work backwards, wlLh 8arLhes' characLerlsaLlon, followlng
8rechL, of Lhe selsmology" of Lhe sLrucLurallsL approach Lo language. 8oland 8arLhes' analysls
of Lhe anzanl pasLa adverL and hls noLlon of myLh Loday" manlfesL Lhe crlLlcal lmperaLlve
whlch relles upon Lhe shock" of selsmology." neverLheless, desplLe Lhls shake-up of
dlscourse, semloLlcs and sLrucLurallsm ulLlmaLely rely upon a closed sysLemaLlclLy LhaL
evenLually wlll be quesLloned by subsequenL LheoreLlcal lnLervenLlons.
5> :A44A<? $181/D/?14 !
An lnlLlal lnLroducLlon Lo mlsslon sLaLemenLs ln preparaLlon for Lhe forLhcomlng mlsslon
sLaLemenLs workshop.
5F +/0<?413201A<? 8?C %;@<B38@7;Y 17/ EAB23/ <E 63A1A?B A? 17/ P<3O <E Z80[2/4 +/33AC8
1hls sesslon looks aL several Lerms and Lropes ln deconsLrucLlve readlng and wrlLlng, such as
!"##$%$&'$( and supplemenL", and asks Lhe quesLlon, why mlghL deconsLrucLlve
readlng/wrlLlng carry wlLh lL Lhe ")*$%+,"-$ Lo read or wrlLe deconsLrucLlvely." 1ypography ls
examlned by Lhe graphlc deslgner Lllen LupLon as Lhe ready dlscourse for Lhe play of
deconsLrucLlon, buL we'll be able Lo Lranspose Lhe LexLual noLlons of Lypography over Lo oLher
dlscurslve maLerlallLles.
5H $K<PA?B 1AD/ C<P?Y 0<33/4@<?C/?0/4X 8D\AB2A1; 8?C 811/?C8?0/
ln an lnLervlew for 'Lye' Sue Coe sald, '1he fuLure wlll noL be sLaLlc. 1he demand for vlsual
lmagery wlll be colossal. And ln Lhe mldsL of Lhls voraclous creaLlon and consumpLlon of
lmagery, Lhe vlsual essay offers up a unlque resplLe. ArL ls abouL slowlng Llme down, noL
speedlng lL up.' (Sue Coe, 1999)
1hls lecLure ls abouL whaL plcLures do ln relaLlon Lo Lhe wrlLlng LhaL, more ofLen Lhan noL,
dlrecLs Lhelr conLexL and readlng, anchorlng Lhelr meanlng. lL wlll look aL examples where Lhe
re-dlrecLlon of conLenL by form ls mosL apparenL. ?ou could say lL ls abouL Lhe way plcLures
wrlLe and how Lhey help Lo Lell sLorles.
5I &/@3/4/?1A?B %7/ #?08??;
Slgmund lreud weaves a complex exploraLlon lnLo Lhe vlclsslLudes, LranslaLlonal and
oLherwlse, of Lhe uncanny, always reLurnlng Lo Lhe lnevlLably lnLegraLed relaLlon beLween Lhe
uncanny and Lhe represenLaLlon of Lhe uncanny. 1hls sesslon wlll charL lreud's crlLlcal readlng
of L1A Poffmann's shorL sLory 1he Sandman," where he ldenLlfles sLraLeglc flgures and Lropes
for wrlLlng Lhe uncanny, wlLh Lhe ulLlmaLe alm of complllng our own archlve of operaLlve
flgures whlch mlghL convey Lhe varlous characLerlsLlcs and effecLs of uncannlness. 1hls sesslon
also glves us Lhe opporLunlLy Lo read lreud as a crlLlcal LheorlsL of llLeraLure whose readlng
pracLlce ls lnformed by a *./'01+&+2/,"' framework - Lhe very framework whlch he
lnauguraLed and esLabllshed.
5L %AD +<?8KC4<? K/0123/ ]+/403A@1A<? @/?CA?B^


