module specification

This module introduces Level 3 you to discipline-specific ways of working in the research, design development, realisation and delivery of interior design projects.

You will respond to briefs, generating and developing ideas through basic research methods for interior designers, undertaking evaluation followed by conceptual and material design and development processes. You will be expected to respond flexibly to related issues that may be discovered through the research undertaken and will produce 2D and 3D outcomes that communicate concept development and outcomes using standard industry conventions and techniques. The project proposals will be evaluated in relation to the briefs set and the context as revealed by the research and development process.

The module is supported by the accompanying module DN3001 Interior Design: Industry and Context which will deliver the specific techniques and contextual understanding that professional practice requires.

You will be expected to accept and demonstrate responsibility in relation to your ideas, your management of the project process and to reflect on and evaluate your progress. You will begin to understand your interests and abilities in the field, so that your progression to Level 4 modules after semester 1 is accompanied by confidence and self-direction.

Co-requisite DN3001 Interior Design: Industry and Context

The syllabus covers basic skills and key concepts in various aspects of the subject; providing an overview of methods and approaches to a range of creative practices. Skills and design development will be taught through a series of workshops and lectures. You  will be taught skills and methods that you can use independently in order to enable self-directed study.

The Introduction to Interior Design: Practice module is closely aligned with and complementary to the Interior Design: Industry and Context module.

Key Areas:

• investigation through contextual research (LO1);
• understanding concept development (LO2);
• testing and experimentation to develop ideas working towards a design proposal (LO1, LO2, LO3);
• description, evaluation and critical reflection through sketchbook and portfolio (LO2);
• developing a portfolio of project work (LO3, LO4).

The blended learning platform ‘WebLearn’ is used to deliver information and assessments, to feed back to students and to foster student to student communication.
All students will engage with the digital archiving and presentation of their work,
using a range of means and platforms, including for assessment, peer assessment and peer to peer learning.

As above, the required creation of portfolios, including in digital formats and content, is a preparation of employability skills for professional life.

Scheduled teaching provides the guidance and foundation to ensure that independent study is effective in addressing the module’s learning outcomes and assessment tasks.

In-class activity makes use of varied student-centred approaches such as active, flipped and blended learning, so that a range of learning strategies is deployed, and individual learning styles are accommodated. Information is provided through a range of means and sources to minimise and remove barriers to successful progress through the module. The course team seeks to embed the University’s Education for Social Justice Framework in fostering learning that is enjoyable, accessible, relevant and that takes account of the social and cultural context and capital of its students.

Activities foster peer-to-peer community building and support for learning. Reflective learning is promoted through interim formative feedback points that ask students to reflect on their progress, receive 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 written reflections on progress and achievement.

The School’s programme of employability events and embedded work-based learning within the curriculum supports students’ personal and career 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 the module, to the standard expected at Level 3, you will be able to:

Knowledge and understanding

1. gather information in order to explore, analyse and describe elements of interior design, enabling a clear understanding of briefs set and the design choices available;

Cognitive intellectual abilities

2. analyse the information gathered and relate your understanding to the brief set, communicating a viable project proposal;

Subject specific skills

3. show growing confidence and ability in discipline-specific drawing and modelling techniques, related 2D and 3D media, materials, processes and techniques;

Transferable skills

4. manage the project process, exercising self and time management, an awareness of your own capabilities and the ability to plan self-development.

Assessment for the Project module involves the submission of a portfolio of work as detailed in the brief set. All learning outcomes are assessed within the portfolio. Work presented must be carefully organised and labelled to indicate the project’s development and outcomes.

Students are expected to produce a carful and coherent presentation of their project development and proposals, together with individual critical evaluation of relative successes and failures, and to communicate and debate this with others.

Formative feedback and feedforward is provided in class, in tutorials and at set review points. This provides opportunities to reflect on progress to date and discuss strategies for further developing skills and discipline knowledge.

Students must attend and engage with all timetabled studio and workshop sessions and tasks set both in-class and as self-study.

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