module specification

This module aims to develop designs in the context of our complex relationship with the designed world. Through selection and application of materials and processes students will problem solve with an understanding of human needs, physical, psychological, individual and/or collective. Responses may include conceptual, functional and questioning design methods that respond to user-centric needs including those that are imperfectly understood.

Students will be expected to demonstrate that design work and its outcomes are the result of credible research, and how it relates to users, (both principal and incidental), in practice. Workshop activities will explore and test ideas, resolving design issues and proposing solutions through modelling in traditional and/or digital materials and technologies. Material experimentation and knowledge will enhance both the concept and its communication.

Students will normally select from a range of studio projects, working with contemporary ideas and practising designers, mentored by professional practitioners as appropriate to the project. Responses to findings through design will demonstrate clear concept and purpose related to people, whether conceptual, narrative, ergonomic, ethical or other.

Students’ confidence will build and evolve a personal and distinctive approach to design through research and interpretation of findings together with professional communication and presentation skills.

Completion and pass (120 credits) of previous level.

Through studio projects, students will normally develop knowledge and experience of the analysis of existing creative practice in relevant fields.
Students will select or construct personal approaches to research methods for 3D design. These methods will develop and result in the presentation of design project/s resulting from research’
Students will learn how to gather and develop practical and intellectual knowledge and skills in relevant media and processes for production of outcomes, working with others to assess the effectiveness of design proposals.
Students will take part in critiques and peer reviews to debate their work and that of others.

Learning Outcomes 1 - 4

Scheduled teaching ensures that independent study is effective and addresses the learning outcomes and assessment tasks. Students are expected to, and have the opportunity to, continue with their studies outside of scheduled classes. There will be a range of learning strategies deployed and individual learning styles will be accommodated. The module’s learning outcomes, its contents and delivery, have been scrutinised and will be regularly reviewed to ensure an inclusive approach to pedagogic practice.

The module and course utilise the University’s blended learning platform to support and reinforce learning, to foster peer-to-peer communication and to facilitate tutorial support for students. Reflective learning is promoted through assessment items and interim formative feedback points that ask students to reflect on their progress, seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. Throughout the module, students build a body of work, including reflections on progress and achievement.

The School’s programme of employability events and embedded work-related learning within the curriculum supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress from year to year, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.

On successful completion of this module, students will be able to:
1. Knowledge and Understanding
conduct appropriate research methods and strategies for 3D design centered on human needs whether physical, psychological or economic;
2. Cognitive Intellectual Abilities
apply the outcomes of research to a design process that results in outcomes with clear and considered rationales;
3. Transferable Skills
demonstrate an individual approach to 3D design and articulate this across a range of outcomes and media;
4. Subject Specific Practical Skills
apply the sector specific skills necessary for communication of the design and their identity as a designer.

At regular reviews, students will present summaries of work in progress, including reflection upon intellectual and practical development.
Work in development will be assessed formatively and feedback given. Satisfactory completion of relevant technical/ workshop activities and continuing independent practice will also be monitored. All students are required to undertake formal interim presentations with evidence of continuous reflective journals responding to studio critique and tutorial guidance. Regular reviews will inform the final assessment and feedback must be considered and acted upon by the student.
A final mark is given at the end of the module, as a measure of the qualities of the completed portfolio in relation to achieving the module’s learning outcomes. Written summative assessment will be provided corresponding to published assessment criteria. Work must be carefully organised and presented to indicate the development of work and the content clearly labelled. Coursework requirements will be stipulated in project briefs and detailed in the module guide. Students are required to attend all timetabled taught studio and workshop sessions.

Portfolio and practical work to include:

reflection and research strategies for 3D design centered on human needs demonstrated in sketchbook/journals;

application of research methods to outcomes;

evidenced workshop activities;

individual approach and independent practice;

formal visual presentation.

Fenn, M. (2017) Narrative Jewellery, Schiffer
Bairstow, J., Barber, R. and Kenny, M. (1999) Design Modelling, Hodder & Stoughton
Busch, A. (2005) The Uncommon Life of Common Objects, Metropolis
Butler, J. et al (2010) Universal Principles of Design, Rockport
Chapman, J. (2005) Emotionally Durable Design, Earthscan
Clarkson, J. (ed.) (2003) Inclusive Design: Design For the Whole Population, Springer
Colchester, C. (2000) The New Textiles, Thames & Hudson
Cunningham, J. (2005) Contemporary European Narrative Jewellery, Scottish Arts Council
Fuad-Luke, A. (2003) The Eco-Design Handbook, Thames and Hudson
Fulton, H. et al (2005) Narrative and Media, Cambridge University Press
Malnar, J. & Vodvarka, F. (2004) Sensory Design, University of Minnesota Press
Norman, D. (2004) Emotional Design: Why We Love (or Hate) Everyday Things, Basic
Parsons, T. (2009) Thinking : Objects, Contemporary Approaches to Product Design, AVA
Thomson, R. (2007) Manufacturing Processes for Design Professionals, Thames and Hudson