ice, g %. a Republic of the Philippines 5 OFFICE OF THE PRESIDENT 7’ COMMISSION ON HIGHER EDUCATION rea” CHED MEMORANDUM ORDER No, _20 Series of 2017 SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF MULTIMEDIA ARTS (BMMA) PROGRAM In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 series of 2012, and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017 the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE| INTRODUCTION Section 1 Rationale Based on the Guidelines for the Implementation of CMO No. 46 series of 2012, this PSG implements the "shift to learning competency-based standards/outcomes-based education.” It specifies the ‘core competencies’ expected of Bachelor of Multimedia Arts (BMMA) program graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and ... of the typology of HEIs,” this PSG also provides “ample space for HEls to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions ....” ARTICLE I AUTHORITY TO OPERATE Section 2 Government Recognition All private higher education institutions (PHEIs) intending to offer Bachelor of Multimedia Arts (BMMA) must first secure proper authority from the Commission in accordance with this PSG. All PHEls with an existing Bachelor of Multimedia Arts (BMMA) program are required to shift to an outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local colleges and universities (LCUs) should likewise strictly adhere to the provisions in these policies and standards Higher Education Development Center Building, CP. Garcia Ave., UP Campus, Diliman, Quezon City, Philippines Web Site: www.ched.gov.ph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220 ‘441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE II GENERAL PROVISIONS Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses, Section 3 The Articles that follow give minimum standards and other requirements 2nd prescriptions. The minimum standards are expressed as a minimum ‘set of desired program outcomes which are given in Article IV Section 6 CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of Units of this curriculum is here prescribed as the ‘minimum unit Fequirement’ under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a leamer-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabi given in Article V Section 12 show some of these methods. Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the’ library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI The HEls ere allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the altemative means they propose. The HEls can use the CHED Implementation Handbook for Qutcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their ‘submissions for Sections 17, 18 and 19 of Article VII ARTICLE IV PROGRAM SPECIFICATIONS Section § Program Description 5.1 Degree Name The degree program described herein shall be called Bachelor of ‘Muttimedia Arts (BMMA) program. Page 2 of 32 @5.2 Nature of the Field of Study Grounded on design, technology and the visual arts, Multimedia Arts is a field of interdisciplinary study geared towards creative and effective storytelling and expression through the convergence of digital media technologies, forms and practices. ‘The Bachelor of Multimedia Arts aligns itself to the rapid convergence of media technologies and practices by developing conceptual, technical, aesthetic and professional competencies for effective, critical and innovative storytelling across a range or combination of media forms for various purposes. It recognizes that digital media collapse different modes of expression and communication networks that allows for an terface of the local and global, the national and transnational. Thus, the program aims to create competent digital artists and communicators capable of disseminating a national idiom whereby Philippine cultural contexts, identities and formations are articulated in global and transnational discourse. To meet this objective, the program must necessarily be: multimedia in orientation, i.e, focusing on the specific ways that digital media may be hamessed for storytelling and expression in combination with or in relation to other media forms; interdisciplinal, i.e. harnessing perspectives in the humanities, the social sciences and, when applicable, behavioral sciences and business in order to optimize the nuances of multimedia communication in particular contexts as @ precondition for its effective application; and grounded in theory and practice, i.e. recognizing that the effective practice of multimedia arts is greatly based on insights gleaned from both scholarship and application in the creative industries. These qualities make the Bachelor of Multimedia Arts a uniquely relevant discipline in Philippine tertiary education. 