BA (Hons) Spatial Design Course Handbook 2013/14

Transcription

1 BA (Hons) Spatial Design Course Handbook 2013/14 Full Time 3 years September 2013

2 Welcome to the London College of Communication. You are now part of a worldleading College at the centre of the Design world, where you will work with superb creative practitioners who will guide you through teaching, practice and research. Throughout your course, you will be able to attend many course shows and see fine examples of student work in the many exhibitions and gallery spaces of the College and the wider University of the Arts London (UAL). You will have the opportunity to collaborate with students from other courses both formally and informally, and to hone and develop your skills and knowledge to prepare for your next step. During your time at LCC, we will support your aspirations in many ways. For example, we offer you personal tutoring and study support if you require this, throughout your entire course. We want to do all we can to enable you to make the most of this important period of study and we wish you every success for an exciting and fulfilling time at LCC. Your Course Handbook This handbook provides you with details about the course; its aims and objectives, the curriculum and information about assessment. This information will enable you to plan and optimise your learning experience whilst studying on this course and help you to make an informed decision about your career path. Please use this handbook for future reference during your time studying on the programme. In addition to this handbook, there is a Student Supplementary Handbook which includes useful information about services at the College and across the University. Please read this as part of your induction. Your course has a Moodle site, where both your course handbook along with other useful information (such as assessment briefs, lecture notes, announcements, and so on). Natalie Brett Pro Vice-Chancellor of London College of Communication Photograph Ana Escobar 2

3 Contents 1 Introduction 4 2 Course Aims and Outcomes 6 3 Course Structure 8 4 Assessment Strategy 13 5 Teaching and Learning Methods 15 6 Curriculum 16 Year One Units 16 Year Two Units 29 Year Three Units 46 7 Course Management 69 3

4 BA (Hons) Spatial Design 1.0 Introduction 1.1 The Course The BA (Hons) Spatial Design has been developed for students who are passionate about design and want to get involved in designing spaces and surfaces. The course will equip you for a career in interior, surface, exhibition, environmental and retail design, either as part of a design team or as a freelance spatial designer. We cover a broad range of issues and topics from flagship stores to pop up shops; blockbuster exhibitions to crowd sourcing; heritage sites to interactive spaces; curating to visual merchandising; playgrounds to hospitals; suburban sprawl to eco pods; wallpaper to digital screens. This exciting practice-led course focuses on the design of interior, branded, exhibition and environmental spaces. We will introduce you to the skills, management tools, critical thinking and creative practices necessary for a career in spatial and surface design. We offer you the possibility of tailoring your degree by choosing the pathway that appeals to you and by deciding the balance of written work to creative practice. We maintain strong industry links through live, collaborative projects, external briefs and competitions and provide opportunities for internships, study abroad and student exchanges at colleges in Europe. 1.2 Distinctive Features The distinctive features of the programme give the course its identity, and help us to ensure that we are offering a unique, exclusive and dynamic experience for you. Special features of this course are outlined below. 1. Today s designer needs to have a broad view of design and work across multiple platforms such as spaces, surfaces, graphics and product to cater for the needs of visitors, customers and audiences. With that in mind the BA (Hons) Spatial Design course offers you the chance to experiment and develop your ideas through a range of spatial design practices and techniques. 2. You will have the opportunity to specialise in a number of distinctive spatial design pathways that are based on the way people use spaces rather than on design disciplines. The four pathways are: Design for Branded Spaces: The design of immersive, interactive and experimental environments for brand communication Curating & Exhibition Design: Practices, histories and theories of curating, visual merchandising and display with live exhibition projects 4

5 Social & Environmental Design: Inclusive sustainable and responsible design that enhances lives by addressing social and environmental needs Design for Living: Designing personal spaces for human needs through the use of decoration, possessions, products and artefacts. 3. You will have a chance to tailor your degree to your particular interests in terms of content and the balance of theory to practice through a process of pathway selection, Contextual and Theoretical Studies option choices and the possibility of doing a dissertation or a shorter piece of written work. 4. The course enables you to learn a range of traditional and craft based techniques such as screen printing, 3D design and model-making, observational and architectural drawing at the same time as developing your skills with cutting edge digital and experimental practices. 5. We have strong industry links including partnerships with organisations such as the Cuming Museum, Sandersons, Paperchase and the National Trust. We place an emphasis on sustainability, partnership and co-creation through collaborative working practices, live projects, competitions, guest lectures and alumni involvement in projects and crits. In particular we are keen to participate in the life of our neighbourhood by working with communities and institutions based in the locality. 6. In what is a competitive market place for jobs we are committed to providing you with entrepreneurial, employability, business and professional skills necessary to work in a range of spatial design industries. Enterprise and Professional Practice units will introduce you to these essential elements and allow you to reflect on your career options. 7. Although the course is practice-led we believe that it is important for you to question everything and to critically engage with your design practice, its histories, theories and contexts. The intellectual and theoretical underpinning to the course is delivered through the pathways and Contextual and Theoretical Studies units where we encourage you to see things differently and provide opportunities for further study and research. 8. The course makes the most of its location in central London, the home of numerous creative and cultural industries and one of the design capitals of the world. London is both source of inspiration and place of study. The numerous museums, galleries, theatres, libraries, entertainment and exhibition spaces become our extended studio, workshop and seminar rooms. 9. The course offers you the chance to work with other students from around the world and provides a global context for study through course content that incorporates non-western perspectives, Erasmus exchanges and international partnerships. We offer an inclusive approach that welcomes diversity and encourages the sharing of experiences from different social, geographical and cultural backgrounds. 5

