Karen Richmond BA 3D Design Course Director – Camberwell College of Arts
www.camberwell.arts.ac.uk

[expand title=”1. What should students be asking about the course (Facilities and Visiting Lecturers . . .)” alt=”1. What should students be asking about the course (Facilities and Visiting Lecturers . . .)”]

Most importantly a student needs to understand the ethos of the course, what are the aims and objectives of the course.

Does the course offer: field visits, external exhibitions, trade fairs opportunities, residencies, live projects with industry etc.

Is there an EU and International exchange programme, precede by asking for examples
What skills will be learnt specific to subject ie, IT (CS, solid works etc // 3D making //printmaking //) is this a timetabled activity (compulsory or optional)

What access do students have to facilities? Are they course specific or shared across the college courses or programme?

Sounds silly but.. What time does the course open and close (some students want to work at 8.30pm and some college close their doors at 8pm!

How big is a tutor group? How often do I see a tutor? Do I have a personal tutor? Do I have a studio space, how big is it?

What cultural and industry partners the course has and the details of these relationships, ie live projects exhibitions, commissions, work placement, enterprise projects, prizes, awards etc.

What opportunities do I get to show my work to the public/industry? examples
An example of a weekly timetable

What are the graduate opportunities, can the institution give examples?

How many student gain employment within their field on graduating? (KIS stats should assist with this) and can the course give examples of this).

Is there a visiting lecturer programme (some Uni’s have cut this and all lectures are from in-house tutors)

Is there structured support for work placements either during the course or in term time?

How many student go onto study at PG level and where do they go?

What is the ratio of overseas to home EU students (some courses are 90% Overseas)

What is the alumni support

What support does the university offer people with additional learning needs (eg. 33% of students at Camberwell are assessed as having dyslexia and are given additional support)

Are there any university or subject specific bursaries available ?

What are the course leaders and tutors current research and practice themes?[/expand]

[expand title=”2. Once a student has achieved the appropriate UCAS points what sort of qualities should they emphasise in their application? (What are you looking for – Do you look for extra curricular activities?)” alt=”2. Once a student has achieved the appropriate UCAS points what sort of qualities should they emphasise in their application? (What are you looking for – Do you look for extra curricular activities?”]

Work experience (only when appropriate to subject)
Recent inspirational exhibitions // places of inspiration // cities // gardens // factories // etc visited
Extra circular activities, yes: as suggestions of an applicants character
Study visits, travel experience, volunteering, gap years
A clear subject specific application, not a general; I am creative application.
If a student is returning to education it is important within the application a rationale is helpful, alongside their prior experience in relation to the course.
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[expand title=”3. What do you want to see in a portfolio?” alt=”3. What do you want to see in a portfolio?” ]

Development alongside final outcome
Experimentation with materials
Ability to develop (change) ones initial idea
Presentation skills
Work appropriate to course (many applicants show 10 life drawing for a 3D Design Course)
Skillful and inventive use of materials
Consideration of the audience (the user, the client) within the folio, what is the context, who is the work aimed at: one off/gallery/manufacture….old women / young women, babies.
Research and development not only images final outcomes
Concept development
Personal interests
All sketchbooks ALL sketchbooks, we probably spend more time looking at sketchbooks as they have the chronology of the learning journey and the students’ development.
3D objects alongside portfolio
In the folio it is important that photographs are considered / in focus / of a decent size (not small blurry blue distracting background snapshots)
We see alot of folios where you get a sense that all projects have been set by a tutor and are process led, We like to see subject specific briefs set by the student[/expand]

[expand title=”4. Can you suggest anything that would be good advice to students?” alt=”4. Can you suggest anything that would be good advice to students?”]

Bring sketchbooks and made objects.

Show your process within your folio, it can tell an interviewer a lot about who you are as a designer/maker

Focus on a subject area as early as you can, so your folio shows what you have to offer the subject area.

Start a blog, you may be asked to upload images to assess your suitability for an interview.

Experiment and do no think of the end result before you have begun

Learn photographic skills

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