5.3 Program Goals The Bachelor of Multimedia Arts program is designed to respond to the requirement in the discipline for graduates to be familiar with a wide range of media forms; and to provide the theoretical foundations and practical experience to develop skills in creative storytelling and expression for various purposes and contexts. The goal of the program is to develop within students the knowledge and skills that will enable them to communicate effectively, critically and creatively across @ range of new media technologies and forms, and to develop multimedia projects with these qualities, for various purposes. To develop his or her knowledge and skills, students of the Multimedia Arts program will undergo a curriculum of courses marked by the following core competencies: a. Conceptual, ie. the ability to demonstrate knowledge and understanding of multimedia theories, genres and various approaches in applications of multimedia. Page 3 of 32b. Technical, i.e. the ability to demonstrate technical proficiency in the use of appropriate hardware and software required in the production of multimedia projects. ©. Aesthetic, ie. the ability to exhibit creativity and innovative thinking in the design and production of muttimedia projects d. Professional, ie. the ability to engage professionally and ethically in multimedia practice in the creative industries and other community contexts. 5.4 Specific Professionsicareers/occupations for graduates Graduates of this program may find employment as creative directors; art directors; video and audio production professionals; digital artists; animators, multimedia designers for various applications such as web, interactive, mobile, motion- and time- based media, video games; and multimedia educators in the creative industries, freelance practice, entrepreneurial initiatives, and other allied or related professions. 5.5 Allied Programs The focused aim of the Bachelor of Multimedia Arts program is to galvanize the creative and innovative thinking involved in the design and production of projects across multiple media forms. The foundational disciplines of the program are design, the visual arts, computer technology, and creative expression or communication. Therefore, for purposes of determining the qualifications of faculty members, program administrators, and students cross-reenrolling from other academic departments and fields, the following are considered allied programs a. Arts and Design (Fine Arts, Architecture, Industrial Design) b. Media and Communication (Film, Media Studies, Communication Arts, Journalism, Advertising and Integrated Marketing Communications, Entertainment Management) ©. Information Technology (Information Design, Information Technology, Digital Animation) d. Performing Arts (Music, Theater Arts) fe. Sound and Communications Engineering f. Literature and Creative Writing 9. Behavioral and Social Sciences (Psychology, Behavioral Economics) Section6 Program Outcomes The minimum standards for the Bachelor of Multimedia Arts program are expressed in the following minimum set of learning outcomes: 6.1 Common to all programs in all types of schools a. The ability to articulate and discuss the latest developments in the specific field of practice. (POF level 6 descriptor) Page 4 of 32b. The ability to effectively communicate orally and in writing using both English and Filipino ¢. The ability to work effectively and independently in multi-disciplinary and mutt-cuitural teams. (POF level 6 descriptor) d. The ability to act in recognition of professional, social, and ethical responsibility e. The ability to preserve and promote "Filipino historical and cultural heritage” (based on RA 7722) 6.2 Common to the discipline Graduates of the Humanities programs are able to a, Recognize the need for and demonstrate the ability for lifelong learning b. Identify mutti-perspectives and interrelations among texts and contexts c. Apply analytical and interpretive skills in the study of texts 4d. Discuss andior create artistic forms . Demonstrate research skills specific to the sub-disciplines in the humani Use appropriate theories and methodologies critically and creatively 9. Appraise the role of humanistic education in the formation of the human being and society 6.3 Specific to Multimedia Arts Graduates of the Bachelor of Multimedia Arts are able to a. Design multimedia projects creatively, based on a knowledge of muttimedia and communication theories, aesthetic principles and ‘approaches, b. Critically evaluate and articulate the societal, aesthetic, ‘communicative and ethical value of a multimedia project based on global trends and issues in multimedia technologies, design and practice, c, Demonstrate proficiency in the visual arts required in the production of multimedia projects. d. Demonstrate technical proficiency in the use of the appropriate technologies required in the production of multimedia projects. . Demonstrate professionalism and ethical behavior in the practice of multimedia in the creative industries and other community contexts. {Collaborate effectively in multidisciplinary and mutticultural teams. 