ART ‘N’ SOUND MINOR GUIDE version 2018



As a rule, in the course Communication & Multimedia Design, multimedia design is employed to find solutions for communication problems in commercial environments. Although in these environments there is some room for audio and sound, they are there usually in a minor capacity confined as they are to voice-overs and little tunes.
Occasionally, however, a student might actually come up with an idea that allows audio/sound a much more significant role, and in combination with design leads to a product that is artistic rather than commercial.
More and more it is felt by a number of students that here is a whole world left unexplored, a world of artistic possibilities expressing themselves through a combination of audio/sound on the one hand and design on the other. What’s more, here lie possibilities for products that would look great on any portfolio.
At the same time CMD has been looking for opportunities to increase its international appeal and raise its profile abroad. A minor completely conducted in English (the language of multimedia) and offering students the possibility to create their very own project may go a long way towards achieving this goal.
And so the minor Art ‘n’ Sound came into being. Led by Gerjan Kelder (audio teacher and international coordinator) it is expected to fill the gap between purely commercial assignments and the student’s wish to ‘do his own thing’.
So for you, who have decided to join Art ‘n’ Sound, this minor guide will tell you more about the organization of the minor, and how you may best realize your ideas , achieve your learning goals, and gain EC in the process.
We wish you a happy, dynamic and fruitful semester in Art ‘n’ Sound.


As indicated in the introduction this minor intends to fill the gap that has gradually formed between the demands put upon you, students, by purely commercial projects and its restrictions, and your wish to develop your creative and artistic capabilities to the full within the time allotted to you for your studies in Communication & Multimedia Design.
This means that a lot depends on you and your ideas. It is you yourself who has to come up with plans for a project that will both satisfy high artistic requirements and be feasible at the same time. By no means does this imply that there will be no commercial projects whatsoever accepted in this minor. If there appears to be enough scope in them for creative talents to be developed then they will be welcomed with open arms.
Possible projects are: creating content (music, images) for and organizing an event, recording a CD and designing the attendant artwork, making a film (music and images), making a videoclip etc.
Attention needs to be given to the following points:
• Since we are not always dealing with external clients to approve or disapprove your work it is imperative that you seek validation from external experts in the relevant field.
• All projects should contain an music/audio and an art component
• Consultations and lectures will be on demand. Do not hesitate to make use of the expertise present in the minor.
The above-mentioned consultations and lectures will be augmented by guest lectures and passion lectures.
Workshops will be available for those who need to become skilled in the software.
Great store is set by you sharing your knowledge, not just in the tutorgroup but also in the minor itself. This can be effectuated by you giving tutorials presentations, or lectures. If you think your fellow- participants in the minor might benefit from a particular skill or knowledge you happen to possess, feel free to share it with the group.
Just as in the other minors you will be asked, at the start, to write a Personal Development Plan noting down your activities and matching them with the behaviours in the competency profile. Obviously some competencies will turn out to be more relevant than others in this minor, e.g. Concepting, Design, Production, Communication; depending, however, on your activities you may also gain EC in Sharing, Research & Innovation, Multidisciplinary Teamwork or even Quality Monitoring.



Phase 0
So now you have decided to join the minor Art ‘n’ Sound. Are you going to sit back and wait for things to happen? Let others do the thinking? No, absolutely not. Get those grey cells working. Generate ideas for projects to be carried out. Fill in some of the details so that you can give adequate answers to the questions from your fellow- Art ‘n’ Sounders. Remember, it’s your ideas that will carry the minor.

Phase 1
In the first week we will do some introduction activities and at the end of this week any external clients having projects that could be carried out in A&S will present their ideas, their wishes and demands. Your chance to ask him (them) any questions the answers to which will clarify the project to you.
Subsequently there will be an inventory of students’ ideas. This meeting serves as an intake. Here you may discuss what you expect from the minor, what you wish to learn and how you may realize your goals. Project groups will be formed, tutors assigned.
It’s a good idea to start an outline of your PDP (Personal Development Plan) right from the start. What your learning goals are and with which activities you are going to realize them, what the final product will be. Discuss with your mentor which behavio match your activities. If you have made all this sufficiently clear your mentor will sign the PDP.
As the minor progresses your PDP will gradually become more specific. Not only have you described your activities and goals, you have now defined standards for the work you’ re doing, and clarified the process of working and learning; you have described and made available the proof of your competence. As such the PDP has become an assessment document that indicates unequivocally what it is you wish to be assessed on. From your PDP it should become clear what growth you have experienced during your studies. (For detailed information on the competency profile we refer you to the booklet: ‘CMD competentieprofiel’. An English version exists on the website. )
In the minor there are a number of recurring events:
• week opening, Tuesday from 10 – 11.00, not every week. Here we discuss progress (or lack thereof), problems in the tutor groups, plans for the coming week
• Meeting of the project managers whenever necessary
• Community meeting, film, presentation, guest lecturer, excursions etc. (all demand driven!)
Phase 1 will be concluded with a mid-term assessment. For some competencies you may already have done all the necessary work. Have these assessed during the mid-term assessment. It is essential that you bring a clear and signed PDP to it. The dates for the mid-term assessments can be found in the year agenda.
Phase 2
After the mid-term assessments you may find it necessary to adapt your PDP. At the very least you have to indicate which competencies you have achieved and how many EC you have earned. If, during the project, you find your activities shifting away from the course you set yourself you need to record these changes in your PDP.
Phase 2 will be concluded with a final assessment, prior to which presentations of the products will be planned both for any external clients and the knowledge centre and within the community. Dates of assessments can be found in the year agenda.
On the deadline (see year agenda) the following items need to be handed in:
• work files and products to be assessed, on CD, DVD or memory stick
• end product on CD or DVD for the Knowledge Centre’s archives
• end product for the external client as agreed
During the assessment-weeks the EC you earned will be inputted into Educator. This program gives you the possibility to keep a check on the EC you earned. We advise you to check regularly and raise the alarm if things are not what they should be.
For some behaviors in the competencies individual assessments can be arranged on demand. Once you have proven your competence the assessor will give his approval; this you will take along to the integral assessment, where it will be processed .
Together with the other students you are responsible for giving shape and content to the minor community. The idea behind this is that you may be useful to each other; it’s not only the teachers who will bring in information, the students will exchange knowledge among themselves as well, e.g. by giving presentations or tutorials or by carrying out activities that are of benefit to the community. Stimulate each other to bring in ideas. Playing an active role within the community/minor may gain you EC in the competency Sharing and Communication.

