module specification

DN7010 - Interior Contexts (2024/25)

Module specification Module approved to run in 2024/25
Module title Interior Contexts
Module level Masters (07)
Credit rating for module 20
School School of Art, Architecture and Design
Total study hours 200
36 hours Scheduled learning & teaching activities
164 hours Guided independent study
Assessment components
Type Weighting Qualifying mark Description
Coursework 100%   Illustrated Document (2500-3000 words)
Running in 2024/25

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Autumn semester City Monday Afternoon

Module summary

The module analyses and reflects upon the interaction of people, space and things that is at the root of interior design. You will explore ways to analyse, contextualise and interpret their relationship in relation to a specific interior.

For you to achieve this there are three aspects to the module; first the drawn analysis of the space; second the reading and responding to texts, films and other media that help establish a contextual perspective; and third through the combination of these approaches, the production of an interpretative narrative that offers a new visual and textual reading of the space.
You will be asked to develop your ability to synthesize the spatially analytic understanding of an interior space with the contexts in which it was produced and has subsequently developed. Through this, you should extend and refine a range of representational skills to describe the composition of an interior.

Prior learning requirements

Not available for Study abroad


Using London, the module will explore the composition, scale and experience of the interior in the city and the social and cultural context in which it was produced and has since been occupied.

Context for the interior is a complex discourse. At the scale of the city, the urban and architectural setting and the historical and socio-economic circumstance of the space’s production and subsequent development have not always been prominent in either the design or critique of interior design. At the scale of inhabitation, the fabric of the interior - linings, utilities, furniture, artefacts - needs to be understood on its own merits but also, critically, as choreographed elements that, through the space they occupy, are in dialogue with the scale of the city.

The interrogation of these interior spaces in relation to the cultural conditions of the occupiers and their inhabitation enables a more rigorous understanding of material, technology and innovation and notions of ownership, value and public and private space.

In considering ‘designed spaces’, students will look at the real or perceived disparities between the intended and/or completed interior and its subsequent inhabitation and use this as a stimulus to interpret the space.

Through a series of case studies, together with texts, films and visits, students will develop spatial and textual narratives as a means of testing notions of space, inhabitation and value.

The narrative is textual and graphic and, whether reflective or interpretive, presents an individual commentary and critique of the interior chosen for analysis.

Balance of independent study and scheduled teaching activity

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.

Learning outcomes

1. offer an integrated analytical, contextual and speculative interpretation of an interior space;
2. employ a range of interpretive and theoretical positions in the written exploration of interior space;
3. represent the composition of an interior through the drawn/visual analysis of spatial, material and artefactual elements;
4. demonstrate an informed and critical understanding of the cultural context of an interior, its production and inhabitation.