6.4 Common to a horizontal type as defined in CMO No. 46 series of 2012, a. Graduates of professional institutions demonstrate a service orientation in one’s profession b. Graduates of colleges participate in various types of employment, development activities, and public discourses, particutarly in response to the needs of the communities one serves c. Graduates of universities participate in the generation of new knowledge or in research and development projects, Page of 32Section 7 Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans.” (RA 722) ‘A PHEl, at its option, may adopt mission-related program outcomes that are not included in the minimum set. Sample Performance Indicators [ Program Outcomes Performance Indicators - Design multimedia projects creatively, based on a knowledge of multimedia and ‘communication theories, aesthetic principles and approaches Design and produce printed communication materials [collaterals that a) demonstrate knowledge of the potentials and particularities of the medium; b) exercise professional project management, and _¢) meet the goals of specific audiences and project applications. Design and produce videos/film that a) demonstrate knowledge of the potentials and particularities of the medium; b) exercise professional project management, and c) meet the goals of specific audiences and project applications. Design and produce animated videosifilms that a) demonstrate knowledge of the potentials and particularities of the medium; b) exercise professional project management, and c) meet the goals of specific audiences and project, applications. Design and publish multimedia applications on the web Design and produce 3D models and simulations for various applications Critically evaluate and articulate the — societal, aesthetic, communicative and ethical value of a multimedia project based ‘on global trends and issues in multimedia technologies, design and practice, Discuss the importance and influences of multimedia products and applications to the current times. Describe the practices and procedures in the development of multimedia products and applications. Evaluate and articulate design solutions within acceptable societal, aesthetic, communicative and ethical norms. .. Demonstrate proficiency in the visual arts required in the production of multimedia projects. Demonstrate proficiency in drawing and composition Apply drawing skills and techniques in various multimedia applications. — Demonstrate technical Proficiency in the use of appropriate technologies required in the production of multimedia projects, Identify current technologies, concepts and terminologies for multimedia applications Demonstrate proficiency in desktop publishing applications/platforms Demonstrate proficiency in digital video production and post-production applications/platforms Demonstrate proficiency in digital animation applications/platforms Page 6 of 325, Demonstrate ‘+ Identify current local and global issues and professionalism and ethical | trends affecting the creative industries behavior in the practice of | Describe major ethical and moral frameworks in multimedia production in \dustry practice the creative industries and | « Demonstrate professional and social ethics in in community contexts. _the production of multimedia projects. —_ 6. Collaborate effectively in| + Demonstrate efficiency and effectiveness in multidisciplinary ‘and| managing the processes and workflows of multicultural teams. ‘multimedia production Demonstrate the qualities of a team player Operate effectively in a multi-disciplinary and multi-cultural settings. ARTICLE V CURRICULUM Section 8 Curriculum Description ‘The Bachelor of Multimedia Arts program is comprised of core courses and electives along its four program goals. Institutions may opt to emphasize one goal over another depending on its focus, e.g. a program focusing on digital art may emphasize the aesthetic goal, while a program focusing on multimedia studies may emphasize the conceptual goal. Institutions may likewise enhance the curriculum by adding further courses and electives aligned to their educational vision and directions. In either case, core courses and electives marked by the program's four goals are required in order for its students to merit the Bachelor of Multimedia Arts degree. Section 9 Sample Curriculum 9.1. Components: General Education, Core Courses, Major Courses, etc. Clessification eee, | Credit Units) Total 1. General Education Courses, 36 Units Understanding the Self 1 3 Readings in Philippine History 1 3 The