age 3 of 11
5N '31A414 M<<O4
3%,".,. 5116., and 511671%6. are umbrella-Lerms LhaL can lnclude many dlfferenL areas of llne
ArL and relaLed pracLlce, LhaL relaLe Lo Lhe ldea or Lhe formaL of a book ln some way. 1hls Lalk
wlll explore some currenL dlrecLlons wlLhln Lhls area of pracLlce, and dlscuss some of Lhe
posslblllLles and opporLunlLles LhaL Lhe fleld of ArLlsLs 8ooks mlghL offer Lhe auLhorlal
lllusLraLor.
5Q JA428K )83381AG/
1hls lecLure wlll focus on creaLlng vlsual narraLlves from a range of dlfferenL sLarLlng polnLs
lncludlng group work and lndlvldual exerclses. ComposlLlon, Llme and sequence wlll be
explored wlLh a varleLy of pracLlcal workshops and presenLaLlons LhroughouL Lhe day. 1he
workshops wlll presenL dlfferenL approaches Lo creaLlng and Lelllng sLorles Lhrough lmage and
lmage/word.
5R +/0/@1A<?
1hls lecLure beglns by looklng aL arLlsLs who decelve as a means of framlng Lhelr pracLlce. lL
Lhen moves on Lo conslder Lhe skllls LhaL lllusLraLors and graphlc deslgners LradlLlonally use ln
order Lo lnLroduce flcLlons, lles and decelL lnLo Lhe world. 1hls wlll allow for Lhe lnLroducLlon of
a range of work and worklng pracLlces whlch upon flrsL slghL do noL look llke lllusLraLlon buL
acLually exempllfy worklng pracLlces whlch should be consldered as such.


age 6 of 11
-448; 5Y &/4/8307 8?C '?8K;4A4
(MAl 130) CredlLs: 20
%< 2?C/318O/ 8 P3A11/? 844AB?D/?1 1< 0<?1/_128KA4/ @/34<?8K @<4A1A<?A?B <E @3801A0/ PA17A?
0<?1/D@<383; 8217<3A8K AKK241381A<? @3801A0/`
1he ob[ecLlve of Lhls essay ls for you Lo demonsLraLe an ablllLy Lo conslder Lhe auLhorlal
approach you are adopLlng ln your pracLlce and place lL ln conLexL. ?ou wlll need Lo show LhaL
you can descrlbe, dlscuss and analyse Lhe range of LheoreLlcal and conLexLual ldeas LhaL relaLe
Lo auLhorlal lllusLraLlon as you pracLlce lL.
llrsL you wlll need Lo choose aL leasL Lwo lllusLraLors/arLlsLs whose work you feel can be used
Lo compare and conLrasL wlLh your pracLlce. ?ou should Lhen spend some Llme looklng very
carefully aL Lhelr work and research lLs background conslderlng Lhe followlng polnLs:
WhaL were Lhe condlLlons of producLlon? Where and when was lL produced? Who was
lL produced for?
WhaL genre or speclallsL fleld could lL be descrlbed as?
Why has Lhe auLhor chosen Lo lnclude Lhe glven conLenL and whaL has been excluded?
WhaL ls Lhe relaLlonshlp beLween Lhe conLenL and Lhe form? Why has Lhls declslon
been made? WhaL worklng processes were employed?
As you Lhlnk Lhrough Lhese lssues (and oLhers LhaL occur Lo you) remember Lo Lhlnk on Lhe
level of Lhe declslons of Lhe auLhor 8?C Lhe 4<0A8KX 02K1238K 8?C @<KA1A08K 0<?1/_1 ln whlch Lhey
were worklng. lrom Lhls you should Lhen be able Lo see a number of Lhemes developlng. ?ou
should Lhen look for relevanL LheoreLlcal maLerlal whlch wlll allow you Lo develop Lhese ldeas.
lL ls ofLen a good ldea Lo use one or Lwo key LheoreLlcal LexLs Lo allow you Lo work Lhrough Lhe
ldeas, buL a range of maLerlal wlll be needed Lo glve Lhe analysls depLh.
lrom Lhls research you should Lhen E<3D2K81/ 8 [2/41A<? and produce a 3,000 word essay
whlch explores and conslders Lhe relevanL LheoreLlcal, conLexLual and pracLlcal elemenLs LhaL
lnform your auLhorlal pracLlce by conLrasLlng lL wlLh Lhe work of oLhers. 1he essay musL
demonsLraLe Lhe use of Lheory ln lLs analysls and Lhe lnLegraLlon of Lheory and pracLlce.
All essays musL be word processed. 'KK /448;4 D241 \/ @3<@/3K; 3/E/3/?0/C 24A?B 17/ :a&'
]:<C/3? a2D8?A1A/4 &/4/8307 '44<0A81A<?^ 4;41/D 8?C A?0K2C/ 8 \A\KA<B38@7; KA41A?B 8KK
4<230/4 ]a8?C <21 1< E<KK<P^ Lssays may be lllusLraLed.

