module specification

As humans, we live in a continuous and ongoing relationship with the made world, where the former and the latter each inform the other.  This module aims to show how understanding of the human body (its scale, proportions and movement) and awareness of sociological and physiological human behaviour are key aspects of successful design. This module will examine how humans live and work together and how the body is a site for debate, performance and politics through contemporary and historical civilizations. 

Close observation of the interaction between the body and its immediate environment will be at the core of this area of study. It will show how analysis of the human being, at a range of scales, is vital to relevant, safe and ethical, innovative design that responds to physical and sensory needs. Environmental observation and reflection will be documented through a range of media, analysed to support the generation of concepts and design ideas.

Informed selection and application of material processes are an intrinsic part of the design and production of both objects and the made environment. Workshop activities will explore and test ideas, resolving design issues through modelling in traditional and digital materials and technologies. Material experimentation and knowledge will enhance both the concept and its communication.

You will normally select from a range of studio projects, working with contemporary ideas and practicing designers, mentored by professional practices as appropriate to the project.

Completion and pass (120 credits) of previous level.

The module will necessarily reflect current debate and practice concerning thinking, and use of materials, techniques and technologies appropriate to human-centred design, including 2D and 3D production processes and relevant discipline-specific skills. Through the studio projects, students will normally develop knowledge and experience of:

• research of historical and socio-economic, cultural data LO1
• researching and testing inclusive, ergonomic, psychological and sensory aspects of design LO1, LO2
• diagrams/sampling/model making in response to research LO2, LO3
• reflective practice through sketching/modelling and drawing typologies LO3
• developing and testing outcomes against identified aims LO4
• traditional and digital modelling techniques LO4

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:

Knowledge and Understanding
LO1 select and explore methods of socio-economical, cultural, political & historical data through observed, measured and environmental surveys relevant to inclusive, ergonomic, psychological and sensory design of the site and potential user;

Cognitive Intellectual Skills
LO2 integrate within their design practice, critiqued and theorised concepts relevant to human-centered design and spatial experience; demonstrating anthropometric and ergonomic considerations, and knowledge of required regulation;

Transferable Skills
LO3 test the spatial qualities of a given space through critical investigation and observation through sketching, modelling and making;

Transferable Skills
LO4 demonstrate through traditional and digital modelling, sketching and drawing, conceptual propositions, through precedent analysis and design typologies with material, environmental and sensory considerations.

In end of project critiques, students are expected to produce a coherent visual and verbal presentation of the project concept, development and outcomes, together with an individual critical evaluation of relative successes and failures, and to communicate and discuss these with others.

2D and 3D sketching and sketch modeling, project research development work and outcomes at the end of each project will be assessed formatively and feedback will be given at regular intervals throughout the module. Satisfactory completion of relevant technical/ workshop activities and continuing independent practice (and associated health and safety procedures) will be monitored.

All students are required to undertake formal interim presentations with evidence of continuous reflective journals responding to studio critique and tutorial guidance. Work presented will be subject to formal studio feedback from a panel of disciplinary specialists. This will inform final assessment marks and must be considered and acted upon by the student.

A final mark is awarded at the end of the module, reflecting the quality of project work demonstrated (normally including presentation models, supporting visualisation and/or portfolio) for publication or exhibition. Work must be carefully organised and presented to indicate the development of work and the content clearly labeled. Summative written feedback will be provided corresponding to published assessment criteria. Students are required to attend timetabled studio and workshop sessions.

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Bachelard, G., (2014) The Poetics of Space, Penguin Classics
Bairstow, J., Barber, R., and Kenny, M., (2000) Design modelling: visualising ideas in 2D and 3D, Hodder & Stoughton
Clarkson, J. (ed.), (2003) Inclusive Design: Design For the Whole Population, Springer

Erwine, B., (2016) Creating Sensory Spaces, The Architecture of the Invisible, Routledge

Farrelly, L, and Crowson, N., (2015) Representational techniques for architecture, AVA Publishing

Littlefield D., (2011) The Metric Handbook, Architectural Press
Ebook:
Buxton, P., (2015) Metric handbook: planning and design data, http://public.eblib.com/choice/publicfullrecord.aspx?p=1983462.

Malnar, J. and Vodvarka, F., (2004) Sensory Design, University of Minnesota Press

Norman, D., (2004) Emotional Design: Why We Love (or Hate) Everyday Things, Basic
Spankie, R., (2009) Basics Interior Architecture 03: Drawing Out the Interior, AVA Publishing
EBook:
Spankie, R., (2009) Basics Interior Architecture 03: Drawing out the Interior, AVA Academia. http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9782940439270.

Tanizaki, J. (2001) In Praise of Shadows, Vintage Classics