This module focuses on the generation of concepts and ideas. The aim of the module is to develop conceptual ability and creative confidence in responding to a range of design and communication challenges. It introduces students to different ways of thinking and generating ideas, with emphasis on currency, appropriateness and dynamism of approach and solution. Project briefs encourage students to expand their knowledge and experiences, challenge assumptions, subvert norms and learn about the role of risk within the creative process.
On successful completion of the module, students will be able to:
Teaching will be delivered through studio-based briefs and workshops, individual and group tutorials and seminar sessions alongside subject-specific talks. Students are expected to undertake self-initiated briefs and self-directed study and to develop project work independently following formative feedback. Specialist workshop access as appropriate to projects.
The module will make use of the Virtual Learning Environment (VLE) Canvas for communication and dissemination of information between students and staff as well as making online learning materials available to all. Students should check this site on a daily basis for module information, timetables, sign-ups, updates and additional information and teaching materials following individual project sessions.
All courses based in the Kingston School of Art offer students free access to the online video tutorial platform Lynda.com. This provides a wide range of subjects to choose from, many with downloadable exercise files, including software tutorials covering photography, graphics, web design, audio and music, CAD and Microsoft Office software, as well as courses on Business and Management skills. Some of these are embedded in the curriculum and offer additional self-paced learning, others may be taken at will by students wishing to broaden their employability skills in other areas.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Studio-based projects, workshops, seminars, crits reviews, tutorials | 180 |
| Guided independent study | Self-directed research and independent project development in response to formative feedback | 120 |
| Total (number of credits x 10) | 300 | |
Projects and development work are formatively assessed in crits and project reviews throughout the module when students receive feedback on work produced and feed forward on work in progress. Students are given opportunity and expected to develop their projects in response to formative feedback/feed forward as the module progresses. Project work is submitted and summatively assessed at the end of Level 4, in teaching block 2, during the summer term.
| Learning Outcome | Assessment Strategy |
|---|---|
| 1) Demonstrate understanding of how to generate, visualise and evaluate ideas | Formatively assessed through project reviews, crits and project logs throughout the module / Summatively assessed in the submission of work at the end of the module |
| 2) Demonstrate conceptual development across the range of module briefs | Formatively assessed through project reviews, crits and project logs throughout the module / Summatively assessed in the submission of work at the end of the module |
| 3) Demonstrate confidence in adopting different ways of thinking and creative risk taking | Formatively assessed through project reviews, crits and project logs throughout the module / Summatively assessed in the submission of work at the end of the module |
| 4) Demonstrate the ability to interpret and communicate ideas to an audience effectively and dynamically. | Formatively assessed through project reviews, crits and project logs throughout the module / Summatively assessed in the submission of work at the end of the module |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Studio projects | Coursework | 100% |
| Total (to equal 100%) | 100% | |
It IS a requirement that the element of assessment is passed in order to achieve an overall pass for the module.
Arden, P. (2006) Whatever You Think, Think The Opposite. Penguin
Bennett, A. (2006). Design Studies: Theory and Research in Graphic Design. Princeton Architectural Press
Fletcher, A. (2001) The Art of Looking Sideways. Phaidon Press Ltd
Johnson, M. (2012) Problem Solved: A Primer in Design and Communications, 2nd Edition. Phaidon Press Ltd
Saatchi, C (2011) Brutal Simplicity of Thought: How it changed the World. Ebury Press
Ambrose, G and Harris, P (2006) The Visual Dictionary of Graphic Design. AVA Publishing
Arden, P. (2003) It's Not How Good You Are, It's How Good You Want To Be. Penguin
Crow, D. (2006) Left to Right: The Cultural Shift from Words to Pictures. AVA Publishing
Poynor, R. (2003) No More Rules: Graphic Design and Postmodernism. Laurence King
Ingledew, J. (2011) The A to Z of Visual Ideas: How to solve any Creative Brief. Laurence King Publishing
KesselsKramer (2003) 2 Kilo of Kessels Kramer. PIE Books
KesselsKramer (2010) New Kilo of Kessel Kramer. PIE Books
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