ueadllnes: lrl 13 uec (l1)
Monday 22 March (11)

age 7 of 11
'AD4
1hls module allows sLudenLs:
1o ldenLlfy and research Lhe fleld of pracLlce relevanL Lo Lhe sLudenL's lnLenLlons and Lhelr
pracLlce developmenL
1o underLake a wrlLLen asslgnmenL Lo conLexLuallse personal poslLlonlng of pracLlce wlLhln
conLemporary auLhorlal lllusLraLlon pracLlce.
1o develop and apply an advanced undersLandlng of approprlaLe crlLlcal, analyLlcal and
LheoreLlcal Lhlnklng ln relaLlon Lo pracLlce.
,<3/ "/83?A?B (210<D/4
LC
Learnlng CuLcomes
Cn compleLlon of Lhls Module you
should be able Lo:
AssessmenL CrlLerla
1o achleve Lhe learnlng ouLcome you musL
demonsLraLe:
1
8lgorous exploraLlon of LheoreLlcal
conLexLs LhaL lnform Lhe fleld of
pracLlce
Work demonsLraLes an undersLandlng of a
range of LheoreLlcal ldeas approprlaLe Lo
Lhe fleld of lllusLraLlon
2
ldenLlfy and research Lhe fleld of
pracLlce relevanL Lo your pro[ecL
Work demonsLraLes knowledge of Lhe broad
range of lllusLraLlon lssues and pracLlces
assoclaLed wlLh Lhem.
6
ArLlculaLe synLhesls of Lheory and
pracLlce
Work demonsLraLes a crlLlcal awareness of
Lhe key LheoreLlcal conslderaLlons lnformlng
pracLlce.
7
uemonsLraLe crlLlcal, analyLlcal and
reflecLlve skllls
Work demonsLraLes crlLlcal, analyLlcal, and
reflecLlve skllls ln lLs generaLlon and
producLlon.
8
CommunlcaLe effecLlvely wlLh a range
of audlences uslng approprlaLe medla
lnformaLlon ls communlcaLed accuraLely,
effecLlvely and ln an approprlaLe formaL for
Lhe lnLended audlence.


AssessmenL:
1he essay ls LuLor assessed

age 8 of 11
!?CA081AG/ \A\KA<B38@7;

8aeLens, ! (2001) 1he Craphlc novel, London, Leuven unlverslLy ress
8arker, C (2000) CulLure, Meanlng, knowledge: 1he LlngulsLlc 1urn ln CulLural SLudles. CulLural
SLudles:1heory and racLlce, London: Sage.
8arLhes, 8 (1989) MyLhologles, London: aladln.
8ooker, C. (2004) 1he Seven 8aslc loLs: Why 1ell SLorles, London: ConLlnuum.
Carrler, u. (2001) 1he AesLheLlcs of Comlcs, London, ?ale
klefer, 8. (1993) 1he oLenLlal of lcLure 8ooks. lrom vlsual LlLeracy Lo AesLheLlc
undersLandlng', Lnglewood Cllffs, n!:Memlll, 1993.
Lewls, uavld. (2001) 8eadlng ConLemporary lcLurebooks, 8ouLledge lalmer. London,2001
McCloud, S (1993) undersLandlng Comlcs - 1he lnvlslble ArL, new ?ork, Parper Colllns
nlkola[eva, M /ScoLL, Carole (2001)Pow lcLurebooks Work, 8ouLledge, new ?ork 2001.
nodelman, erry. (1988) Words AbouL lcLures, 1he narraLlve ArL of Chlldren's lcLure 8ooks,
unlverslLy of Ceorgla ress, Ceorgla, 1988
Slpe, Lawrence 8. Pow lcLure 8ooks Work: A semloLlcally lramed 1heory of 1exL-lcLure
8elaLlonshlps publlshed ln Chlldrens LlLeraLure ln LducaLlon, vol. 29, no, 1998.
SplLz Pandler, L. (1999) lnslde lcLure 8ooks: ?ale unlverslLy ress, new Paven



