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UDTXLDSN - BA (Hons) Textile Design (Top-up)

Course Specification


Validation status Validated
Highest award Bachelor of Arts Level Honours
Possible interim awards
Total credits for course 120
Awarding institution London Metropolitan University
Teaching institutions London Metropolitan University
School School of Art, Architecture and Design
Subject Area Design
Attendance options
Option Minimum duration Maximum duration
Full-time 1 YEARS 2 YEARS
Part-time 2 YEARS 4 YEARS
Course leader  

About the course and its strategy towards teaching and learning and towards blended learning/e-learning

The learning and teaching strategies within BA (Hons) Textile Design, seek to inspire and instruct in appropriate measure.
The course equips its students with specialist skills, grounded in industry practice and process with clear pathway choices towards fashion, interior design or a more socially engaged direction. A contemporary teaching and learning environment encourages critical engagement with the character and constraints of commercial and cultural contexts of textile design and making. The teaching supports preparation for future careers in a wide range of professional occupations within textiles: as a designer and/or maker, educator, artist, technologist within industry or on a self-employed basis, community worker, curator, design journalist, or for postgraduate studies.

Consideration has been given to the following: the Subject Benchmark Statement (Art and Design 2017), the HE Qualification Framework, the University’s Strategic Plan and Student Charter, the University’s Undergraduate Regulations, the views and feedback of students, external examiners and employers/ clients, developments within the subject area, and the changing needs of the cultural/ commercial sectors and professions. Due consideration has also been given to inclusivity in course and assessment design.

Embedded in the Cass School of Art, Architecture and Design, the course draws on the strengths of teaching staff from across the School and the wide circle of academic and cultural contacts and collaborators attached to the School and University.

The course seeks to provide and foster:

• experimentation and learning through direct experience in studio-based working;
• a culture of independent thought, encouraging individual choice and the production of critically informed design practice;
• projects that make use of diverse sites and origins for cultural exchange and exploration;
• disciplinary engagement across the School, providing opportunities for collaborative project work during study;
• learning through direct experience, connecting academic and creative studies;
• student choice in subject and style of learning;
• a culture of independent and critical thought, encouraging the challenging of received ideas and practice;
• employability attributes, through live projects engaging with external partners, institutions and companies that create a realistic environment of professional expectations for students, preparing students for graduate-level employment;
• engagement across the School and University, providing opportunities for collaborative project work during study;
• individualised learning and study support opportunities, that cater for different learning styles;
• awareness of the duty of all to understand the impact of their decisions and actions as textile designers and to strive to act responsibly.

The year of study comprises of four year-long (30 weeks, 30 credit) modules in the areas of concept and realisation, subject-specific industry practice and cultural and contextual studies (including professional practice). Typically, students devise and develop practical projects under guidance, building up a reserve of sector-specific skills, testing and realising new ideas and design potential, and introducing collaborative work with peers. This approach ensures that the student is guided through the acquisition of knowledge and understanding, as the course progresses.

Studio practice enhances lectures, seminars, study visits, critiques, workshop activities, group and individual tutorials. Both projects and theoretical work offer opportunities for developing professional competency in presentation (including visual, spoken and text-based modes), using digital technologies, photography and websites. Through a rich mix of teaching styles and learning contexts, the course seeks to foster in its students confidence as autonomous learners, promoting imagination and effectiveness of design practitioners in the making.

Teaching methods include: lectures, seminars, tutorials, external visits, live briefings and feedback from partners, group critiques, workshops and opportunities for studio practice. Teaching and learning adopts a student-centered approach that identifies individual learning styles and accommodates them.

Lectures provide and encourage a critically informed view of a topic, contextualising the subject and illustrating applied approaches. Lectures provide students with a managed introduction to a theme, enabling them to continue with suggested or directed self-study.

Seminars enable students to debate and explore subjects, questions and assignments with peers and tutors, encouraging an open and collaborative approach to shared learning.

Tutorials support individual learning, allowing for individual approaches to study, and catering for individual interests. Tutorials can be diagnostic or can support specific assignment or project-related questions, and support differing student paths to achievement of learning outcomes.

External visits offer opportunities for vital direct experience with objects and sites of study, and to communicate with and learn from experts and specialists attached to partner institutions and bodies.

Live briefings and feedback are an important aspect of work-based learning, exposing students to experience of professional ways of working, of professional expectations of standards, and of the most current professional practice.

Critiques allow students to benefit from feedback on their own and others’ work, to contribute to that feedback, and are a valuable part of the peer-to-peer learning that is a core expectation and reason for University study.

Workshops offer students opportunities to engage in creative practice. Opportunities will be available to students to undertake workshop and studio practice relevant to their assignments or collaborative projects. The objective is to apply knowledge and/or acquire technical competence, to think critically and creatively, to master technique and develop the capacity to work independently and within teams.

