ART ‘N’ SOUND MINOR GUIDE version 2018

Version 2018-2019
Minor Art ‘n Sound
Communication & Multimedia Design
Updated: Oktober the 4th 2018 by Gerjan Kelder (Minor coordinator)



2.1 Projects
2.2 Community
2.3 Watch That Sound!
2.4 Supervisors

3.1 Excursion
3.2 Project pitches
3.3 PDP
3.4 Recurring events

4.1 Procedure
4.2 Midterm assessments
4.3 Final assessments



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 there is a whole world left unexplored, a world of artistic possibilities expressing themselves through a combination of audio/sound on one hand and design on the other. What’s more, here lie possibilities for products that would look great in 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), 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 fullest 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 video clip or an installation that combines art and sound.

Most projects in the minor Art ‘n’ Sound take up one 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.

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 a 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. By you sharing your knowledge, not just in the tutor group but also in the minor itself, great store is set. 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. 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, but the students will also 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.


The biennial event Watch That Sound! has been brought to life by Art’n’Sound to make the minor more public and show how relevant art and sound are in a multi-media environment. Every semester there will be a new edition organized by the students and the teachers of Art’n’Sound. You will be taking care of (among others) a relevant and interesting line up concerning the art and sound work field, creating promotion material, make a lighting plan or contribute to the side programming by preparing for instance a VJ set, a DJ set or any other kind of performance you would like to do. The side project we offer ‘How to become an artist’ gives you the opportunity to work on your own artistic signature in any art form of your discipline.


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 the content and organization of the minor and the learning process within it. Address him/her if you have any questions concerning the 4 minor’s content.
• Subject-teachers: These are the teachers 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.


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!


In the first or second week, we organize an introduction in a form of an excursion with an overnight stay in a city (Amsterdam/Rotterdam/Den Haag/Berlin/???) or on an island like Terschelling or Schiermonnikoog and introduce inspiring places and people in order to art and music. The cost will be around € 50, -. This excursion is intended to inspire, show you an insight of the art n sound industry, to get to know each other and to get an insight of each other skills and learning goals for the upcoming semester. Some own projects already start here.


In the second week, any external clients having projects that could be carried out in Art’n’Sound will present their ideas, their wishes and demands. Your chance to ask them any questions which will clarify the project to you. Subsequently, there will be an inventory of students’ projects ideas. Send your plan to the teacher, what you want to learn and how you may realize your goals. If your idea will approve you can pitch them for the community. Remember, it is imperative that you seek validation from external experts in the relevant field. Since we are not always dealing with external clients to approve or disapprove your work. At the end of the week, project groups will be formed and tutors will be assigned.

3.3. PDP

Just as in the other minors you will be asked, at the start, to write a Personal Development Plan (PDP) 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. 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 behaviours match your activities. If you have made all this sufficiently clear your mentor will sign the PDP. As the minor progress, your PDP will gradually become more specific. Not only have you described your activities and goals, but you have also 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 your wish to be assessed on. From your PDP it should become clear what growth you have experienced during your studies. 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.

(For detailed information on the competency profile we refer you to the booklet: ‘CMD competentieprofiel’. An English version exists on the website.


• Week opening: Monday from 10:00 – 11.00. Here we discuss progress (or lack thereof), problems in the tutor groups, plans for the coming week, announcements etcetera.
• Project managers meeting: weekly integral meeting with all the project managers, individual meetings whenever necessary. Every six weeks the project managers sit down with Hedwig Singelenberg from the Knowledge Centre to monitor the relationship between student and client.
• Community meetings: organized by the minor buddies and YOU of course!



CMD works with Design-Based Education and uses Design Thinking as a base.

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 mandatory competencies. 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.

• phase 1 consists of planning (intake) < doing < reflecting 1 < measuring 1 It is concluded with a mid-term assessment
• phase 2 consists of re-adjusting plans (using feedback) < doing < reflecting 2 < measuring 2 Explanation: 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.
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 1

On the deadline (see year agenda) the following items need to be handed in:
• work files and products to be assessed, on a memory stick, but preferably through WeTransfer to all of your assessors.
• end product on CD, USB stick 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 Progres. 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 behaviours 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.


Before midterm assessments, all project groups present their project, project plan and process in a community presentation. This is also part of the assessment. 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.

The following documents need to be brought to the midterm assessment:
• PDP including the competencies you will have assessed during the midterm assessment. This version of your PDP must be signed by your mentor and approved by the relevant subject teacher. Without an approved PDP you cannot participate in the assessment.
• Reflection on the work done so far. Attention should be paid to the role in the group and the taken learning route.
• Project plans and designs
• Progress during the minor in the shape of a weblog or written log
• End- and half- products


Before the final assessments, all project groups present their project for teachers, client and Kennis centrum, the process and the end product in a community presentation. This is also part of the assessment.

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

5. REFERENCES • 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
• Other competency profile documents to be found on the CMD website.

Competency profile