During the minor you will be dealing with several teachers:
• Mentor
The mentor is your study coach. With him/her you discuss your plans, progress and problems
• tutor
The tutor supervises the tutor group (5 à 6 students) in which you work (generally, the same person as the mentor)
• minor owner
The minor owner is responsible for content and organization of the minor and the learning process within it. Address him/her if you have any questions concerning the minor’s content.
• subject-teachers
These are the ones to address if you need their expertise. See to it that the minor owner is aware of which teacher you wish to involve in what activity. This will facilitate the organization of the assessments.


It is important at the start of a minor to try and match your learning goals with one of the available projects. Your PDP is the point of departure. As yet, you don’t need to have a fully formed idea of activities and behaviours of the competencies you plan to work at. The nearer you come to the date of the assessment the more specific you need to be concerning the competencies you have worked at, the evidence you have collected and the things you have learned. This asks for thorough documentation of your learning process; you might consider using a weblog. When writing your PDP don’t forget the compulsory competencies (see ‘Competentieprofiel CMD’ ); often they too, can be achieved in the minor. You discuss your study progress regularly with your mentor and tutor. Reflecting on the feedback you receive and recording points of improvement in your PDP will give you optimum preparation for the assessments.
At the mid-term assessments you may be assessed for work that is already completed. This is the time to have a good look at your plans and see if they need readjusting.
It is always a good idea, before the final assessment, to organize a mock-assessment. It will make you feel more confident once you experience the real thing.
At the conclusion of the minor an evaluation will take place.
As stated above there are 3 phases in the minor:
• in phase 0 the participants-to-be do some preliminary brainstorming either with other students or individually. Ideas have to be generated and worked out in some detail so that they can be presented during the first week.
• phase 1 consists of:
planning (intake) < doing < reflecting 1 < measuring 1
It is concluded with an mid-term assessment
• phase 2 consists of:
re-adjusting plans (using feedback) < doing < reflecting 2 < measuring 2
Planning: you set down your plans in your PDP
Doing: while you are carrying out your plans you collect evidence with which to prove your growing competence. This evidence must be brought along to the assessment
Reflecting 1: Before being assessed by the teachers you must take some time to reflect on your progress. How did you work at your competencies? Was it a good strategy? Where do you stand now in the competency? Ask fellow-students for their input.
Measuring 1: This takes place during an assessment. A group of teachers determines where you stand in the competencies in your PDP. You indicate which of these competencies you wish to be assessed on. For some the evidence is already complete; others show definite growth. The teachers will give you specific feedback on what went well and on aspects that need to be improved. Put these in your PDP.
Re-adjusting plans: After this first measure-taking you will know what the status is of your plans. This may mean re-adjusting them. Discuss this with your mentor.
Doing: see above
Reflecting 2: see reflecting 1. In addition you need to reflect on the feedback from the first measure-taking. How does it show in your work?
Measuring 2: see measuring

For a detailed description of how you should prepare for, and act during an assessment, see appendix 1.

The following documents need to be brought to assessment 1:
• PDP, indicating clearly which competencies, behaviours and activities are to be assessed.
• Reflection on the work done so far. Attention should be paid to the role in the group and the learning route taken.
• Project plans and designs
• Progress during the minor in the shape of a web log or written log ('growth portfolio')
• End- and half- products
• Matrix of competencies

The following documents need to be brought to the final assessment:
• PDP, signed by mentor and approved by relevant subject teacher. Without an approved PDP you cannot participate in the assessment.
• Reflection on the work done for the competencies. Attention should be paid to the role in the group and the learning route taken.
• Project plans and designs
• Progress during the minor in the shape of a web log or written log ('growth portfolio')
• End- and half- products
• Matrix of competencies

Projects in the minor Art ‘n’ Sound take up one or half a semester. The projects’ content is dependent on the participants ideas, plans and purposes, and in the case of external clients on their input.
As a rule the following items are obligatory in a project:
• Project plan containing assignment description, plan of approach, analyses (target group-, competition-, users-), designs
• End product which corresponds with the conclusions reached in the project plan
Both items must be brought along to the assessments.

• Studentenstatuut: for a detailed description of the competency profile valid for your cohort see the studentenstatuut on the CMD website. For a concise version see the following:
• The CMD competency profile. Both the Dutch and the English version can be found on the CMD website: Competency profile