Blended learning utilises the University’s VLE platform to support and reinforce reflective learning, to monitor progress through assignments, to foster peer-to-peer communication and collaborative research activity ,and to facilitate tutorial support for students and flexible approaches to learning

Project briefs develop from year to year in accordance with contemporary practice and opportunities for engagement with external partners that arise. Disciplinary research skills are embedded at the beginning of the course, and are built upon each academic year to ensure the maximum exploitation of the learning opportunities that projects and assignments offer. Students will graduate with a portfolio of work that will include written work and outcomes that exhibit analyses through the creation, manipulation, examination or curation of artefacts.

Critical and Contextual Studies run in parallel to the design and creative industry practice modules. These modules focus on transferable graduate skills in the field of academic scholarship and writing (alongside professional practice). Students need to be able to retrieve, analyse, interpret, articulate and structure information and knowledge for different purposes and audiences. These modules frame key skills of research within the specific context of art/ architecture/ design history and theory, taking into account the practice requirements of the industry, and its professional, legal, ethical and institutional contexts. Intensive blocks of learning in seminar and lecture presentations, alongside site visits, image analysis, case studies, and workshops aid acquisition of skills in presentation, visual and textual analysis and representation.

Digital Literacy is embedded in the curriculum through the use of the VLE and in curriculum delivery and expectations of digital capabilities as appropriate to task set and the level of study. Students make use of digital platforms alongside traditional approaches to research, develop and communicate their projects.

The course engages with international, national and London-based competitions and encourages students to extend these opportunities as extra-curricular activity, including collaborative publication and exhibition wherever possible.

Course aims

In studying Textile Design at The Cass students will be able to learn all they need in order to become a fully rounded Textile Designer or practitioner. The course aims to provide students with a broad based education which enables a personal definition of the strategic progress towards employment or self sufficiency as a practitioner.

The aims of this course are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications. The course aims to:

1. deliver a high quality education in textile design that will ensure graduates are knowledgeable, creative, technically able and work-ready (LO4, LO5, LO7, LO9, LO10, LO11);
2. foster critical understanding of the professional practice of textile design for the fashion, interior, cross disciplinary ,and art textile markets (LO1,LO2,LO3, LO6, LO10);
3. develop individual creative approaches to the cultural, technological and economic factors surrounding textile practice (LO1, LO3);
4. foster self-reliance and openness to professional development (LO5, LO6, LO7, LO9);
5. ensure an individual practice that is positioned in relation to economic, ethical, cultural, environmental, material, global needs (LO5, LO6, LO8);
6. develop confident presentational skills, encouraging multidisciplinary approaches and critical thought (LO4, LO7);
7. Create practitioners with entrepreneurial, promotional and forward looking applications of their practice (LO2, LO5, LO8);
8. develop curiosity, independent enquiry and capacity to reason, critique and reflect upon personal creative practice (LO3, LO6).
9. through an integrated approach to practice and theory, research and analysis develop an understanding of the context for independent practice (LO1,LO4 , LO8, LO10, LO12);
10. instil a thorough knowledge of materials, processes and making skills, in order to enable entry into the professional environment of choice (LO2, LO5, LO6, LO10, LO11);
11. enable skills for professional practice (subject knowledge, collaborative team work, confidence and autonomy) relevant to individual interests and creative ambitions (LO1, LO7,LO9, LO11, LO12);
12. deliver individuals who are able to inspire, challenge and create work that places them at the forefront of their chosen professional directions (LO2,LO3 , LO5, LO6, LO8, LO12).

Course learning outcomes

On completion of this course, students will be able to:

Knowledge and Understanding
1 describe, understand and explore the intellectual and practical process of creativity within textiles and broader academic debates in related fields (CA2, CA3, CA9, CA11);
2 recognise how textile design manufacturing/technologies operate and apply market knowledge of current and future trends, developments, trends and constraints to practice (CA2, CA7, CA10, CA12);
3 apply self-critical, investigative and evaluative practice, understand the contemporary and historical framework associated with textile design to enable insight whilst developing an individual perspective and approach (CA2, CA3, CA8);

Cognitive Intellectual Skills
4 observe, investigate and synthesise complex visual and material effects towards the production of creative material solutions (CA1, CA6, CA9);
5 utilise disciplinary experimentation to challenge consumer perception of textile design and related fashion industries, bringing new ideas to market reception (CA1, CA4, CA5, CA7, CA10, CA12);
6 take responsibility for the content and signature of individual creative practice within professional and commercial contexts, demonstrating ethical sensitivity and a reflexive, innovative personal approach as a professional textile practitioner (CA2, CA4, CA5, CA8, CA10, CA12);

