module specification

Critical and Contextual Studies 2 orients and critically engages students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice. It prepares students as independent thinkers, capable of selecting an appropriate topic and producing a sustained piece of independent study in the form of a dissertation or substantial report at a later stage of study.

The module  situates the student within the process of constructing knowledge about their discipline, its history, context, and its professional and ethical dimension. It rehearses the analytical and discursive skills students need to become knowledgeable about the authorities, objects and methods in their field; to understand the roles, locations and responsibilities of important players whilst examining the broader ethical questions relevant to their discipline; and to become conversant with current debates across the subject area. This process may be approached from the point of view of the producer or consumer, the critic or the professional, the academic or the practitioner.

Students are encouraged to think creatively and to take responsibility for the development of their own learning. The module recognises that the student is also an active contributor in the process: what students bring to the construction of knowledge counts – and how effectively they construct this knowledge depends on how well they understand the field of their discipline.

Co- requisites: this module is part of a study abroad programme not available to home students. Only to be taken together with DN5002A, DN5004A and DN5010A.
Pre-requisites: proof of APL equivalent to achievement of 120 credits at L4 plus portfolio application.

Interior Architecture, Design and Decoration in Society

This teaching block is designed to facilitate student engagement with one of the key areas of design within their discipline – the domestic interior, and within this concepts of the ‘everyday’. It engages with fundamental types of domestic experience, but also requires students to consider what makes  ‘home’ and conversely situations and dwelling spaces that are ‘not home’.  It examines the psychology of home-making as human instinct but also explores situations which have questioned and offered to disrupt conceived norms, for example through a consideration of gender studies. The block further addresses global perspectives and considers the home in marginalised contexts such as the informal settlement, refugee centre and life in post-crisis situations, requiring students to reflect upon the essential considerations for designing domestic spaces.  LO 1-5

Case Study

Students (with guidance) will select a range of practices or sites for employment or practice in London, visit, and consider their future professional career aspirations of working for or within this environ. Through photography or collected/ assembled images and  a short (1.000-1,500 word) case study they will demonstrate their awareness of the nature and structure of the practice, who it serves and its ethical, social, historical practice, and the professional and personal requirements for working successfully in such a context

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.

On successful completion of the module students will be able:

1. to research and formulate a comparative knowledge of selected aspects of their discipline, its specialisms and broader contexts; and to describe how their work relates to and arises from previous work in their discipline;
2. deploy critical and analytical skills in oral and written discussions; and to develop, structure and communicate an argument or similarly rigorous and evidenced line of enquiry;
3. produce cogent oral/visual and written presentations, using appropriate scholarly methods, conventions and protocols;
4. demonstrate an understanding of the ethical and professional responsibilities appropriate to their practice;
5. demonstrate an understanding of the relationship between selected theories and practices of design.

Students receive formative tutorials before each submission, and feedback following submission. This helps students to build and improve skills as the syllabus progresses Assessments comprise of:

1. essay (2,000 – 2,500 words);
2. case study (1,000 – 1,500 words);

Overall module assessment criteria:

1. breadth and depth of knowledge of an aspect of the subject area;
2. clarity and coherence in presenting an argument or similarly rigorous line of enquiry;
3. deployment of critical and analytical skills in oral and written discussions;
4. cogency of oral/visual and written presentations, and appropriate use of scholarly methods, conventions and protocols;
5. understanding of critical context, ethical dimensions, and the broader construction and limits of knowledge.

Assessment briefs and teaching syllabi are designed to support the development of academic skills, including inductions to using libraries and archives, critical reading skills, presentation skills, writing skills, working with feedback, avoiding plagiarism and referencing, as well as note taking, planning and time management skills. The following themes and activities are indicative.

Core Readings 
• de Botton, A., (2014), The Architecture of Happiness, Penguin
• Highmore, B., (2010), Ordinary Lives, Studies in the Everyday, Routledge
• Hollis, E., (2016), How to Make a Home, Macmillan

Further Reading
• BBC, A House Through Time, (dir. Paul Tilzey), 2018, available on BOB Learning on Screen; www. learningonscreen.ac.uk
• Angelil, M., Hehl, R., Building Brazil! - the Proactive Urban Renewal of Informal Settlements, Ruby Press
• Bachelard, G., (2014), The Poetics of Space, Penguin Classics
• Cirolia, L., (ed.), (2016), Upgrading Informal Settlements in South Africa, Pursuing a Partnership-based Approach, EDS Publications Ltd
• Highmore, B., (2001), Everyday Life and Cultural Theory, Routledge
• Hollis, E., (2014), The Memory Palace; A Book of Lost Interiors, From the Parthenon to the Vegas Strip, Portobello Books
• Pinathi, A., Mañes Rubio, J., (2014), Design Museum Dharavi, The Future Printing and Publishing
• McKay, H., Accommodating the Passenger, Interior Design for the Union Castle Line, 1945-1978, Unpublished PhD thesis, available through British Library
• Olusoga, D., (2018), Brit(ish), On Race, Identity and Belonging, Jonathan Cape

Journals, Websites and Databases
• Design Indaba (web)
• Deezeen (web)
• nhabitat.com (web)
• www.didb.ac.uk (Domestic Interiors Database)
• Design History Society Journal