age 9 of 11
S3/4/?181A<?Y S3801A0/ 8?C '2CA/?0/
(MAl 130) CredlLs: 20
%< C/KAG/3 8 @3/4/?181A<? A?G/41AB81A?B 8? 83/8 <E A?1/3/41 3/K81/C 1< 8217<3A8K AKK241381A<?
@3801A0/`
1he ob[ecLlve of Lhls presenLaLlon ls Lo allow you Lo demonsLraLe an ablllLy Lo undersLand Lhe
poLenLlal audlences for your pracLlce and Lhe ways ln whlch lL may enLer Lhe publlc domaln.
?ou wlll need Lo Lhlnk abouL:
Pow does work reach an audlence?
Pow does an lllusLraLor declde who LhaL audlence ls?
Pow do lllusLraLors LargeL Lhelr work?
WhaL are Lhe speclflc conslderaLlons for any glven secLor?
WhaL compromlses may an lllusLraLor have Lo make Lo geL Lhelr work seen?
WhaL processes of power are lnvolved ln lllusLraLlon belng seen?
?ou may wlsh Lo explore general quesLlons of audlence ln relaLlon Lo auLhorlal lllusLraLlon
pracLlce, explorlng noLlons of Lhe recepLlon of Lhe work and lLs place ln Lhe markeL/publlc
sphere. ln Lhls case your presenLaLlon mlghL be an analysls of how Lhe work of anoLher
lllusLraLor/s worklng ln Lhe same fleld mlghL communlcaLe wlLh lLs lnLended audlence.
Cr you may wlsh Lo explore ways ln whlch your negoLlaLed pro[ecL work mlghL reach lLs
poLenLlal audlence, and Lo explore Lhe pracLlcal and/or LheoreLlcal posslblllLles of Lhe means of
publlc exposure for your work. 1hls could lnclude research lnLo markeLlng and publlshlng,
whlch mlghL Lake Lhe form of llve approaches Lo Lhe sorL of ouLleLs you see as sulLable for Lhe
sorL of work you are produclng. 1herefore your presenLaLlon mlghL conLaln correspondence
wlLh publlshers, agenLs, gallerles and oLher ouLleLs.
Powever, wlLh boLh approaches you wlll need Lo demonsLraLe a 17/<3/1A08K 2?C/3418?CA?B <E
17/ A442/4 0<?0/3?/C based on a \3<8C 38?B/ <E 3/4/8307.
lrom Lhls research you should Lhen E<3D2K81/ 8 [2/41A<? dellver a 13 mlnuLe presenLaLlon
whlch explores and conslders poLenLlal audlences and modes of exposure of auLhorlal
lllusLraLlon work ln Lhe publlc domaln, demonsLraLlng good undersLandlng and analysls of
audlences and recepLlon. lL musL demonsLraLe Lhe use of Lheory ln lLs analysls and Lhe
lnLegraLlon of Lheory and pracLlce.
All presenLaLlons musL be supporLed by handlng ln a LexL and/or powerpolnL documenLlng lLs
conLenL and lncludlng 3/E/3/?0/4 24A?B 17/ :a&' ]:<C/3? a2D8?A1A/4 &/4/8307 '44<0A81A<?^
4;41/D 8?C A?0K2C/ 8 \A\KA<B38@7; KA41A?B 8KK 4<230/4 ]a8?C <21 1< E<KK<P^ Lssays may be
lllusLraLed.
ueadllnes: 19 & 26 March (l1)
Week 47/48 (underLaken durlng 12)

age 10 of 11
'AD
1hls module allows sLudenLs:
1o ldenLlfy and research Lhe relevanL fleld of pracLlce relaLed Lo Lhe sLudenLs pracLlce
developmenL.
1o dellver a presenLaLlon lnvesLlgaLlng an area of lnLeresL relaLed Lo auLhorlal lllusLraLlon
pracLlce.
1o develop and apply an advanced undersLandlng of approprlaLe crlLlcal, analyLlcal and
LheoreLlcal Lhlnklng ln relaLlon Lo pracLlce.
Core Learnlng CuLcomes
LC
Learnlng CuLcomes
Cn compleLlon of Lhls Module you
should be able Lo:
AssessmenL CrlLerla
1o achleve Lhe learnlng ouLcome you musL
demonsLraLe Lhe ablllLy Lo:
2
ldenLlfy and research Lhe fleld of
pracLlce relevanL Lo your pro[ecL
Work demonsLraLes knowledge of Lhe
broad range of lllusLraLlon lssues and
pracLlces assoclaLed wlLh Lhem.
3
ueflne, speclfy and dellver an
achlevable pro[ecL LhaL ls relevanL Lo
your lndlvldual pracLlce
Work demonsLraLes Lhe ldenLlflcaLlon,
evaluaLlon and producLlon of a pro[ecL
proposal LhaL explores award ob[ecLlves
Lhrough crlLlcal conslderaLlon and
appllcaLlon of personal concerns.
4
Solve problems Lhrough lmaglnaLlve
and lnnovaLlve creaLlve pracLlce
Work shows conslsLenL creaLlve appllcaLlon
of maLerlals and meLhods for Lhe
generaLlon of arL LhaL expresses concepLs
relaLed Lo lllusLraLlon lssues.
3
uemonsLraLe professlonal compeLence
and self-dlrecLlon ln reallslng pro[ecL
lnLenLlons
Work ls developed professlonally Lhrough
plannlng lnformed by reflecLlon.
7
uemonsLraLe crlLlcal, analyLlcal and
reflecLlve skllls
Work demonsLraLes crlLlcal, analyLlcal, and
reflecLlve skllls ln lLs generaLlon and
producLlon.
8
CommunlcaLe effecLlvely wlLh a range
of audlences uslng approprlaLe medla
lnformaLlon ls communlcaLed accuraLely,
effecLlvely and ln an approprlaLe formaL for
Lhe lnLended audlence.

age 11 of 11
'44/44D/?1

!?CA081AG/ \A\KA<B38@7;

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