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Circuit Bending, Hardware Hacking and Performance Technology
MOD003618
http://rhoadley.net/cbhh - VLE - facebook
Reading List 2015-16
| Timetable 2014-15, semester 2 | ||
| Seminar | Tuesday 0900-1100 | Hel040 |
| Lab | Thursday 0900-1100 | Com101 |
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Richard Hoadley's feedback hours (teaching weeks only) |
Monday 1300-1500 Tuesday 1200-1300 |
Hel244 |
 | tasks | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
Learning Outcomes
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Summary
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This module is principally based around investigation and manipulation of the electronics used for hardware hacking, circuit bending and 'modding', and so will include a variety of methods for controlling pre-existing hardware, such as electronic toys and simple battery-powered audio devices. The aims of this experience will include the development of sonic assets which may be used in the creation of audio art. Students will gain experience through a series of tasks and projects culminating in a final submission, which includes a performance or exhibition. Students will submit their collected exercises in a portfolio, accompanied by audio-visual documentation as necessary and a brief critical evaluation. This critical evaluation should place the student's work in the context of current trends in performance technology as well as providing a basis for the students' own criteria and judgement. A materials charge may apply for this module. Alternatively, students may be asked to purchase a certain collection of materials to work with during the course. |
Content
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Presentations
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You should investigate other recent developments in interface design. New Interfaces for Musical Expression (NIME) is one of the most interesting sources for this. Look at the internet site, noting that the proceedings of the last three or four years' conferences are on-line. Look through these papers (there are many of them) and choose one that appeals to you. Prepare a short presentation on why the approach you've chosen appeals to you. Although you don't have to prepare a formal presentation, making sure you can display the paper (via the data projector provided) in addition to any images, videos or recordings normally makes things much more interesting. Try to have a look at what others are going to talk about if you can. NIME is a good place to look, but you don't have to use one of those papers. However, if you don't please clear the paper/subject you choose with your tutor to begin with.
The presentation itself will not receive a mark, but you will receive a 5% penalty from the entire module should you not present, (so, if you end up with 58%, you will actually get 53%). While you do not need to write an essay, you should submit the information you have included in your presentations in the logbook, including links to documents, images, videos and web pages as well as a summary of your arguments and conclusions. |
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| sid | short name | time and date | ||
w6 Will Heasman Dan Lawton Macca Leeks Will Linsley Jonathan Mills Jimmy Ostler w7 Frazer Robinson Shaun Dos Santos Ashley Sargeant Danny Schmitz Tom Watts |
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| Please read the detailed submission notes | ||||
Performances
| Blurb | ||||
| sid | short name | time and date | ||
w11 TBA w12 TBA |
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| Please read the detailed submission notes | ||||
Task, Project and Assessment Summary
The Logbook
All work on tasks and presentations as well as documentation of your projects should be collected together into a Logbook. You can optionall include a physical copy of the logbook, but an electronic verision must be submitted.
The logbook is worth 50% of your total mark.
The logbook should include:
- A week by week log of your work and activities. It is recommended that you maintain your logbook each week during the lab session.
- photographs and videos of each task, including screenshots of any code that you have used
- a written description of aims, intentions and outcomes
- a critical evaluation of compositions and patches. You should reference other examples and practitioners in the field to contextualise your work in the light of others' work.
- You may use up to 2000 words (~1000 words tasks, ~1000 words critical reflection).
The logbook can be compiled using any word processing software, including Google Docs. When complete, save to pdf. Refer to submitted movies from within the logbook, but include the movies separately in the submission. Images can, of course, be included in the logbook.
- There is an absolute limit of 700MB data per submission. Submissions which include more than this amount of data will lost 5% of marks per 50MB exceeded. So, a 750MB submission would lose 5%, an 850MB submission 15%;
- All documentation must be submitted in electronic versions.
- A recorded version of your composition/performance;
- Guidelines on how to use the item (these should be checked with a colleague to ensure that they are properly usable). Please include photographs/videos of the item in operation, including any software or firmware developed.
- Please see this document for detailed information.
- All assignments should be submitted to the i-centre by 2pm on Tuesday 8th May 2018
- For information about the presentation, please see below or this document.
Deductions
The 50% weighting for the Individual Project includes the following potential deductions:
- 10% for non-performance without good reason (so, should your submission receive 60% you will receive a mark of 50%.
- 10% for non-submission of a recorded version of your performance
- Failure to submit either of the above may result in failure of the module
- 10% for submission of poorly presented documentation.
- See above for deductions for submission of too much data.
