module specification

A project develops ideas through conceptual and material processes towards outcomes that can be evaluated in relation to the initial idea; and other related contexts that may arise during the time-frame of the project. The Project module is an introduction to the project as a key feature of creative practice.

The projects in the Project module vary considerably in aim, structure and duration to reflect their application in a wide range of creative practices. The definition, implementation, development and outcome of the projects is transferred from tutor to student as the course proceeds. The projects are inherently student-centred with course demands satisfied by developing the student’s independent inquiry, discovery and production.

Each project requires direct engagement, participation and responsibility in relation to ideas, productivity and the reflection on and evaluation of creative work.

Practical elements of project-work are built-up by a close relation with the Techniques module. Critical reflection and self-evaluation encourage the development of self-organisation and effective time-management.

The Project module provides a broad, varied, stimulating and diagnostic experience of a range of creative practices that allows for self- assessment of individual interests and aptitudes towards developing a creative practice in relation to making an informed choice of a progression pathway ahead. 

It enables the development of a productive, disciplined and critical approach to visual and practical enquiry; and to individual independent thinking, making and communicating. It develops the individual’s portfolio of work in a distinctive and ambitious way as evidence of a personal creative practice in the context of a specific subject area. Assignments and study trips will open up London as a source of limitless research potential and creativity.

The syllabus covers basic skills and key concepts in various subject-areas providing an overview of methods and approaches in relation to a range of creative practices. The Project Module is closely aligned to the Techniques module that delivers practical methods and material for the projects.

Developing a portfolio of project work (LO1, LO2, LO3, LO4)

Creativity
Generating and developing ideas and achieving outcomes (LO1, LO2)
Description, evaluation and critical reflection. (LO3)
Practical application of research. (LO2, LO4)
Choice, discernment and judgement in relation to project progress. (LO3)
London, as a source of research potential and creative possibility. (LO4)

Studentship
Organization and awareness of timetables and university procedures. (LO1)
Time management and working to deadlines. (LO1, LO4)

Progression
Establishing points of reference and thematic intentions. (LO3, LO2)
Awareness and experience of progression opportunities. (LO4)

In stage 1 there are short, diverse and intensive skill acquisition and experience projects in a range of different contexts exploring a range of subject-area practices.

In stage 2 there are short introductory projects that encourage exploration, experimentation and making relations with subject-areas to broaden experience and/or further a specialism.

In stage 3 there is a more independently defined, managed and self-evaluated project; of larger scale and time-frame and directed towards a subject area, interest or specialism.

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 through the 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.

At the end of the module, students will be able to:

1. present enquiry-based projects for review at certain points though the year and as a portfolio of projects at the end;

2. use media, materials, processes, technologies and/or equipment to initiate and progress ideas and to develop and evaluate outcomes;

3. articulate through presentation their own ideas, opinions and concerns in relation to broader critical and cultural frameworks;

4. identify research and develop project work to explore and explain an increasing awareness of and commitment to a subject area specialism.

Assessment for the Project module involves the submission of one component as part of an assessment exhibition; Portfolio/exhibition (100%, week 28). Assessment reflects work undertaken across the module in response to teaching, learning and activities detailed within the module booklet. Learning outcomes are assessed within the Portfolio. Students must receive a pass overall.

The focus of the module is the development of original project-work that is organised and has conceptual clarity. The portfolio includes: preparatory worksheets, tests, sketches, diagrams and detailed process documentation; leading to sets and series of resolved outcomes in different contexts usually specific subject areas.

Formative feedback is given during ‘set’ activities and group discussions; and for presentations and tutorials. These provide opportunities to reflect on progress and discuss strategies for developing skills/ discipline knowledge. The formative feedback is advice and guidance; specifying developmental action to improve quality and/or quantity of course work.

Summative assessment reflects engagement with the module throughout; ongoing individual studentship is formatively reviewed and structured support for self-directed study given. The portfolio for assessment consists of a synthesis of all project work completed and a reflective commentary.

Introductory projects aim to cover as broad a range of subject practice as possible. Project handouts include additional research and reference material for students to follow up. Later projects become increasingly subject specific and students will be directed through such reading in taught sessions and through Weblearn.

Core Texts:
AID
Hejduk, J. (1988) Education of an Architect, Rizzoli International Publications
Dodsworth, S. (2015) The Fundamentals of Interior Design, Fairchild Books
De Bono, E. (2007) How to have creative ideas, Penguin
Ingledew, J. (2011) The A to Z of visual ideas: How to solve a creative brief, Lawrence King

A&D:
Edwards, B. (1988) Drawing on the artist within, Harper Collins
Atavar, M.  (2009) How to be an Artist, Kiosk Publishing
Brereton, R. (2012) Sketchbooks, the Hidden Art of Designers Illustrators and Creatives, Lawrence King.

FIPHM:
Ascher, S. (2013) The filmmaker's handbook: a comprehensive guide for the digital age, Plume
Monaco, J. (2009) How to read a film: movies, media and beyond, OUP

FSHTX:
Buttolph, A. (1998) The Fashion Book, Phaidon
McDowell, C. (2013) The Anatomy of Fashion: Why We Dress the Way We Do, Phaidon

Other Texts:
Jones, W. (2011) Architect’s Sketchbooks, Thames & Hudson
Ching, F. D. K. (2007) Architecture: Form, Space, & Order, John Wiley and Sons
Hertzberger, H. (1991) Lessons for Students in Architecture, Uitgeverij 010 Publishers
Hughes, R. (1991) The Shock of the New, Thames and Hudson
Glimscher, M. (1996) The Sketchbooks of Picasso, Thames and Hudson
Palmer, S. (2005) The Sketchbook of 1824, Thames and Hudson
Richter, I. (2008) The Notebooks of Leonardo da Vinci, OUP (e-resource)
Tufte, E. (1990) Evisioning Information, Graphics Press
Webb-Ingall, E. (ed.) (2013) Derek Jarman’s Sketchbooks, Thames and Hudson

Journals:
Disegno – Design, Architecture, Fashion
Domus – Art, Architecture, Design

Websites:
AID
Socks Studio — An Online Magazine of Media, Art, Architecture, Culture, Sounds, Territory, Technology | socks-studio.com
RNDRD — A partial index of published architectural rendering | www.rndrd.com

Electronic Databases:
Recommended through library inductions and include Art Full Text, Oxford Art Online, BFI Screenonline, DAAI Design and Applied Art Index, Academic Search Primer, JSTOR, Nexis UK, Bridgeman Education, VADS Visual Arts Data Service.

References and examples of relevant creative practice are available through the Weblearn online course materials system.

Social Media Sources
Cass Foundation Course Twitter @foundation_cass & Instagram @cassfoundation