6 10.The interdisciplinary nature of the BA (Hons) Spatial Design, the breadth of staff expertise and the wide range of techniques available with which to experiment, ensure that you can develop an individual creative expression. The ethos of the course is to encourage you to design solutions to posed problems that are unique to you both in concept and realisation (visualisation). 2.0 Aims and Outcomes 2.1 Course Aims The aims and outcomes are the backbone of your course. More information on how you are assessed against your marking criteria can be found on To provide a creative and intellectually challenging educational experience that will enable you to develop a range of transferable, conceptual, critical and vocational skills necessary to progress onto a successful career in a relevant spatial/surface design profession or postgraduate studies in Higher Education. To respond to the growth in working across disciplines that has occurred in the creative industries in order to develop practitioners who can work in multidisciplinary teams and contexts. To respond to environmental and social issues relevant to the design industry and society as a whole. The emphasis will be on design of surfaces and spaces for positive change with a focus on inclusivity and user-centred practice and building sustainable relationships with communities and other relevant stakeholders. To locate the subject of spatial design and associated pathways within a historical, cultural and critical context in order to facilitate a stimulating learning experience. This will develop a creative, innovative and critical approach to your studies and future career in your chosen specialism. To support you in the development of a flexible, inclusive and responsive approach to your studies encouraging independent thinking and the ability to see things differently. To prepare you for employment in the relevant design industries by enabling you to acquire a range of business, enterprise and transferable employability skills. 6

7 To enable you to acquire a range of creative practice and technical skills necessary for employment in your area of specialism. 2.2 Course Outcomes The course outcomes are broken down into unit learning outcomes in each unit descriptor within this handbook. Having successfully completed the course, you will be able to: Evaluate research material and apply critical analytical skills and judgement in the realisation of practical, conceptual and theoretical work. Demonstrate proficiency and imagination in the application of spatial design principles, methodologies and related theories. Generate innovative ideas, concepts and proposals in relation to spatial design practice and theory. Demonstrate efficient self management, independent and collaborative working methodologies and the ability to work across disciplines. Locate your practice in a broader cultural, historical, social and professional context. Engage in constructive and informed critical argument and debate. Identify and utilise appropriate materials, techniques, methodologies and media in the realisation of work. Use visual, oral and written communication, presentation and information skills effectively to express your opinions as a result of informed and structured research. Show evidence of engagement with the principles of Personal and Professional Development. Develop an individual profile and identity through hands-on experimentation and the freedom to explore conceptual issues in a design-based forum. Accumulate knowledge of the breadth of the discipline and its related industries and where to find opportunities to locate your own practice. Develop information literacy and research skills, applying information skills to navigate, retrieve, and manage information from a variety of sources. 7

8 3.0 Course Structure The BA (Hons) Spatial Design course is structured to allow students with an interest in the design of spaces and surfaces to share a common introductory year and then to increasingly specialise in years two and three. The emphasis of the course is on working across disciplines, which takes place through the study of shared units and the opportunity to work with colleagues from other pathways and other courses on collaborative projects. In each year of study, the three key elements of the course are comprised of studio practice and technical workshops (Design Skills and Creative Practice), theoretical units (Contextual and Theoretical Studies) and professional skills (Enterprise and Professional Practice). BA (Hons) Spatial Design Pathways: Design for Branded Spaces: The design of immersive, interactive and experiential environments for staging brands in space and exploring the relationship between advertising and its environment through a range of media including innovative print and digital applications. Branded spaces can include flagship and concept stores; virtual, temporary and event spaces; installations; theme parks, expos and museums; and more broadly tourist destinations, regions and cities. Curation & Exhibition Design: The histories and theories of curating, visual merchandising and display combined with the communication of concept development and implementation of permanent and temporary exhibitions using a range of traditional, digital and experimental methods. Projects are developed for public and private spaces including live events, pop ups, museums, galleries, shops, offices, both online and in the street. Social & Environmental Design: Inclusive sustainable design that enhances lives through the spaces, surfaces and objects that surround us. The design of space, surface and object is integrated into interior and exterior environments, including architectural form, through texture, colour and light crossing the boundaries between emergent technologies and craft. Design is used as a driver of positive change using natural materials and resources and addressing social and environmental needs such as health, pollution, population, waste, climate, carbon footprint, crime, exclusion and alienation. Design for Living: Defining and creating designs for living. Designing personal domestic and commercial spaces which relate to human experience and needs through the use of decoration, products, possessions and artefacts. Understanding the relationship between body and space and the significance of the domestic environment, its artefacts, surfaces and spaces in relation to a variety of timeframes and cultures. 8