Contemporary World 1 3 Mathematics in the Modem World 1 3 Purposive Communication 1 3 ‘Art Appreciation 1 3 Science, Technology and Society 1 3 Ethics 1 3 The Life and Works of Rizal 1 3 Page 7 of 32(cont) Classification No. of Courses Credit Units Total GE Elective 1 GE Elective 2 GE Elective 3 ll, Core Courses 22 Units Drawing 1 Drawina 2 Elements and Princioles of Desian Color Theory History of Graphic Desian Introduction to Multimedia Arts Writine for New Media Research Methods til, Major Courses 39 Units Digital Photography Multimedia Publishina Interactive Media Desian 2D Animation 3D Modeling ‘Typoaraphy and Layout ‘3D Animation Post-Production Techniques Diaital Sound Production Multimedia Seminars Business Ventures in Multimedia Fundamentals in Film and Video Production Portfolio Preparation and Exhibit Desian IV. Electives 9 Units V. Free Electives: 6 Units VI Thesis / Capstone Project 6 Units Vil. On-the-Job Training 3 Units Vill, Physical Education (PE) 8 Units 1X. National Service Training Program — (NSTP) 6 Units GRAND TOTAL 135 Units Page 8 of 32 oo‘Summary of Uni General Education (GE) Courses Core Courses Major Courses Electives: Free Electives Thesis! Capstone Project On-the-Job Training NSTP Physical Education Total 135 Units Electives may be based on the specific program foci or specializations within Multimedia Arts that the HEI chooses to offer, and may be taken from allied programs. a, Sample Electives for @ Program Focus on Animation UNITS Course Course Title Pre-Requisites | Gy ccineation ‘Advanced 3D Animation 2{1[3 Electives Digital Storyboarding 2/4 Electives Acting for Animation 1/2 Electives b. Sample Electives for @ Program Focus on Film/Video Production UNITS 7 Course Course Title Pre-Requisites | gr ostion Writing for Film and Television 3 3 Electives ‘Acting and Directing for Film af 2 Electives Documentary Film 1[2|3 Electives ¢. Sample Electives for a Program Focus on Graphic Design UNITS | course Course Title Pre-Requisites | Gy.ccinoation Motion Graphics 2 | 1.| 3 [2D Animation | Electives Brand Communications and aul aoe Electives Design’ ‘Advanced Web Design af2]3 Electives Page 9 of 32Other Suggested Electives: UNITS Course Course Title Tec] Lab] Great | Pre-Requisites | Classification ‘Game Design: Art Production Z/afa Electives (Non-Programming) Game Design: Writing (Non- 3 = Electives Programming) Game Concepts 3 3 Electives Game Design: Level Design 5 (Non-Programming) 3 Electives Web Programming 2[7|[3 Electives ‘Advertsing Principles and , 5 Electives Practices Copywriting 3 3 Electives | Multimedia Journalism 2[7|3 Electives [Anand Design Management | 3 3 Electives ‘Writing for Film and Television 3 3 Electives: | Multimedia Education S 3 Electives Music and Sound Recording 4 [2] 4 Electives tlustration and Cartooning 1 [23 Electives New Media Culture 3 3 Electives ‘Advanced 30 Sculpting +[2|3 Electives ‘Advanced Digital Video Production | 1 | 2 | 3 Electives Materials and Techniques 1[2i[ 3 Electives Creative Thinking and innovation | 1 | 2 | 3 Electives Cinematography 7]2/3 Electives Production Design 1[2/3 Electives Documentary Film +[2[3 Electives ‘Advanced Web Design +[2]/ 3 Electives Brand Communications and 214 [3 Electives Design "Recommended distribution of Lecture and Laborator l ry Units Page 10 of 329.2, Program of Study Fist Year 1" Semester Course Title jets | prereauianse || cescteaion Lect | Lab* | Greait Understanding the Self 3 3 GE Mathematics in the Modern World | 3 3 GE Science, Technology and Society | 3 3 GE Introduction to Multimedia Arts | 3 3 Core Drawing 1 1/1[2 Core History of Graphic Design 3 3 Core Physical Education 1 2 NSTP 1 [3 Total 2 20 Semester Course Title | _UNIT® __| pie ratsen:| Gleeetietion Lect | Lab*| Creait ‘Contemporary World 3 3 GE ‘Art Appreciation 3 3 GE Purposive Communication 3 3 GE Readings in Philippine History| 3 3 GE Drawing 2 1 | 1 | 2 [drawing [Core Elements and Principles of Design) 2 | 1 | 3 |Drawingi | Core Physical Education 2 2 NSTP 2 3 Total 22 Page 11 of 32Second Year 1 Semester UNITS Course Course Title Pre-Requisites | Classification Lect [Lab* | Creait Ethics 3 GE The Life and Works of Rizal 3 GE GE Elective 1 3 GE Color Theory Elements and | Core 21 3 Principles of Design Writing for New Media . 