module specification

This module asks students to investigate and analyse exterior environments and their specific contexts, (social, cultural, community, economic, political or other) and the particular histories that have led to their present state. Students will research, record and communicate their findings through imaginative written and diagrammatic forms. They will use sound research methods and selected sources to arrive at thoughtful and evidence-based interpretations and reflections, understanding and conveying the many layers of interconnections and relationships that exist between the people, factors and elements that together constitute an ‘environment’.
In response to researched material from direct observation, historical and theoretical reading, archival sources, sound recordings and film, interviews, relevant cultural productions, community customs, memories, folklore and stories, students will develop a contextual awareness and situational viewpoint. To represent these outcomes, students will use an appropriate and wide range of methods of textual and visual communication, (orthographic and sketched, assembled and filmed/ photographed), to create interpretive annotated visuals that present their analysis of the environment.
Students will investigate precedents of design in exterior environmental contexts, and specifically the methods designers have used to engage with communities and users to understand the full context of that environment and how the interlinking factors create an ‘ecostructure’ that supports itself. They will be asked to evaluate the relative success or failure these precedents and consider how the designers’ methods of and commitment to engagement with communities contributed to that success or failure.
This module aims to create a multi-layered understanding of the environment, through a process of collaborative research and a dialogue between the stakeholders and the researcher/ designer. The resulting thorough, holistic knowledge of the environment and its systems and context, will enable valid and applicable potential future responses to the needs of the environment and its users.

The module aims to:

• enable students to identify and understand the complex, interlinked and multi-layered factors that are the context of exterior environments and the people who inhabit them;
• engage students with relevant theories about how humans interact with their environments;
• equip students to research and predict the impact of existing or proposed designs on people and communities;
• provide students with the opportunity to design a collaborative, human-centred design research process and test proposals in practice;
• present the analysis of the environment and its context, the research and design process and outcomes convincingly.

N/A

Students will conduct precedent studies of notable examples of environmental design acknowledged to have effected significant change. The studies would include examples of change understood to be for the better or worse, but importantly also include intended and unintended change. Critically, students will seek to discover how the research methods and community/ user engagement contributed to the relative success or failure of the project. L.O 1, 2, 3

Seminars will debate the theories attaching to human/ environmental interaction and relationships, the factors at play and the sector-specific design research, development and testing techniques and strategies for assessing the probable impact of design proposals. L.O 2, 4

Students will carry out a deep, multifaceted analysis of an environment that may benefit from the contribution of designers. They will design the research process and detail the methods to be used, including community/ user engagement. The outcome will present a rich analysis of the findings, proposals for how best to further progress 360 degree design research for the environment and context and, if appropriate, a design concept proposal. L.O 1,4, 5

As a taught postgraduate module, all of the teaching and learning strategies promote reflective learning, enquiry, and independence of thought, rigour of research and testing, and professionalism in presentation.

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:

1. identify and understand the complex, interlinked and multi-layered factors that are the context of exterior environments and the people who inhabit them;
2. place their understanding of how humans interact with their environments and the impact of designed environments on people in a theoretical context;
3. understand and evaluate the impact of designed environments on people and communities and understand the responsibilities of the designer to all those involved or affected by their work, whether principal or incidental;
4. design a collaborative, human-centred design research process and test proposals in practice;
5. present the project and its context, the research and design process and outcomes convincingly

The module is assessed through a submission of a portfolio containing precedent studies and a significant, thoroughly researched analysis of an exterior environment and all aspects of its context.

Precise requirements will be set at the start of the module.

The work will be assessed in relation to:

• evidence of clear and accurate understanding of the factors that are entailed in peoples’ relationships with environments, and the relationships of the various aspects of that environment with each other;
• the placing of the study in a relevant theoretical context;
• the demonstrated ability to evaluate the impact of designed environments people and communities through case studies and precedents;
• clear evidence of understanding of the responsibilities of designers to all users, primary and secondary, intended and unintended;
• the appropriateness and success in construction and application of collaborative and human-centred research methods through which a proposition for environmental design is developed and evaluated;
• the quality of the analysis and its communication.

The following are indicative and initial only.  Refereed journals/ articles and electronic resources: issued according to projects.

Brown, T. (2009) Change by Design: How Design Thinking Creates New Alternatives for Business and Society, London: Collins Business
Esslinger, H. (ed.) (2012) Design forward: Creative Strategies for Sustainable Change, Stuttgart: Arnoldsche Art
Fuad-Luke, A. (2009) Design Activism: Beautiful Strangeness for a Sustainable World, London: Earthscan
Jacobs, J. (1992) The death and life of great American cities, New York, Vintage
Shea, A. (2012) Designing for Social Change, New York: Princeton

Citizen Jane: Battle for the City (documentary film, dir. Matt Tynauer)
BoB ID: 0F60AD6B
Citation:
Citizen Jane: Battle for the City, 23:00 04/03/2019, BBC4, 80 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/0F60AD6B?bcast=128623481 (Accessed 12 Mar 2019)