9 BA (Hons) Spatial Design Key Elements: Design Skills & Creative Practice (indicative content listed) Design Project Practice: Visual Research, Design and Concept Development; Design for 2D/3D Environments and Artefacts; Multi Modalities (Light/Sound/Smell); Surface Pattern and Repeat Design; Information Design and Interaction (Way finding/wall text); Communication Design (graphic layout/print production) Software, Multimedia and Craft Skills: Drawing (visualisation/technical); Prototyping (Model Making/Construction/Materials/Paper Engineering); Multimedia (applications such as digital imaging/3-d modelling/photoshop/ Illustrator/Cinema 4D/In-Design/Vectorworks/After Affects/Video Production); Printing (Printmaking/ Photography/Screen and Digital Printing) Communication Skills and Practice: Communication Design, Graphic Layout and Print Production; Online Publishing Enterprise & Professional Practice (indicative content listed) Project Management and Team Working: Collaboration, Co-design, Partnerships, Networking, Negotiation and Communication; Developing a Brief/Working and Presenting Ideas to Clients; Design Management/Design Thinking Business Skills: Business Models and Organisational Structures; Resource Management and Planning; Costing, Pricing and Selling; Corporate Social Responsibility; Freelance, Small Business Start Ups, Work Experience, Publicity and Self Promotion, Internships. Branding: Marketing, Events, Public Relations and Social Media; Trend Forecasting and Futurising Contextual & Theoretical Studies (School of Design cross-course delivery) Year 1 introduction to histories, theories and debates relevant to spatial design and visual communications. The unit will work alongside your studio practice projects to explore the pathway specific content as well as common themes and cross-fertilizations that occur between theory and culture. At the beginning of the summer term you will choose two contextual and theoretical studies options to study in year two from approximately twenty topics offered. It is possible to select subjects that link to pathways but this is not mandatory. 9

10 Year 2 your knowledge and understanding of the historical, social, theoretical and cultural developments of spatial design and visual communications is broadened and deepened by focusing on specific options. The options provide an opportunity to network with students from other disciplines and to become part of a multidisciplinary community of practice. In year 2 you also make decisions about the self-determined piece of written work you will undertake in year 3. If you choose Route A you will write a dissertation (8-10,000 words) whereas if you select Route B you will write a report, rationale, a review, or an article (4-5,000 words). A written proposal for the written piece of work (Route A or Route B) is submitted part way through the summer term. Year 3 Depending on whether you choose Route A or Route B you will complete either the dissertation (8-10,000 words) for Route A or a report, rationale, a review, or an article (4-5,000 words) for Route B. 3.1 College framework Each year of your course represents a different level of study (Year One = Level Four; Year Two = Level Five; Year Three = Level Six). The years are divided into units, with a maximum of five units and a minimum of two units per year. Each unit is credit-rated; the minimum unit size is 20 credits. There are always 120 credits per year, and 360 credits make up the BA (Honours) degree. Each unit descriptor indicates the number of learning hours associated with that unit. The proportion of hours devoted to types of learning will vary according to the purpose and nature of the unit. In Year One, more emphasis is placed on directed learning i.e. self-study and progressing with your studies independently. As you progress through the course, this emphasis shifts as you take responsibility for directing your own learning, moving towards the ultimate goal of being an independent learner i.e. working on independent projects, briefs and dissertations. For more detailed information regarding your course s contact hours please check Moodle and My Contact Hours. For more detailed information regarding your course s contact hours please check Moodle and My Contact Hours, which can be accessed through In addition, your own personal timetable will be available each year from the beginning of term via your Moodle page Personal and Professional Development (PPD) On all our courses we offer students Personal and Professional Development 10

11 (PPD). PPD covers the skills needed for successful academic study, such as research, analysis, academic writing, presentation skills and evaluation; personal development, such as reflection and the development of personal goals, supported by the tutorial system; and work-related learning, including the skills, aptitudes and experiences that support you in developing your future career. In the first year you will be introduced to PPD through the unit Introduction to Study in Higher Education (ISHE) that all students across the University undertake. In year 2 you will study Introduction to Enterprise and Professional Practice and in year 3 Professional Practice. These units will develop your transferable employability skills and experiences, and explore your enterprising ambitions to help you in your future career. Resources to support the Introduction to Study in Higher Education and PPD more generally can be found at the following link: and PPD Coach at: 11

