International Journal of Art & Design Education

The Impact of Modularity and Credit Accumulation on Undergraduate Art and Design Education

Volume 14.1   1995



Credit Accumulation and modular structures now account for the majority of undergraduate provision in art and design in the UK. This shift away from traditional structures has gained momentum during the past three years and is part of a national move towards credit accumulation and modularity from GCSE through to Masters level work in all subjects. The origins and rationale for these structures are outlined and their advantages are discussed with particular reference to art and design in Higher Education, together with their implications for teaching methods, for student learning, and for assessment. These points are illustrated with examples of new developments in the sector. The author argues that CATS and Modularity are more appropriate to the needs and ambitions of students in the 1990s and answers some of the main criticisms.