3 | Purposive Core Communication Elements and Digital Photography 2 | 1 | 3. | Principles of | Major Course Design Physical Education 3 3 Total 20 2-4 Semester Pua UNITS Tou Course course re-Requisites | classifi Lect | Lab | Creait esetcaton GE Elective 2 3 3 GE GE Elective 3 3 3 GE Typography and Layout Elements and | Major Course 2 1 3 Principles of Design, Color Theory 2D Animation 2 1 3 Drawing 2 Major Course Fundamentals in Film and Video Writing for New | Major Course Paneer 24 | 3° |Media, Digital | Photography Physical Education 4 2 [a7 Total | Page 12 of 32Third Year 4 Semester UNITS Course Course Tile Pre-Requisites | Classification Lect | Lab*| Credit ‘Typography Multimedia Publishing 2|4]3 — Major Course Photography 3D Modeling 2 | 1 | 3 |Drawing2 | Major courses Fundamentals | Major Course Digital Sound Production 2} 4 | 3 jin Fim and Video Production Elective 1 3 Elective Free Elective 1 3 Free Elective Total 18 2% Semester a UNITS | eau Course ourse Title re-Requisites feat ls loon a Classification Multimedia , Interactive Media Design 2} 1 | 3 [pest | Major Course 30 Animation 2 | 1 | 3 [30Modeling [Major Course Digital Sound | Major Course Post-Production Techniques 2} 1 | 3 | Production 3 3° Year Core Research Methods a lee Elective 2 3 Elective Total 15 Summer UNITS TO eau Course re-Requisites Eales ae a Classification On the Job Training (OJT can be offered on 4th Year 2 Semester) 3 | 3. | Senior Standing | ost Page 13 of 32Fourth Year 4" Semester UNITS Course Course Title — Pre-Requisites | Classification Lect | Lab* | Creait 3 Year Major Course Business Ventures in Multimedia| 5 a |e naa Senior Major Course Multimedia Seminars i | a |0 Sy letras Research ‘Thesis/ Capstone Project 1 2 | = Mee Stending Elective 3 3 Elective Total 12 2% Semester UNITS Course Course Titi i i urse Title Toc] tab] crear} PFe-Reauisites | Classification Portfolio Preparation and Exhibit. | 1 | 2 For Graduating Design 3 | students Only | Malor Course Thesis! Thesis/ Capstone Project 2 3 | 3. | Capstone Project 1 Free Elective 2 3 Free Elective Total 9 7 Recommended distribution of Lecture and Laboratory Units ‘Summary: Year 1 First Semester 22 Units Second Semester 22 Units Year2 First Semester 20 Units Second Semester 17 Units Year 3 First Semester 15 Units Second Semester 1 Units Summer On-the-Job Training 3 Units Year 4 First Semester 12 Units Second Semester _9 Units TOTAL: 135 U Page 14 of 32 gt (S%, gsSection 10 Sample Curriculum Map (Please see Annex A) Curriculum map is “a matrix relating all the courses listed in the program curriculum with one or more of the declared program outcomes.” The HEIs/LUCs/SUCs shall create a complete curriculum map of their BMMA Curriculum. Refer to Annex A for a sample curriculum map that relates all the courses in the sample curriculum with the minimum set of program outcomes. Section 11 Sample Means of Curriculum Delivery Courses ‘Sample Means of Curriculum Delivery (Any or a Combination of Methods) Core Courses Drawing 1 Freehand drawing. Critique. Drafting. Assigned Reading Independent Projects. Individual Consultation. Individual Presentation, Lecture demonstration. Problem-solving Visually guided learning. Writing reflections on learning. Drawing 2 Freehand drawing. Color rendering. Critique. Drafting Assigned Reading. Independent Projects. _ Individual Consultation. Individual Presentation. Lecture demonstration, Problem-solving. Visually guided learning. Writing reflections on learning Elements and Principles of Design Freehand drawing. Color rendering. Critique. Drafting. Assigned Reading. Independent Projects. _ Individual Consultation. individual Presentation, Lecture demonstration. Problem-solving. Visually guided learning. Writing reflections on learning, Color Theory Freehand drawing. Color rendering. Critique. Drafting, Assigned Reading. Independent Projects. Individual Consultation. Individual Presentation. Lecture demonstration Problem-solving. Visually guided learning. Writing reflections on learning History of Graphic Design Lecture. Assigned reading. Case study. Critique. Debate discussion. Film/video viewing/screening. Group discussion Guided research. Library research. Seminar. Student class presentations. Introduction to Multimedia Arts Lecture. Assigned reading. Case study. Critique. Debate discussion. Film/video viewing/screening. Group discussion. Guided research. Library research. Seminar. Student class presentations. Page 15 of 32 a, aCourses. (Con't.) ‘Sample Means of Curriculum Delivery (Any or a Combination of Methods) Writing for New Media Assigned reading. Case study. Critique. Film/video viewing/screening, Group discussion. Guided research. Independent projects. Individual consultation. Individual presentation. Panel forum. Student class presentations. Writing exercise. Writing reflections on learning. Research Methods Assigned reading. Case study. Concept mapping. Guided research. Individual consultation. Lecture. Library research. Oral research presentation. Panel forum. Problem solving. Research Paper/Journal. Research Poster. Research Topic Proposal. Restructuring inquiry. Seminar. Students producing mind maps in class. | Major Courses Digital Photography Concept mapping. Critique. Computer-assisted learning. Design. Independent Projects. Individual consultation. Individual presentation. Field