12 Course Diagram BA (Hons) Spatial Design Autumn Term 23 September December 2013 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Christmas Break Spring Term 6 January March 2014 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Easter Break Summer Term 22 April June 2014 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 Week 31 Year 2 Year 1 Freshers Week Freshers Week Introduction to Study in Higher Education (20) (Students Introduced to 4 Pathways*) Spatial Design Projects 2a (50% of a 40 credits) (2 chosen Pathways) S S Students Select 1 Pathway Contextual and S Theoretical Studies 2 (20) SSpatial Design Projects 1 (40) (4 Pathways) Introduction to Design Skills and Creative Practice (40) Contextual and Theorectical Studies 1 (20) Collaborative Project (20) S Spatial Design Projects 2b (50% of 40 credits) (Chosen Pathway) S S S Students select Route A or Route B S Students Select 2 Pathways Intermediate Design Skills and Creative Practice (20) S Introduction to Enterprise and Professional Practice (20) S Yr 3: Route A Freshers Wk Spatial Design Major Project (60) Contextual and Theoretical Studies 3 (Major) Dissertation: Route A (40) S S Professional Practice (20) S Final Show Yr 3: Route B Freshers Week Spatial Design Major Project (60) S S Advanced Skills and Creative Practice Route B (20) S Contextual and Theoretical Professional Studies Practice 3 (Minor) (20) Route B (20) S Final Show s = Summative Assessment Point ( Your Assignment Brief will give you details on the deadline date, time and how to hand in your assignment) * The 4 Pathway choices are: Design for Branded Spaces; Curating & Exhibition Design; Social & Environmental Design; Design for Living 12

13 4.0 Assessment Strategy 4.1 Overview The course outcomes are assessed using the following assessment methods: Practical project work and computer based activities Prepared writing Responses to case studies Oral presentation Personal presentations of prepared work Simulations and role plays Workshop based activities Written research projects The creation of a portfolio of collection of work which may contain a number of different activities. 4.2 Assignment briefs Your course is designed to enable you to demonstrate the learning outcomes when you complete the assessments. Your work will be assessed through the UAL marking criteria, which have been developed to help tutors give you clear and helpful feedback on your work. The course unit specifications in this handbook show the relationship between the unit learning outcomes and the marking criteria and your assessment brief will indicate which criteria apply for each piece of work. Your assignment brief will indicate which criteria will be applied in assessment. Assignment briefs are produced every year for each unit and will go into the key detail in relation the assessment requirements for you to pass that unit. The briefs will published via Moodle for you to access at the start of that unit. They are updated and re-published each year. 4.3 Hand in and submission information You can find information about your College s assessment hand-in procedures on your course Moodle page at Your assignment brief will also fully detail the submission requirements of your piece of work for that unit and the deadline/s for you to submit the work. 13

14 4.4 Course Regulations The Course Regulations web pages include detailed information about how you will be assessed on your course, including the marking criteria and marking scale in use at UAL. The Course Regulations pages also include useful information on: What to do if you are ill What happens if you miss a deadline or fail a piece of work The adjustments that can be made to assessments if you have a disability What to do if you want to take time out from your studies How to avoid plagiarism in your work What to do if you want to appeal an exam board decision The Course Regulations web pages include detailed information about your Programme Committee, the Student Representative System, the processes we use to monitor the quality of your programme and the variety of ways in which you can provide feedback to help us improve your course. You can find the Course Regulations pages via your course Moodle site: look for the Course Regulations tab at the top of the page. Alternatively they can be accessed via the main University website: 14

15 5.0 Teaching and Learning Methods 5.1 Overview The courses outcomes are taught using the following learning and teaching methods: Lectures/large group learning: the main areas of theory and its practical applications will be covered in a planned series of tutor-led sessions. Workshop & seminar learning: practical sessions that will enable the student to experiment with a skill or technique relevant to the area of study. Students will be able to share their understanding with others and obtain guidance from lecturers to identify solutions to practical or theoretical problems. Academic tutorials: individual assistance is provided by lecturers to assist students with difficulties in their understanding and practical application of theory and skills. This is important for clarifying the requirements for assessed work. Self directed learning: independent study undertaken by the student to research, write and prepare assignments and to extend their knowledge and understanding. This can be undertaken at home or using college facilities. Outside speakers and visits: these provide students with a perspective of contemporary issues and recent events. Assessed assignments: these assess the students attainment of the learning outcomes and develop the key skills that will form an important aspect of their learning. The completion of assignment briefs are therefore regarded as a method. 5.2 Tutorials You can find detailed information about your tutorial entitlements, the type of contact you will experience on your course and the University s expectations in regards to your attendance on the Course Regulations web pages. You can find the Course Regulations pages via your course Moodle site: look for the Course Regulations tab at the top of the page. Alternatively they can be accessed via the main University website: 15