Transferable Skills
7 competently apply individual critical, practical and creative strengths to self-promotion in order to professionally articulate design intent visually, textually and orally (CA1, CA4, CA6, CA11);
8 respond to a defined market brief and constraints (including technological and economic conditions), utilising creative opportunities towards professional project realization (CA5, CA7, CA9, CA12);
9 work professional and effectively with others through collaboration and negotiation, as sole practitioner and within a team (CA1, CA4, CA11);

Subject-Specific Practical Skills
10 employ the necessary skills to select appropriate materials and processes suitable for the realisation of design intent, taking into account specific aesthetic and material characteristics (CA1, CA2, CA9, CA10, CA10);
11 realise specialist applications for resolved designed textile outcomes and artefacts (CA1, CA11);
12 apply knowledge of the textile environment, design skills or commercial and manufacturing contexts to effective career planning (CA9, CA10, CA11, CA12).

Course learning outcomes / Module cross reference

Module Title Module Code Learning Outcomes

Critical and Contextual Studies 3 Dissertation(3D) CP6011 LO1, LO3
World of Work DN6035 LO7, LO8, LO9, LO11, LO12

3D Project Design and Development DN6013 LO1, LO2, LO3, LO4, LO5, LO6,

Major Project Realisation; Textile Design DN6014 LO1, LO2, LO3, LO5, LO6, LO7, LO8, LO9, LO10, LO11, LO12

Principle QAA benchmark statements

Art and Design 2017

Assessment strategy

The assessment strategy for the course has been designed holistically, to ensure manageable timing, workloads and clarity of expectations for students, and to avoid duplication of assessment of learning outcomes. The course deploys a range of formative and summative assessment methods, including peer appraisal and individual reflective practices throughout studio based work and personal projects. Staff and students engage in dialogue to promote a shared understanding of the basis on which academic judgements are made; this is activated through discussion and group preparation for assessment.

The assessment regimes for the modules and tasks are designed together with the briefs, prior to the start of the year, taking into account student, external examiner, professional collaborator and colleague feedback from previous instances. The requirements of briefs and their components, the assessment criteria, grading scheme and descriptors are published and explained to students at the start of the year and are designed to be used as consistently as possible, to avoid unnecessary complication. Assessment is related to the achievement of learning outcomes; qualification frameworks and subject benchmark statements are consulted to ensure clear language that is appropriate to level of study. Students are informed of the procedures for first, second and parity marking, and external examiner scrutiny of the assessment process and marks, to ensure that they understand and have confidence in the probity of the process and security of the final marks.

In every case, there is required formative assessment and feedback prior to summative assessment at set points. This is recorded so that it can be used by both students and staff to track further progress and engage support where it is required. Feedback follows good pedagogic practice in that it is constructed as ‘feed-forward’, with a focus on specific actions and strategies as to how to improve, not only on what requires improvement. Challenge to students is managed, so that students performing well in-year are encouraged to strive for excellence, while those performing less well experience clear, targeted and structured guidance, including notice of where they are doing well or are showing potential.

The course adheres to the University’s requirements for assessment and feedback turnaround times and to academic regulations for marking and second making sampling. Additionally, the course engages in Subject and School parity exercises to ensure that assessment standards are consistent. This is especially important in relation to studio delivery through which students on the same modules will be undertaking differing projects.

Organised work experience, work based learning, sandwich year or year abroad

Work-related learning is embedded in the course both formally in the professional studies modules and throughout the course through live projects, industry visits, visiting speakers and events such as ‘Making a Living’ and ‘Celebration’ weeks.

Work-related learning is an integrated part of the course, for example through live projects for industry organisations, competition briefs, entrepreneurial activities or short work placements built into the course.

The majority of tutors and lecturers on the course are practitioners and share their knowledge and experience with students throughout their course of study. The studio delivery of the course means that opportunities for work related learning through collaboration with external companies, agencies, institutions, competitions and professionals can be taken up as they arise, if appropriate to the programme of study.

Studios function as simulations of professional workplaces, with expectations of professional standards, conduct and delivery building as the students progress from level to level. During their final year, students are expected to work independently towards completion of professional portfolio of projects, culminating in exhibition of these in the annual summer show and associated events.

Course specific regulations

COURSE COMPLETION
Level 6: In order to achieve an honours degree award on this course, students must have completed and passed each Level 6 module at 40% or above.

PART-TIME MODE OF STUDY
Part-time study is defined as 60 credits per year. Consequently, in part-time mode, the duration of study for a 120-credit course will be 2 years. The prescribed pattern of study in this instance shall be as follows:

Year 1:
DN6009 Major Project Realisation: Textile Design
DN6013 3D Project Design & Development

Year 2:
DN6035 Critical and Contextual Studies
CP6011 Critical & Contextual Studies 3: Dissertation (3D)

Modules required for interim awards

To enter the course at Level 6 and achieve the award of BA (hons) Textile Design, the following modules must be completed and passed:

Critical and Contextual Studies 3 Dissertation (3D) CP6011
World of Work DN6035
3D Project Design and Development DN6013
Major Project Realisation; Textile Design DN6014

Arrangements for promoting reflective learning and personal development

The School’s studio system of curriculum delivery embeds reflective learning and personal development planning throughout the course.

