ASSESSMENT BRIEF (FD 2010-2014/01, Semester 2)

Cultural Study 2
SUMMATIVE- Repeat
1. Faculty : Shivani Sharma

2. Duration : 18 Contact weeks + 2 Assessment weeks

3. Aim of the Module : The module aims to:

• Recognize, identify, select, record and report the basics of

design language in different areas of art, craft and design

• Demonstrate a basic knowledge of culture diversity (in past

and present both in Bangladesh and globally)- context and
sub-text, giving expression to cultural exchange
4. Module Assessment : 100% Assignment

5. Learning Outcomes : Knowledge and Understanding

After studying this module you should be able to:

1. Develop cultural context of creative work in historical

perspective.
2. Reflect upon the development of ideas
3. Demonstrate the awareness of key historical styles and
movements.
4. Demonstrate an ability to develop a personal perspective
based upon explored text/material.

Skills, qualities and attributes

After studying this module you should be able to:

5. To identify and apply collected visual and textural

information from various sources
6. To extract inspiration from relevant visual and textural
information

Assessment: Assignment linked to learning outcomes 1, 2,3,4,5 and 6.

The student will be required to research on any one of the key historical styles and movements.
He/she is required to pick up any one famous artist from that historical movement of his choice
and study the artist’s work.
A written report is to be submitted by the student in his/her own language, in which the student
will write about
1. Reason for selecting the historical style/ movement ( 500 words)
2. Thoughts on why or what was the particular style for which the artist was
famous (500 words)
3. Reflection on any one of the artist’s work (500 words)
The report should have visuals to complement the written text.
The student will be assessed on
1. His/her ability to develop cultural context of creative work in historical
perspective.
2. His/her ability to reflect upon the development of ideas.
3. His/ her awareness of key historical styles and movements.
 4. His/her ability to develop a personal perspective based upon explored
text/material.
5. His/her ability to identify and apply collected visual and textural
information from various sources.
6. His/her ability to extract inspiration from relevant visual and textural
information.

The report is required to follow “Harvard system of Referencing” strictly. Failure of which will
result in the student being awarded zero marks on account of plagiarism.

This is the final attempt and therefore no further reassessment will be offered.

ASSESSMENT CRITERIA

Learning First Class – Higher Lower Third Class / Fail – Below

outcomes 70% and Second Second Pass – 40% 40%
above Class – 60 % Class – 50% and above,
and above, and above, but below
but below but below 50%
70% 60%

1. Develop The student’s The student’s The student’s The student’s The student’s
cultural work shows work shows a work shows a work shows work shows a
context of an excellent very good and good an average poor and
creative
and in depth substantial understanding understanding below
work in
historical understandin understanding of the cultural of the cultural substantial
perspective. g of the of the cultural context of context of understanding
cultural context of creative work creative work of the cultural
context of creative work in historical in historical context of
creative work in historical perspective. perspective. creative work
in historical perspective. in historical
perspective. perspective.

2.Reflect The student The student The student The student The student
upon the work shows work shows a work shows work shows work shows a
development an excellent very good good ability to an average poor ability to
of ideas
ability to ability to reflect upon ability to reflect upon
reflect upon reflect upon the reflect upon the
the the development the development
development development of ideas. development of ideas.
of ideas. of ideas. He/she has of ideas. He/she has
He/she has He/she has been able to He/she has not been able
been able to been able to identify the been able to to identify the
identify the identify the inspirations identify the inspirations
inspirations inspirations behind the inspirations behind the
behind the behind the works and behind the works and
works and works and has been able works and has not been
has been able has been able to discuss the has been able able to
to discuss the to discuss the creative path to discuss the discuss the
 creative path creative path taken by the creative path creative path
taken by the taken by the artiste. taken by the taken by the
artiste. artiste. artiste. artiste.

3. The student’s The student’s The student’s The student’s The student’s
Demonstrate work shows work shows a work shows a work shows work shows a
the an excellent very good good an average poor
awareness
awareness of awareness of awareness of awareness of awareness of
of key
historical key historical key historical key historical key historical key historical
styles and styles and styles and styles and styles and styles and
movements. movements. movements. movements. movements. movements.
He/ she has He/ she has He/ she has He/ she has He/ she has
been able to been able to been able to been able to not been able
identify the identify the identify the identify the to identify the
styles and styles and styles and styles and styles and
movements to movements to movements to movements to movements.
a great a great a some some extend.
extend. extend. extend.

4. The student The student The student The student The student
Demonstrate has an has a very has a good has an has a below
an ability to excellent good ability to ability to average average
develop a develop a ability to ability to
develop a ability to
personal personal develop a develop a
personal develop a perspective perspective personal personal
perspective personal based upon based upon perspective perspective
based upon perspective explored explored based upon based upon
explored based upon text/material. text/material. explored explored
text/material. explored text/material. text/material.
text/material.

5.To identify The student’s The student’s The student’s The student’s The student’s
and apply work shows work shows work shows work shows work shows
collected that he/she that he/she that he/she that he/she that he/she
visual and has an has a very has a good has an has a poor
textural excellent good ability to ability to average ability to
information ability to collect correct collect correct ability to collect correct
from various collect correct information. information. collect correct information.
sources information. He/she has He/she has information. He/she has
He/she has been able to been able to He/she has been able to
been able to collect and collect and been able to collect and
collect and identify visual identify visual collect and identify visual
identify visual and textural and textural identify visual and textural
and textural information information and textural information
information from various from some information from very few
from various sources which sources which from few sources which
sources are relevant are relevant sources only are relevant
which are to the culture. to the culture. which are to the culture.
relevant to relevant to the
the culture. culture.

6.To extract The student’s The student’s The student’s The student’s The student’s
inspiration
from work shows work shows work shows work shows work shows
relevant that he/she that he/she that he/she that he/she that he/she
visual and has an has a very has a good has an has a poor
textural
excellent good ability to ability to average ability to
information
ability to extract extract ability to extract
extract inspiration inspiration extract inspiration
inspiration from relevant from relevant inspiration from relevant
from relevant visual and visual and from relevant visual and
visual and textural textural visual and textural
textural information. information. textural information.
information. He/she has He/she has information. He/she has
He/she has correctly correctly He/she has incorrectly or
correctly identified the identified the correctly has not
identified the inspirations inspirations identified the identified the
inspirations behind quite a behind quite a inspirations inspirations
behind lot of work. lot of work. behind some behind
substantial amount of substantial
amount of work. amount of
work. work.