16 6.0 Curriculum 6.1 Year One Units Year one introduction: The emphasis in year one is on the development of technical, creative and critical skills relevant to spatial design professions and the full range of pathways offered. You will be introduced to strategies for researching, analysing and evaluating your projects at each stage. The first year begins with two units in the autumn term. The Introduction to Study in Higher Education (ISHE) introduces you to both the skills needed for academic study including aspects of research and writing, and the four spatial design pathways. The Introduction to Design Skills & Creative Practice is comprised of seven workshops and explores a range of techniques, skills and materials. You will take all seven workshops (3 weeks duration each) in rotation throughout the year. In the spring and summer terms you continue with Introduction to Design Skills & Creative Practice which links to your studio work and pathway content. You also begin Spatial Design Projects where you explore the pathways in more depth through studio projects. In Contextual and Theoretical Studies you will consider the histories, theories and contexts in relation to the four pathways and the common themes and cross-fertilizations that occur between theory and culture. At the beginning of the summer term you will choose two Contextual and Theoretical Studies options to study in year two from approximately twenty topics offered (see unit for indicative list of topics). It is possible to select subjects that link to pathways but this is not mandatory. At the end of the summer term and with tutor support and guidance through tutorials and feedback on assessments, you will select two pathways from the following: Design for Branded Spaces; Curation & Exhibition Design; Social & Environmental Design; and Design for Living. 16

17 Unit Title Introduction to Study in Higher Education Location Year One Credit rating 20 Level 4 Total Learning Hours: 200 Contact Hours Introduction The unit will equip you with essential skills that will give you the confidence to navigate through the course and College and also to help you begin to develop a personal approach to your work. During the course of this unit you will be inducted into the College and course and will be introduced to a diverse range of facilities and resources to aid your learning at higher education as well as subject specific facilities including letterpress, model making, printmaking, photography and IT. Research is a fundamental activity which informs everything that you do on the course and the unit will introduce you to research methodologies related to both contextual and theoretical studies and practical studio units including definitions of research, collection, methods of analysis, critical thinking, interpretation and documentation. Indicative Content The world of higher education: Key aspects of the learning culture on your course, at your College and in UAL; Critical research skills: Textual and visual; Essential skills for visual communication; Information and Communication Technology skills with particular reference to web technologies; Collaborative working practices; Presentation skills; The availability of opportunities for activities alongside and outside the curriculum, such as volunteering, mentoring and student societies; Essential skills for academic writing, with particular reference to essays, reports and reflection Self-directed learning skills Ability to find and use appropriate resources Learning Outcomes On completion of this unit you will be able to demonstrate: Evidence of engagement with the principles and practices of your discipline (Subject Knowledge) An ability to locate and evaluate information from a range of written and/or visual sources (Research and Analysis) An ability to communicate ideas and arguments in an academic forms appropriate to your discipline (Communication and Presentation) Evidence of engagement with the principles of Personal and Professional Development (Personal and Professional Development) Learning and Teaching Methodology 17

18 To enable you to demonstrate achievement against the learning outcomes, the subject will be introduced through a range of studio-based workshop and assignments supported, where appropriate, by lectures, seminars, critiques and visits. For more information about Learning Outcomes, go to section 2.1: Course Aims and Outcomes and Marking criteria website (student version) Assessment Evidence and Requirements This unit will be marked elementally through the completion of two assignments. A body of work related to workshops and projects including evidence of research (50% weighting) An academic essay of 1500 words analysing an aspect of the spatial design profession (50% weighting) Essential Reading Chambers, E. and Northedge, A. (2008) The arts good study guide. 2nd ed. Milton Keynes: Open University Press. Clarke, M. (2007) Verbalising the Visual: Translating art and design into words. Laussane: AVA. Cottrell, S. (2008) The study skills handbook. 3rd ed. Basingstoke: Palgrave. Drew, S., Bingham, R. (2001) The student skills guide. 2nd ed. Aldershot: Gower. Further Reading: Baldwin, J., Roberts, L. (2006) Visual communication. Lausanne: AVA. Berger, J. (2008) Ways of seeing. London: Penguin Books & video recording DVD BBC. Bergstrom, B. (2008) Essentials of visual communication. Laurence King. Bestley, R. & Noble, I. (2011) Visual research. Lausanne: AVA Publishing Booth, W., Colomb, G. and Williams, J. (2008) The craft of research. Chicago: Chicago Press. Calabria, J and Burke, D. (2000) Sams teach yourself Microsoft Windows 2000 Professional in 10 Minutes. Indianapolis: Sams Langer, M. (2008) Mac OS X 10.5 Leopard: Berkley, Peachpit. Miller, M. (2010) Absolute beginner's guide to computer basics. 4th ed. Indiapolis: Que UAL Resources available to support the Induction Unit 18

