Explore UCD

UCD Home >

CCI10030

Academic Year 2026/2027

Meet the Makers (CCI10030)

Subject:
Creative & Cultural Industries
College:
Arts & Humanities
School:
Art History & Cultural Policy
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Professor Emily Mark-Fitzgerald
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Meet the Makers is a platform for students to engage with artists, designers, cultural entrepreneurs and producers working throughout the creative and cultural industries. Each week we will meet with practitioners and professionals from the wider field of arts and culture to discuss different facets of creative work, artistic development, media engagement, career paths, and navigation through the contemporary creative and cultural industries. Individual site visits to cultural venues and events will also form part of the module.

This module is co-coordinated by Prof. Emily Mark-Fitzgerald (Head of Subject, CCI), and Dafe Pessu Orugbo (award-winning multi-disciplinary artist).

About this Module

Learning Outcomes:

- Develop awareness of different kinds of engagement and work within areas such as performance, television and film, fashion, music, festivals, media, visual arts, museums.
- Gain deep knowledge of the different routes into and practical ways of engaging with creative and cultural fields.
- Inspect relationships between creative practices and cultural organisations through discussion with makers, cultural entrepreneurs, producers and practitioners.
- Examine the changing patterns of media interaction in terms of specific creative and cultural work - how practitioners and professionals use social media and engage with traditional media formats.
- Become familiar with the practical and theoretical issues that face contemporary artists, cultural entrepreneurs, professionals and policy-makers.

Indicative Module Content:

This is not an ‘academic’ module in the strictest sense — it carries no requirement of academic reading or writing — and instead our intention is to prompt you to think about, identify and develop your own ideas about what a creative career might look like for you, while engaging with the ideas and work of our speakers, and the experiences you have during assigned site visits. Our focus is very much on learning from lessons our speakers have found important, and to learn from and appreciate their diversity of practice. Speakers in Meet the Makers are invited to reflect on their careers to-date, and upon those things they might have wished they had known as they started out. Some questions to keep in mind as the weeks progress:

- What kinds of creative practices do you find inspiring?
- What are the skills that have proved important to these guests?
- What has helped them not only to survive, but thrive and make a difference in their field of practice?
- What are the types of professional roles that interest you, and might suit your preferred way of living/working?
- What kind of impact do you want to make?

Not all of the creative practices of our speakers will be familiar to you; and you will undoubtedly find some more interesting than others: however, ALL of our speakers have valuable experiences to convey and learn from, and we request your keen attention and participation each week. The conversational format of our weekly sessions is designed to encourage thinking aloud, and to enhance engagement with speakers and a lively discussion around what they have to say. All of our speakers are busy professionals who are giving their time to us, and we are looking forward to listening and discussing with open minds and full attention.

As such, attendance is expected at all class sessions, as class participation and discussion are essential components of the module. Some speakers may have links or short readings they wish to provide in advance or following their session, which we will make available on Brightspace.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Self-awareness

The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

45

Autonomous Student Learning

53

Seminar (or Webinar)

18

Field Trip/External Visits

4

Total

120


Approaches to Teaching and Learning:
Discussion.
Critical engagement.
Task-based learning.
Debates. 

The use of AI tools (e.g. Gemini, Copilot, ChatGPT, etc.) is not permitted in this module. As a cornerstone of this module is developing your own creative voice, writing skills, and critical reflections, Generative AI may NOT be used for any assessments. If AI use is suspected/detected, assessments will be penalised, and potentially failed. Please contact your Module Coordinators if you have any questions.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Participation in Learning Activities: Attendance/participation are essential to this module. Four or more absences from Week 3 (w/out medical note or substantive justification) = fail grade for this component. Week 3, Week 4, Week 5, Week 7, Week 9, Week 10, Week 11, Week 12 Pass/Fail Grade Scale No
10
No
Assignment(Including Essay): Weekly Learning Journal, Part 1 (45%)
This assessment comprises 5 journal entries, submitted online via Brightspace (c. 500 words each). Individual prompts are provided for each week.
Week 7 Graded No
45
No
Assignment(Including Essay): Weekly Learning Journal, Part 2 (45%)
This assessment comprises 5 journal entries, submitted online via Brightspace (c. 500 words each). Individual prompts are provided for each week.
Week 14 Graded No
45
No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Individual grades are assigned to each online journal entry, and aggregated to form a final grade for each instalment of the Learning Journal (Learning Journal 1 @ 5 entries = 45%; Learning Journal 2 @ 5 entries = 45%). Feedback and grades on Learning Journal 1 (provided after submission) will allow students to assess their progress and points of improvement at the mid-term point.

Name Role
Mr Dafe Orugbo Lecturer / Co-Lecturer
Ms Carla Briggs Tutor

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 10:00 - 11:50