Study. Lecture demonstration. Exhibit mounting. Panel forum. Technology integration Workshop. Weekly self-review. Multimedia Publishing Color rendering. Computer-aided drawing and_ design. Computer-assisted learning. Design. Case study. Freehand drawing. Independent projects. Individual _ consultation. Individual presentation. Laboratory work. Lecture demonstration. Panel forum. Problem-solving. Small group projects. Technology integration. Video Lecture. Weekly self- review Interactive Media Design Color rendering. Computer-aided drawing and_ design. Computer-assisted learning. Design. Case study. Freehand drawing. Independent projects. Individual consultation. Individual presentation. Laboratory work. Lecture demonstration. Panel forum. Problem-solving. Small group projects. Technology integration. Video Lecture. Weekly self- review. 2D Animation Freehand drawing. Critique. Drafting. Assigned Reading. Independent Projects. Individual Consultation. Individual Presentation. Lecture demonstration. Problem-solving. Technology integration. Visually guided teaming. Writing reflections on learning 3D Modeling Color rendering. Computer-aided drawing and design. Computer-assisted learning. Design. Case study. Freehand drawing. Independent projects. Individual consultation. Individual presentation. Laboratory work. Lecture demonstration. Panel forum. Problem-solving. Small group projects. Technology integration. Video Lecture. Weekly self- review. Page 16 of 32Courses ‘Sample Means of Curriculum Delivery (Con't.) (Any or a Combination of Methods) Typography and Layout [Color rendering. Computer-aided drawing and_ design. Computer-assisted learning. Design. Case study. Freehand drawing. Independent projects. Individual consultation. Individual presentation. Laboratory work, Lecture demonstration. Panel forum. Problem-solving. Small group projects. Technology integration. Video Lecture. Weekly self- review. 3D Animation Color rendering. Computer-aided drawing and_ design Computer-assisted learning. Design. Case study. Freehand drawing. Independent projects. Individual consultation. | Individual presentation. Laboratory work, Lecture demonstration. Panel forum. Problem-solving. Small group projects. Technology integration. Video Lecture. Weekly self- review. Post-Production Concept mapping. Critique. Computer-assisted learning Techniques Design. Independent Projects. Individual consultation, Individuel presentation. Field Study. Lecture demonstration Videorfiim viewing/screening. Panel forum. Technology integration. Workshop. Weekly self-review. Digital Sound Production |Concept mapping. Critique. Computer-assisted learning. Design. Independent Projects. Individual consultation. Individual presentation. Lecture demonstration. Video/film viewing/screening. Panel forum. Technology _ integration. Workshop. Weekly self-review. Multimedia Seminars ‘Symposium forum. Seminars. Workshops. Lecture. Weekly reflections on learning Business Ventures in Action learning, Brainstorming, Collaborative learning, Exhibit Multimedia mounting. Experiential learning approach. Group presentation Group dynamics. Mentoring. Workshop. Weekly self review. Fundamentals in Film and | Lecture. Assigned reading. Videorfilm viewing/screening. Case Video Production study. Critique. Group discussion. Guided research. Concept mapping. Computer-assisted learning. Design. Independent Projects. Individual consultation. Individual presentation, Lecture demonstration. Student presentations. Panel forum. Technology integration, Workshop. Weekly self-review. Portfolio Preparation and | Action learning. Brainstorming. Collaborative learning. Exhibit Exhibit Design ‘mounting. Experiential learning approach. Group presentation. Group dynamics. Mentoring. Workshop. Weekly self review. | Section 12 Sample Syllabi for Selected Core Courses (Please see Annex B) Page 17 of 32ARTICLE VI REQUIRED RESOURCES Section 13 Administration A Higher Educational Institution (HE1) offering or intending to offer the Bachelor of Multimedia Arts program shall have a full time program head. The program head can be a Dean, Department Head, Director, Coordinator or equivalent depending on the organizational structure of the HE! 13.1 Qualifications of the Program Head a. must be a Filipino citizen; b. must be a holder of a master's degree in Multimedia Arts. or in a discipline in an allied field; c. must have at least five (5) years of satisfactory teaching or professional experience and at least two (2) years of satisfactory academic managerial experience. 