Participation
Please plan to attend all classes and arrive on time. Please be courteous to the collegial community we are creating this semester by not conversing with others during class lectures; be mindful during the labs that this is time is designed to give you guided practice with some of the tools you will need in order to complete your assignments.
Participation means being an active member of the dialogue. It consists of doing one or more of the following: being prepared for class and writing comments in your logbooks and in the Facebook group, by making observations about the readings and exercises, by asking questions, by staying on topic. In classs, taking notes, actively working on in-class exercises instead of unrelated activities like email, chat and general web surfing, and actively listening lends to better discussion.
Unexpected problems happen (serious illness, etc.), it is important to let me know so we can make appropriate changes to your schedule. If you will miss class for whatever reason, let me know as soon as possible so we can make alternative arrangements for this as well.
| Task | Set | Value (%) | ||
| 1 | Cable : Make your own cable | w2 | logbook (50%) | |
| 2 | Laying on of Hands and Hacking the Clock : Initial investigations of your toy... | w2 | logbook (50%) | |
| 3 | Amplifier : Amplify your toy | w3 | logbook (50%) | |
| 4 | Synthesis on a chip : Synthesise sounds on a simple chip | w3 | logbook (50%) | |
| 5 | Sudomini : Make a Sudomini | w4 | logbook (50%) | |
| 6 | Make a mike : Make your own electret microphone | w4 | logbook (50%) | |
| 7 | Capacitative Touch Sensor : Make your own capacitative touch sensor | w5 | logbook (50%) | |
| 8 | Boxing : Boxing and Rebuilding | w5 | logbook | |
| Individual Circuit Bending Project | Individual Circuit Bending Project - Choose some aspect covered during the course to concentrate on and complete a creative project for performance towards the end of the course.
The 25% weighting for the Individual Circuit Bending Project includes the following potential deductions:
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w8 | 25% | |
| 'NIME' Presentation |
You should investigate other recent developments in interface design. New Interfaces for Musical Expression (NIME) is one of the most interesting sources for this. Look at the internet site, noting that the proceedings of the last three or four years' conferences are on-line. Look through these papers (there are many of them) and choose one that appeals to you. Prepare a short presentation on why the approach you've chosen appeals to you. Although you don't have to prepare a formal presentation, making sure you can display the paper (via the data projector provided) in addition to any images, videos or recordings normally makes things much more interesting. Try to have a look at what others are going to talk about if you can. NIME is a good place to look, but you don't have to use one of those papers. However, if you don't please clear the paper/subject you choose with your tutor to begin with.
The presentation itself will not receive a mark, but you will receive a 5% penalty from the entire module should you not present, (so, if you end up with 58%, you will actually get 53%). While you do not need to write an essay, you should submit the information you have included in your presentations in the logbook, including links to documents, images, videos and web pages as well as a summary of your arguments and conclusions. |
w1 | logbook (50%) | |
| 9 | "Hello world!" | w7 | logbook (50%) | |
| 10 | Vibrating a piezo | w8 | logbook (50%) | |
| 11 | Connecting the Arduino, MaxMSP and SuperCollider | w9 | logbook (50%) | |
| 12 | Mapping | w9 | logbook (50%) | |
| Individual Arduino Project | Individual Arduino Project - Choose some aspect covered during the course to concentrate on and complete a creative project for performance towards the end of the course.