Most summative assessment is at the end of year-long modules, with several formative assessment points formally instituted in the course of the year. At these interim formative assessment and feedback points, students reflect on their progress to date with their peers and course staff (with the benefit of feedback from professional partners), seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. The feedback and student reflection is recorded and forms an action plan for the next period of study.

This system is highly individualised, but also benefits from peer engagement in studio critiques. 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.

Throughout the modules and the course therefore, in this way, students build bodies of work, including reflections on progress and achievement, and planning for their future achievement of targets

Career, employability and opportunities for continuing professional development

Employability skills are integrated throughout the course. During their final year, students are expected to work independently towards the completion of a professional portfolio of projects, culminating in exhibition of these in the annual graduate show. Level 6 students are encouraged to develop entrepreneurial opportunities during the course and apply for and participate in subject-specialist work placements as well as gain professional experience appropriate to their discipline throughout the course. The course has collaborative links with the creative industries directly through visiting professional designer/makers who regularly teach and mentor throughout the programme.

Work-related learning is an integrated part of the course; the level six module ‘World of Work’ is designated as the placement or work-related learning module and students will reflect on their experience of the project and undertake forward career action planning.

Students can also benefit from support and guidance from the Careers and Employability services and the University’s business incubator unit, ‘Accelerator’.

Career opportunities

Upon completion of the degree you could enter textile, fashion or interior design roles including designer-maker, industry designer, buyer, technologist, stylist and design journalist, or progress on to a master’s course.

Our graduates have gone on to work at companies including Timberland, Harrods, the Fashion Model Directory and River Island.

Successful graduate designer makers include Vicky Cowin, Stephaine Witts, Lisa Bloomer and Claire Whelan.

Textiles student Majeda Clarke was shortlisted for a Bemz Design Award and went on to create her collection with UNESCO.

Entry requirements

In addition to the University's standard entry requirements, you should have one of the following:

  • 240 credits from a relevant Higher National Diploma (HND), Foundation Degree (FdA/FdSc) or equivalent international qualification in a relevant subject
  • 240 credits from years 1 and 2 of an undergraduate degree (BA/BSc) in a relevant subject at a different institution
  • a portfolio interview

We encourage applications from international/EU students with equivalent qualifications. We also accept mature students with diverse backgrounds and experiences.

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.

Portfolios and interviews

Your portfolio should be selective, but have enough work to show a range of your interests and talents. We are interested in seeing how you develop a project from beginning to end, not only finished work.

If you cannot bring certain pieces of your work to your portfolio interview, please take photographs and include them.

Physical portfolio

If you are coming in person to your interview we strongly suggest bringing a physical portfolio of work.

Things to bring:

  • Sketchbooks – we love to see your sketchbooks with ideas and notes, even if they are messy.
  • Examples of the development of a project from start to finish and the final outcome.
  • Some work that you are really proud of and want to talk about.
  • Some work that shows you experimenting with different processes.

Digital Portfolio

If you are submitting an online application, please follow these guidelines.

Things to include:

  • Scans or photographs demonstrating items from the list above.
  • Storyboarding for motion-based work.
  • Also include scans of sketchbook pages showing development.
  • Be sure to check the resolution and overall quality of your image to ensure submissions are not pixelated.

Official use and codes

Approved to run from 2019/20 Specification version 1 Specification status Validated
Original validation date 30 May 2019 Last validation date 30 May 2019  
Sources of funding HE FUNDING COUNCIL FOR ENGLAND
JACS codes 100051 (textile design): 100%
Route code TXLDSN

Course Structure

Stage 1 Level 06 September start Offered

Code Module title Info Type Credits Location Period Day Time
CP6011 Critical & Contextual Studies 3: Dissertation (3D) Core 30 CITY AUT+SPR WED AM
          CITY AUT+SPR WED PM
DN6009 Major Project Realisation: Textile Design Core 30 CITY AUT+SPR FRI AM
          CITY AUT+SPR FRI PM
          CITY AUT+SPR TUE AM
          CITY AUT+SPR TUE PM
DN6013 3D Project Design & Development Core 30 CITY AUT+SPR FRI AM
          CITY AUT+SPR FRI PM
          CITY AUT+SPR TUE AM
          CITY AUT+SPR TUE PM
DN6035 World of Work Core 30 CITY AUT+SPR FRI AM
          CITY AUT+SPR FRI PM