19 Online resources to support students which can be used as part of this unit or to which students can be directed for additional support Using the Library Jargon Buster: Library I-Page: Referencing: Study Skills Visual Directions (a resource for developing sketchbooks and reflective writing) Moodle: Personal and Professional Development PPD coach: Student Enterprise and Employability (SEE): 19

20 Unit Title Location Credit rating 40 Level 4 Introduction to Design Skills & Creative Practice Year One Total Learning Hours: 400 Contact Hours Introduction This unit will introduce you to a series of specific design and thinking projects to offer a holistic approach to skills and creative practice developments in relation to posed problems. It will give you the opportunity to discover the nature and meaning of spatial design tools, techniques and applications through design exploration and work with a variety of media leading to design proposals. You will be encouraged to embark on a journey in which, through a series of design methodologies workshops, you will be able to develop your own personal enquiry by investigating and exploring a wide range of techniques and materials. Indicative content: During the journey through this unit, you will break down preconceptions of Spatial Design with a series of short design investigations linked to pathway projects, working individually or as a member of a small team, which will include the following: Visual research: visual research, drawing, visualisation and technical Imaging practice 2D exploration: surface pattern and repeat/placement design, printmaking, photography, screen printing, Letterpress Imaging practice 3D exploration: prototyping (model making, construction, materials, paper engineering) Imaging practice digital 2D: communication design, graphic layout, print production, Illustrator, In-Design, Photoshop Imaging practice digital 3D: Design drawing and 3D modelling (Vectorworks) Environmental communication: information design and interaction, wayfindings/wall illustration, in situ (paper model & projection) Sustainable practice: materials, life-cycle analysis. Learning Outcomes: On completion of this unit you will be able to: Identify the images and vocabulary required to explore and record elements of 2D and 3D Design (Research) 20

21 Demonstrate the ability to explore and record spatial forms and 2D shapes, patterns and textures using drawing and concept models in support of your ideas (Experimentation) Apply theories of materials, textures, colour and pattern to problems of Spatial Design (Technical Competence) Develop a capacity within your practice to select and use different media to observe, record and visualise your ideas (Communication and Presentation). For more information about Learning Outcomes, go to section 2.1: Course Aims and Outcomes and Marking criteria website (student version) Teaching and learning methods: The subject will be introduced through a range of studio, CAD lab and workshopbased projects and assignments supported where appropriate, by a lecture programme with supporting tutorials, seminars and workshops. Your learning will be developed using examples and projects as the focus for creative investigation, the practice and development of core skills and the application of theory. This will be supported by studio-based critiques and presentations in which there will be peer-topeer feedback. Assessment requirements: This unit will be marked holistically. You will compile a portfolio of evidence, including sketchbooks exploration and experimentation to translate research and ideas into appropriate design solutions using materials and methods to resolve design issues. Essential reading: Ambrose, G. & Harris, P. (2010) Design thinking Laussane: AVA Publishing. Anderson Feisner, E. (2006) Colour: how to use colour in art and design. London: Laurence King Publishing. Becker, L. & Van Emden, J. (2010) Presentation skills for students Palgrave Macmillan. Simmons, J. (2010) The designer s desktop Manual. 2 nd ed. Rotovision. Spankie, R. (2009) Drawing out the interior Switzerland: AVA Publishing. Vectorworks: Further reading Barez-Brown, C. (2006) How to have kick ass idea:get curious, get adventurous, get creative. London: Harper Element. Bramston, D. (2009) Material thoughts. Laussane: AVA Publishing. Cole, D. (2009) The pattern sourcebook: a century of surface design. Dabbs, A. (2006) InDesign essentials: the fast track to mastering Adobe s revolutionary page layout application. Lewes. 21

22 Edwards, B. (2012) Drawing on the right side of the brain. 4 th ed. New York, N.Y.: Penguin. Evans, P. (2002) Extraordinary graphics for unusual spaces. Rockport Pub. Laurence King Publishing. Issett, R. (2004) Colour on fabri: [create stunning effects with dye on fabric]. London: Batsford. Klanten, R., Ehmann, S., Hubner M. (2007) Tactile. High touch visuals. Die Gestalten Verlag. Laseau, P. (2004) Freehand sketching: an introduction: deconstructing form, function, and what makes design work. Beverly, M.: Rockport. Marks, T. & Porter M. (2009) Good Design. Rockport. Mills, C. (2005) Designing with models: A studio guide to making and using architectural design models. John Wiley. Neat, D. (2010) Model-making: materials and methods. 2 nd ed. Malborough, Wiltshire: Crowood. Shilling, A. (2006) Basics model building (Basics Series). Birkhauser verlag AG. Smith, R. (2009) Artists Handbook. 3 rd ed. Dorling Kindersley. Storey, J. (1992) The Thames and Hudson manual of textile printing. Thames & Hudson. Vyzoviti, S. (2006) Supersurfaces. BIS. Wells, K. (1997) Fabric dyeing and printing. Conran Octopus. Withrow, S., Harris, J. (2008) Vector graphics and illustration: a master class in digital image. Hove: RotoVision. Using the Library Jargon Buster: The Library Services Web pages aim to provide quick access to a range of relevant high quality e-resources Referencing: Study Skills Visual Directions (a resource for developing sketchbooks and reflective writing) Moodle: 22