The 25% weighting for the Individual Arduino Project includes the following potential deductions:
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w8 | 25% | |
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All assignments should be submitted to the i-centre by 2pm on Tuesday 8th May 2018 |
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Course Outline
General Outline
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| Week | Focus | Project/Task | ||||||||||||||||||
| 1 |
Class structure and locations Laboratories (Com 101): demonstrations (~1hr) and practicals (~1hr) Lectures (Hel040) - If you don't have the parts, you can't do the practical - Bring along cameras, etc., and you'll be able to complete many of the tasks straightaway. - Practicals are not 'compulsory', but you're recommended to make use of them in one way or another, maybe to get more components? - Website, VLE and Facebook group. - Tom Igoe's Physical Computing Course - an excellent resource - Makespace - Dorkbot Anglia - Sonic Pi |
Task 1 - Cable task 1 due: w13 task 1 weighting: logbook (50%) task summary | VLE |
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| 2 |
040 Lecture - Presentations (NIME, youtube, etc.) - Basic Electronics 2: capacitance (MYO) - -- http://www.youtube.com/watch?v=ZYH9dGl4gUE (also see other Make tutorials) - Simulations (reminder) - Some listening - Ubuweb Resistance - Resistance simulation - Resistor chart - Make resistance video introduction - Potentiometers - (Multimeter) - batteries: rechargeable or not? Which sort? - Royal Institution Christmas Lectures 2014: Lecture 1: The Light Bulb Moment Lecture 2: Making Contact Lecture 3: A New Revolution For next seminar Think about the following questions: - Why has the maker movement become so popular over the last ten years? - Provide an overview of prominent microprocessors and microcontrollers, outlining their advantages and disadvantages. |
Task 1 - Cable task 1 due: w13 task 1 weighting: logbook (50%) Task 2 - Laying on of Hands and Hacking the Clock task 2 due: w13 task 2 weighting: logbook (50%) task summary | VLE |
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| 3 |
040 Lecture NB 2015-16 this session in COM101 All You Need is Lab documentary (Box of Broadcasts) The Challenges of Technological Performance RH presentation of his past and current work Handmade Electronic Music and other course texts review Performance Technologies past and present: Hugh Davies Ryan Jordan: Derelict Electronics Derelict Electronics Workshop Dirty Electronics David Tudor Rain Forest (realisation here) Alvin Lucier Music for Solo Performer Phil Archer Resistance -- Resistance simulation -- Resistor chart -- Potentiometers -- Multimeter tutorial: https://www.youtube.com/watch?v=bF3OyQ3HwfU -- Capacitance converter -- Capacitance code calculator: http://www.electronics2000.co.uk/calc/capacitor-code-calculator.php -- Make video about the capacitor: https://www.youtube.com/watch?v=ZYH9dGl4gUE -- Breadboard tutorial: https://startingelectronics.org/beginners/start-electronics-now/tut1-breadboard-circuits/ For next week: prepare a short demo of the VCS3/MS-20/Theremin |
Task 3 - Amplifier task 3 due: w13 task 3 weighting: logbook (50%) Task 4 - Synthesis on a chip task 4 due: w13 task 4 weighting: logbook (50%) task summary | VLE task summary | VLE |
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| 4 |
040 Lecture - VCS3/MS-20/Theremin/Arturia MiniBrute session - Korg MS-20 tutorial - Arturia MiniBrute 1 the Oscillator - VCS3 user manual - Experimenting with EMS VCS3 - Circuit Bending Projects Check-up - History and Curation - NIME Presentations tutorials - you need to have picked your topic! Presentation List and Details Other demonstrations - Breadboards - Different types of board (breadboard, veloboard, etc...) - Capacitors - Build your own amplifier |
Task 5 - Sudomini task 5 due: w13 task 5 weighting: logbook (50%) task summary | VLE |
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| 5 |
Hel040 Lecture/Seminar - "The Art of Loop" (broadcast to discuss) Matthew Herbert, The Art of the Loop, BBC Radio 4, Saturday March 1st 2014, 1030, 2:40 http://bobnational.net/record/204312/media_id/206925 - RH demonstration (gagglina) w7 presentations - Check and claim presentations - NIME presentation tutorials (please bring along your chosen paper or project). w8 workshop feedback sheets criteria and outcomes |
Task 6 - Make a mike task 6 due: w13 task 6 weighting: logbook (50%) task summary | VLE |
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| 6 |
040 Lecture - NIME Presentations 1 - Presentation List - Presentation Details - Digital curation, retrieval and preservation Plus TED talks, for instance: - Ge Wang: The DIY orchestra of the future - David Byrne: How architecture helped music evolve - Scott Rickard: The beautiful math behind the ugliest music - Daniel Wolpert: The real reason for brains - Tod Machover + Dan Ellsey: Inventing instruments that unlock new music - Mark Applebaum: The mad scientist of music - Mark Ronson: How sampling transformed music - Pamelia Kurstin: The untouchable music of the theremin - Vincent Moon and Naná Vasconcelos: Hidden music rituals around the world Second presentation confirmation My Teacher is an App broadcast to discuss My Teacher is an App 1/3 My Teacher is an App 2/3 My Teacher is an App 3/3 w7 presentations w8 workshop feedback sheets criteria and outcomes Introduction to Arduino Different Boards Arduino - http://www.arduino.cc/ Wiring - http://www.wiring.org.co/ mbed - https://mbed.org Sensor Technology Materials List If you haven't taken Circuit Bending (formerly Performance Technology) You might want to go through a few things... - Getting Started - The Seven Basic Rules of Hacking - How to Solder - List of sensors (Wikipedia) Tutorials for Circuit Bending Workshop |
Task 7 - Capacitative Touch Sensor task 7 due: w13 task 7 weighting: logbook (50%) Task 8 - Boxing task 8 due: w13 task 8 weighting: logbook task summary | VLE |
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| Week | Focus | Project | ||||||||||||||||||
| 7 |
040 Lecture NIME Presentations 2 Presentation List Presentation Details BRY015 Workshop Demonstration Workshop Feedback Lynda.com Arduino video Task 10 - Vibrating a piezo task 10 due: w13 task 10 weighting: logbook (50%) |