13.2 General functions and responsibilities of the Program Head ‘The general functions and responsibilities of the Program Head usually include the following: a.To assist the school administrator/s in all_matters affecting the general policies of the entire institution; b. To provide academic leadership in his/her local unit; c. To provide overall administrative supervision of activities in hisiher college or unit ‘Among the specific duties and responsibilities of a Program Head are the following: a. To recommend, through channels, the curriculum and program of study to be adopted for approval by the commission; b.To recommend, the appointment, promotion, _or separation of faculty members in his/her college or unit; ¢. To recommend subject assignment of faculty members in his/her college or unit; 4. To help formulate educational policies in his/her college, and to issue necessary rules and regulations for theit effective implementation; . To institute a definite program of supervision to raise the efficiency of instruction; . To supervise all the curricular and co-curricular activities of all departments under his charge in collaboration with other officials concerned, g.To enforce the institution's policies, rules and regulations on admission and registration of students, transfer of credits, subject loads, subject sequence and Page 18 of 32subject pre-requisites, scholarship, residence, promotion, and others, h. To approve the list of candidates for graduation of the college or department; and i. To perform other duties that may be assigned that are inherent to the position from time to time. Section 14. Faculty The faculty members should possess the educational qualifications, professional experience, and teaching ability aligned to their course load for the successful conduct of the Bachelor of Multimedia Arts program. 14.1 Qualifications. a. 142 143 14.4 145 All faculty members who will teach general education components should be a holder of an appropriate master's degree and sixty percent (60%) of whom should be fulltime, Thirty percent (30%) of faculty members who will teach core, major and professional elective courses should be full time and holders of master’s degrees in allied fields Faculty members who will teach core, major and professional electives should have at least one of the following qualifications: i. Amaster's degree in Multimedia Arts or from an allied fields ji, A bachelor's degree with 3 years relevant teaching Jindustry experience The school should have an effective system of recruiting and selecting qualified faculty members. Schools are encouraged to invite qualified practitioners to teach in the program. ‘A system of ranking and evaluating faculty members should be instituted and implemented. The publication of a faculty manual for the purpose of formalizing faculty policies and standards is required There should be opportunities for faculty development to enable faculty members to keep up with the developments in their field, improve their teaching skills and course materials, continue their professional growth, and contribute to research and other scholarly pursuits, The teaching load of faculty members should be as follows’ Faculty members should be assigned to teach courses only in their field of specialization. The regular teaching load of full-time academic teaching personnel shall be determined by the institution but in no case shall exceed 24 units per semester or term. Page 19 of 32©. Faculty members teaching in more than one school must give formal notice of their teaching assignment in all schools concemed 4. Practitioners who are working as fulltime employees are encouraged to share their knowledge and expertise as part-time instructors, subject to approval in their workplace. 14.6 Faculty members should not be assigned to teach more than four (4) different preparations in any one term/semester. Section 15 Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BMMA program 15.3 Laboratory and Physical Facilities a. Classroom requirements Ordinary classrooms with —chalk/markers and board/whiteboard. Classrooms should also have provisions for TVILCD projection, speaker system, Internet access, and for audio/video playback to be used in lectures, presentations and demonstrations. b. Laboratory and Equipment Requirements Availabilty of multimedia production studios, laboratories and equipment aligned to specific Multimedia’ Arts courses in terms of appropriateness and_a sufficient facility-to-student ratio for optimal instruction. Examples include art studios, computer laboratories, audiovisual production studios and equipment, non-linear editing equipment and software, animation workstations. ARTICLE VII COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HE! shall develop the following items which will be submitted to CHED when they apply for a permit for a new program: Section 16 The complete set of program outcomes, including its proposed additional program outcomes. Section 17 Its proposed curriculum and its justification including a curriculum map. Page 20 of 32