23 Unit Title Spatial Design Projects 1 Location Year One Credit rating 40 Level 4 Total Learning Hours: 400 Contact Hours Introduction This unit focuses on fundamental conceptual and practical design principles, which will give you the skills to confidently generate and articulate your ideas in relation to set briefs. You will have the opportunity to utilise your practical, critical and analytical skills within projects that allow you to explore the pathway options more in depth, understanding pathway design principles and focus. This unit also provides you with the opportunity to refine your visual and spatial research methodologies, and you will be encouraged to integrate this process into all design units. You will be guided in understanding and applying people centred design principles to a wide range of concepts and ideas, and you will be exploring materials and media through iteration and prototyping of ideas and design artefacts in response to the briefs. You will begin building a portfolio of work, which will start to define your interests and focus as a spatial designer. You will learn how to document your working process from research to final design deliverable and you will be encouraged to reflect upon these working methods and show this process in a succinct and visual way. Indicative content Project-based exploration of four pathways. Methods for visual and spatial research and analysis Idea and concept generation in relation to spaces and surfaces Techniques to document and analyse the way spaces function, and application to the design project. Experimentation with media, visuals, materials, prototypes, etc in relation to a design outcome People-centred design principles and techniques Techniques for communication and presentation of final outcomes Learning Outcomes On completion of this unit you will be able to: Demonstrate knowledge of differing research methodologies and the use of sketchbooks or equivalent to record research and the development process of ideas and concepts (Research) Demonstrate an ability to use different media and techniques to explore and investigate elements of pathway theory to inform the development of project work (Analysis) 23

24 Demonstrating awareness of specific design principles in the realization of concepts and ideas (Subject Knowledge) Demonstrate an understanding of communication through spatial environments to serve various ideas from experimental to functional through the exploration of context and user requirements (Experimentation) Select the appropriate media for the production and presentation of ideas (Communication and Presentation). For more information about Learning Outcomes, go to section 2.1: Course Aims and Outcomes and Marking criteria website (student version) Teaching and learning methods To enable you to demonstrate achievement against the learning outcomes, the subject will be introduced through a range of studio-based workshops supported where appropriate by lectures, seminars, critiques and visits. Assessment requirements This unit will be marked holistically. Each pathway-related project will be formatively assessed. Summative assessment will be a portfolio of work including final projects in response to set briefs, sketchbooks or equivalent documentation of the design process, and final presentation materials. Essential reading: Brooker, G., Stone S. (2008) Context and environment. Switzerland: AVA Publishing. Crow, D. (2003) Visible signs. An introduction to semiotics in the visual arts. Laussane: AVA Publishing. Fued- Luke, A. (2005) The Eco-Design handbook. 3 rd ed. Thames and Hudson. Heskett, J. (2003). Toothpicks and logos: Design in everyday life. OUP. Lidwell, W. et al. (ed. 2010) Universal principles of design: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design. Rev. Ed. Beverly, Massachusetts: Rockport. Further reading: Ambrose, G., Harris P. (2005) Image. Laussane: AVA Publishing Baines, P. & Dixon, C. (2008) Signs. Lettering in the environment. London: Laurence King Publishing. Coates, M., Brooker, G., Stone, S. (2009) The visual dictionary of interior architecture and design. Laussane: AVA Publishing. Dean, C. (2000) Graphic interiors. Spaces designed by graphic artists. Rockport. Dernie, D. (2006) Exhibition design. London: Laurence King Publishing. 24

25 Dunnewold, J. (1996) Complex cloth: a comprehensive guide to surface design. Martingale and Co Inc. Elam, K. (2007) Typographic systems. Princeton Architectural Press. Hara, K. (2006) Designing design. Lars Muller. Hauffe, T. (1998) Design. A concise history. London: Laurence King Publishing. Johnson, G. (2010) 1000 ideas for creative reuse: remake, restyle, recycle, renew. Beverly, Mass. Quarry. Laury, J. (1997) Imagery on fabric: A complete surface design handbook. 2 nd ed. C&T Publishing. Leborg, C. (2006) Visual grammar. Princeton Architectural Press. Moggridge, B. (2007) Designing interactions. MIT. Olins, W. (2008) The Brand Handbook. Thames & Hudson. Poynor, R. (2001) Obey the giant. August Media. Using the Library Jargon Buster The Library Services Web pages aim to provide quick access to a range of relevant high quality e-resources Referencing Study Skills Visual Directions (a resource for developing sketchbooks and reflective writing) Moodle: Personal and Professional Development PPD coach: Student Enterprise and Employability (SEE): Marking Criteria Marking criteria website (student version) 25

