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Interior Context 1

  • Module code: IR5101
  • Year: 2018/9
  • Level: 5
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

The aim of this module is to explore interior contexts in greater breadth and detail through practical project work.  The module is a natural continuation of the level 4 Design Process module. It is intended to expand outlook and increase awareness of theoretical positioning and recognises that the most engaging and resonant projects do not occur in isolation as hermetic events, but recognise their context and communicate viewpoint contributing to broader subject and topical discussion. A number of diverse attitudes and approaches with clear parameters are offered according to context e.g. social, commercial, cultural, environmental, political. Students explore these through practical project work, synthesising all previous learning in the process and contextualising their personal design vision and ambition.

Aims

  • To reinforce the practice of design process
  • To introduce a broad range of context interests and attitudes to inform interior design position and approach
  • To foster an understanding of the importance of designing in context and engaging critical commentary and debate.
  • To develop students' understanding of their individual working method and personal position
  • To develop presentation skills across a range of formats and media, enabling students to articulate and present their work effectively and creatively.

Learning outcomes

On successful completion of the module, students will be able to:

  • Utilise research methods and analysis in the gathering and evaluation of contextual material.
  • Inform design through context and understand its potential for effecting change and viewpoint.
  • Implement an emerging critical approach to their work including awareness and understanding of contemporary industry concerns, debates and future directions
  • Articulate their role and responsibilities as a contemporary design practitioner
  • Communicate their work effectively - including refining, editing, selecting and production - across a range of platforms

Curriculum content

  • Studio-based design projects, live and competition briefs within specific set contextual parameters
  • Research methods and evaluation techniques
  • Personal viewpoint development
  • Project visits/field trips, lectures, seminars and subject specific talks by a range of design practitioners and experts from associated fields
  • Positioning portfolio of project work in preparation for Level 6
  • Verbal, physical and digital presentations of work

Teaching and learning strategy

Teaching will be delivered through studio-based projects and seminar sessions that will include portfolio reviews, workshops, subject-specific talks and lectures by visiting industry practitioners. Group tutorials and critiques will take place alongside individual progress tutorials. Students are expected to undertake self-directed study and to develop work independently following formative feedback and to access specialist areas as appropriate. 

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Taught studio projects, workshops, seminars, reviews, crits & tutorials 200
Guided independent study 100
Total (number of credits x 10) 300

Assessment strategy

Students engage with one of a number of practical design brief options set to explore the process of interior design within specific but diverse viewpoint contexts. The diversity expands outlook and helps prompt personal position.

Projects and development work, seminar presentations, project logs and self-evaluations are formatively assessed with feedback and feed forward provided in crits and project reviews throughout the module.  Project work is submitted and summatively assessed at the end of the module.

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
1) Utilise research methods and analysis in the gathering and evaluation of contextual material. Students engage with a practical design brief option set to explore the process of interior design within a specific viewpoint context, expanding outlook and prompting personal position. Formatively assessed through project reviews and crits throughout the module. Summatively assessed in project work submitted at the end of the module.
2) Inform design through context and understand its potential for effecting change and viewpoint. Students engage with a practical design brief option set to explore the process of interior design within a specific viewpoint context, expanding outlook and prompting personal position. Formatively assessed through project reviews and crits throughout the module. Summatively assessed in project work submitted at the end of the module.
3) Implement an emerging critical approach to their work including awareness and understanding of contemporary industry concerns, debates and future directions. Students engage with a practical design brief option set to explore the process of interior design within a specific viewpoint context, expanding outlook and prompting personal position. Formatively assessed through project reviews and crits throughout the module. Summatively assessed in project work submitted at the end of the module.
4) Articulate their role and responsibilities as a contemporary design practitioner. Students engage with a practical design brief option set to explore the process of interior design within a specific viewpoint context, expanding outlook and prompting personal position. Formatively assessed through project reviews and crits throughout the module. Summatively assessed in project work submitted at the end of the module.
5) Communicate their work effectively – including refining, editing, selecting and production – across a range of platforms. Students engage with a practical design brief option set to explore the process of interior design within a specific viewpoint context, expanding outlook and prompting personal position. Formatively assessed through project reviews and crits throughout the module. Summatively assessed in project work submitted at the end of the module.

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
Coursework Studio projects 100%
Total (to equal 100%) 100%

Achieving a pass

It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module.

Bibliography recommended reading

Thackara, J. (2005)  In the bubble: designing in a complex world.  Cambridge (Ma): London: MIT.

Sudjic, D. (2009) The Language of Things; Design Luxury, Fashion, Art: How we are seduced by the objects around us. Penguin

Williams, G. (2012) 21 Designers for 21st Century Britain. V&A

Dancher. (2011) 100 Manifestos: From the Futurists to the Stuckists. Penguin modern Classics

Munari, B. (2008) Design as Art. Penguin Modern Classics

Bachelard, G. (1992) The Poetics of Space. Beacon Press

Braungart, M & McDonough, W. (2009) Cradle to Cradle: Remaking the way We Make Things. Vintage

Papanek, V  (1985)  Design for the Real World,  Thames & Hudson

Mau, B. (2004) Massive Change: A Manifesto for Future Global Design Culture, Phaidon Press

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