Task 10 - Vibrating a piezo task 10 due: w13 task 10 weighting: logbook (50%) task summary | VLE |
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Easter Vacation
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| 8 |
040 Lecture/Seminar 4 Circuit Bending Workshop BRY015 Workshop Demonstration: Task 11 - Connecting the Arduino, MaxMSP and SuperCollider task 11 due: w13 task 11 weighting: logbook (50%) |
Task 11 - Connecting the Arduino, MaxMSP and SuperCollider task 11 due: w13 task 11 weighting: logbook (50%) task summary | VLE |
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| 9 |
040 Lecture/Seminar Logbook tutorials and revision BRY015 Workshop Demonstration Task 12 - Mapping task 12 due: w13 task 12 weighting: logbook (50%) Tutorials/Practical |
Task 12 - Mapping task 12 due: w13 task 12 weighting: logbook (50%) task summary | VLE |
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| 10 |
040 Lecture/Seminar Logbook tutorials BRY015 Workshop Demonstration Tutorials/Practical |
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| 11 |
040 Lecture/Seminar Arduino Workshop 1 BRY015 Workshop Demonstration Tutorials/Practical |
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| 12 |
040 Lecture/Seminar Arduino Workshop 2 BRY015 Workshop Demonstration NB May 2015 bank holiday |
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Assessment Criteria
Your work will be marked according to the criteria set out in the document artefact creation, also with elements of oral presentation and written work (the logbook). |
Reading and Listening
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Included on MDF:
Also recommended:
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Interesting Things
cambridge listings and venues
adc arts picture house arts theatre visit cambridge what's on cambridge city events cambridge evening news entertainment guide cambridge corn exchange the junction cambridge online kettle's yard kettle's yard music mumford varsity online vue wereallneighbours wysing arts
london listings
cafe oto national film theatre south bank national theatre tate theatre guide whatsonstage.com young vic kinetica
Feedback
You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module's intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g.: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (e.g.: a marked essay or case study etc.). Any work that is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin's staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results, which can be checked at http://www.anglia.ac.uk/results. |
Assessment Offences
You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 - see www.anglia.ac.uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g.: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of another's work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Guidance on being honest in your work Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: - clearly define what being honest in your work and good practice mean, and how you can achieve this; - define 'assessment offences', including plagiarism, cheating and collusion; - identify the resources, help and advice available to help you learn the academic skills you need to avoid committing assessment offences; - explain how we expect you to behave; and - describe what happens if we think you have committed an assessment offence. Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must: - show you understand the literature; - use research from academics and others in your area of study; - discuss and evaluate ideas and theories; - develop your own independent evaluation of academic issues; and - develop your own arguments. To support your own good practice you will need to develop your: - skills at studying and getting information (for example, reading, taking notes, research and so on); - skills in looking at an argument and making your own evaluation (for example, having a balanced opinion, using reasoning and argument); - writing skills for essays, reports, dissertations and so on; - referencing skills (how you include your sources of information in your work); and - exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following. - Know the rules. - Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. - Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot 'put it any better'. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other people's performances or art in your own work. It fine to use other people's performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isn't your own. Definitions of assessment offences Plagiarism is when you present someone else's work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: - directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; - using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; - rewording someone else's work, without referencing them; and - handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise - intentionally or unintentionally - because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else's work, words, images, ideas or discoveries is a form of theft. Collusion is similar to plagiarism as it is an attempt to present another's work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person's work. Examples of collusion include: - agreeing with others to cheat; - getting someone else to produce part or all of your work; - copying the work of another person (with their permission); - submitting work from essay banks; - paying someone to produce work for you; and - allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: - taking unauthorised material into the examination room; - inventing results (including experiments, research, interviews and observations); - handing your own previously graded work back in; - getting an examination paper before it is released; - behaving in a way that means other students perform poorly; - pretending to be another student; and - trying to bribe members of staff or examiners. Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using 'TurnitinšUK' (a software package that detects plagiarism). You can get advice on how to honestly use the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. You will have an opportunity to do a 'formative' assignment before you finish and hand in your first 'summative' assignment. A 'formative' assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a 'summative' assignment counts towards the assessment for your course). You will be able to use 'TurnitinšUK', a special software package which is used to detect plagiarism. TurnitinšUK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative TurnitinšUK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources that will help you develop your academic skills. What we expect from you We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), it says you have to 'be aware of the academic rules relating to your studies'. To make sure that you are aware of the rules, we expect you to agree to: - read this guidance and make sure you thoroughly understand it; - work through 'PILOT', the online tutorial available on our library website (http://libweb.anglia.ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism; - make sure that you are familiar with how to reference (acknowledge other people's work); - correctly reference all the sources for the information you have included in your work; - identify information you have downloaded from the internet; - never use someone else's ideas for a performance, film or TV programme, their artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours; - only hand in your own original work; - never use another person's work as if it were your own; and - never let other students use or copy your work. What we will do for you To help you avoid making assessment offences, our staff will: - make sure they are familiar with the guidance on being honest in your work and the Academic Regulations; - tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference; - arrange library information sessions for you; - promote the resources on the library website and put links to them in module guides and student handbooks; - include statements on academic honesty in each module guide, making sure they are consistent throughout our university; - make you aware of the punishments for misconduct early in the course; - give you effective guidance on how you should acknowledge the information you have used; - tell you, in writing if possible, how far you may work with other students in your coursework; - plan procedures for assessing work in a way that reduces plagiarism, cheating and collusion; - be aware that you may have worked differently in the past and make sure that you are aware of good practice in the UK; - familiarise themselves with 'TurnitinšUK' and its reports; and - report all suspected misconduct using the proper disciplinary procedures. Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for themselves or another student. We will aim to give you as much help as possible to avoid an assessment offence. We listed a number of possible assessment offences earlier in the document. These, and any relevant breaks of the Academic Regulations are dishonest, unacceptable and not allowed. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, we will take action against you using our disciplinary procedures. For full details of what punishments you may receive for assessment offences, see the Academic Regulations, section 10 at: www.anglia.ac.uk/academicregs And finally One of the main aims of university is to give you the ability to learn, have independent judgment, academic rigour and intellectual honesty. You should encourage people to ask questions, to show personal and professional honesty, and have mutual respect. You, university teachers and support staff are responsible for working together to achieve this aim. References Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE Sector. (© Association of Colleges, 2000) More information - Academic Regulations, section 10 (www.anglia.ac.uk/academicregs) - PILOT, the online tutorial in academic practice (www.libweb.anglia.ac.uk/pilot/) - Referencing procedures (http://libweb.anglia.ac.uk/referencing/referencing.htm) - RefWorks, a bibliographic management service that allows you to create a personal database and collect bibliographies in a variety of styles (www.libweb.anglia.ac.uk/referencing/refworks.htm) - The Student Charter (http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf) |
Attendance Requirements
Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g.: illness), please contact your Module Tutor. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. Practical projects, rehearsals and ensemble performances are collaborative in their nature and require full attendance. Students taking practical and performance modules should be aware that at certain times a more intensive commitment is required which must be balanced against other life and work commitments. You will be notified of these extra rehearsals as far in advance as possible. Please see the notes on 'Attendance' in the Anglia Ruskin Undergraduate Student Handbook for full University regulations. To be effectively prepared for a teaching session, you should: - have completed all the set reading or other prescribed work as described in the course handbook or as set by your lecturer - have your own copy of the required text or other material - bring adequate writing materials for taking notes - be wearing appropriate clothing, especially for rehearsals and performance workshops - arrive mentally and physically prepared for the session International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. |
Attendance for Group and Collaborative Work
For modules that include collaborative practical work, especially those leading to live performance events, there is an especial necessity for full and punctual attendance. Poor attendance and/or engagement inevitably has a detrimental affect on the work of your fellow students and will hinder their achievement, as well as your own. If you are unable to attend a particular rehearsal, class or workshop you should inform your Module Leader or the Department Administrator immediately, and in advance of the class wherever possible. All members of staff have voicemail and email. You will then be entered on the register as an 'explained absence'. Failure to do this will mean that you will be marked 'unexplained absent'. Absence for reasons of external work commitments, timetable clashes or time mismanagement will not be accepted. You should be aware that poor attendance and/or lack of commitment will inevitably affect your ability to meet the module learning outcomes to a satisfactory standard, and consequently your mark may be affected. |