26 Unit Title Contextual and Theoretical Studies 1 Location Year One Credit rating 20 Level 4 Total Learning Hours: 200 Contact Hours Introduction This unit introduces you to histories, theories and debates in relation to spatial design and visual and material culture. It will focus on the development of twentieth and twenty-first century ideas in design and explore the common themes and crossfertilizations that occur between theory and culture. We will examine spatial design practice in a range of media and representations. These examples will be located in their broader social, historical and cultural contexts in order to consider the multiplicity of meanings and functions assigned to visual culture. The individual forms of spatial design studied will be related to discourses such as: modernity/modernism, postmodernism, low and high cultural values, semiotics, ethics, taste and consumption. The unit will enable you to consider the impact of contemporary spatial design in relation to design, visual and material culture by linking your contextual and theoretical research to studio projects and practice. The aim is to broaden your perspective by positioning spatial design within contemporary cultures; to encourage you to make connections to wider issues and contexts; and to provide you with an introduction to the theoretical tools and methodologies that will open up your frames of reference. The unit will support you in the development of research and written and oral communication skills. Indicative Content Key aspects of spatial design in terms of contemporary and historical practice Theories and context of spatial design practice Production, consumption and reception of spatial design Processes, institutions & technologies that support spatial design Models for analysing interior design practices and their consumption Learning Outcomes On completion of this unit you will be able to: Select and manage information from a variety of printed and electronic sources (Research) Engage in constructive and informed critical argument and debate (Analysis) Identify the key issues, themes and critical debates surrounding the subject of design and visual culture (Subject Knowledge) Construct an argument in verbal and written forms and demonstrate an awareness of a range of presentation techniques and writing skills (Communication and Presentation). 26

27 For more information about Learning Outcomes, go to section 2.1: Course Aims and Outcomes and Marking criteria website (student version) Teaching and Learning Methods The subject will be introduced through a range of studio-based projects and assignments supported where appropriate by lectures, seminars, critiques and visits and workshops. Access to workshop facilities will, where appropriate, be indicated on project briefs. Assessment Requirements This unit will be marked through the completion of a single assignment. Produce a written essay of 2,000 words based on a formative presentation linking studio practice and theory (100% weighting of unit mark). Essential Reading Brooker, G. & Stone S. (2012) From organisation to decoration: an interiors reader. London: Routledge. Edwards, C. (2011) Interior design: a critical introduction. Oxford: Berg. Kernaghan, B (2012) The interiors reader: an anthology of critical writing on interior architecture and design. Architectural Press. Rose, G. (2007) Visual methodologies. 2 nd ed. London: Sage. Turken M. & Cartwright L. (2009) Practices of looking. An introduction to visual culture. 2 nd ed. Oxford University Press. Further Reading: Blauvelt, A. Design s Ethnographic Turn, 5 January Online: Carbonell, B. (ed.) (2012) Museum studies in context: An anthology. Chichester: Wiley-Blackwell. Clarke, A.J. (2011) Design anthropology: Object culture in the 21st century. New York: Springer. Featherstone, M., (2007). Consumer culture and postmodernism. 2 nd ed. London: Sage Highmore, B. (ed.). (2002) The everyday life reader. Oxford: Routledge. Highmore, B. (ed.). (2009) The design culture reader. London: Routledge. Kromm, J. & Beneforado Bakewell, S. (2010) A history of visual culture: western civilisation from the 18 th to the 21st century. Oxford: Berg. Lewis, T., & Potter, E. (2011). Ethical consumption: a critical introduction. London: Routledge. Lupton, E. (2007) Skin: surface, substance, and design. Princeton, NJ, USA. Princeton Architectural Press. 27

28 Miller, D. (1997) Material cultures: Why some things matter. London, UCL Press. Pearce, S. (1994) Interpreting objects and collections. London: Routledge. Potter, N. (2002) What is a designer: Things, places, messages. London: Hyphen. Mirzoeff, N. (2013) The visual culture reader. 3 rd ed. London: Routledge. Sparke, P. (1992) An introduction to design and culture in the 20th century. (2nd edition) Routledge. Taylor, M. & Preston, J. (2006) Intimus: interior design theory reader. John Wiley & Sons. The Library Services Web pages aim to provide quick access to a range of relevant high quality e-resources Using the Library Jargon Buster The Library Services Web pages aim to provide quick access to a range of relevant high quality e-resources Referencing Study Skills Visual Directions (a resource for developing sketchbooks and reflective writing) Moodle: Personal and Professional Development PPD coach: Student Enterprise and Employability (SEE): Marking Criteria Marking criteria website (student version) 28