kasipkor.kz · Web viewLectures, interviews or panel sessions supported by still or moving images; Quizzes, debates and other types of interactive activities or questioning; Seminars,

Ministry of Education and Science of the Republic of KazakhstanNon-commercial Joint-stock Company Holding «Kasipkor»

Specialty: Interior Design

Qualification: Designer

Astana 2014

Content

1 Program outline 32 Study curriculum 53 Program Structure 94 Study programs (Content of units) 2056

List of equipmentList of literatures

232242

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1. PROGRAM OUTLINE

This document defines the curriculum framework and credit structure for Spatial Design: Interior Design undergraduate awards of The Foundation Diploma, Foundation Degree and Final Major Project at the College/University.Aims and Objectives of the ProgrammeThe aim of the programme is to

Introduce students to the world of design and technology associated with that sector of the industry.

Introduce students to design history, art & design, business and industry, culture and innovation, World perspective on the industry, including materials, sustainability, business and entrepreneurship, professional practices.

Prepare students for progression through the programme. Introduce/prepare students for the world of work and business/industry

Graduates will leave the College/University equipped with the knowledge and skills in Spatial Design: Interior Design accompanied with fundamental life skills in areas such as team working, inter disciplinary collaboration, communication, entrepreneurial skills and broader business awareness necessary to survive, succeed and innovate in the world of the creative industries.The programme aim to provide graduates with the knowledge and skills appropriate to a range of career outcomes in architecture and construction design environment architectures. Students are encouraged to develop their individual creative ability and support this with the development of a high level of technical skills. In particular, the programmes aim to enable students to develop:

A range of creative, technical and professional skills relevant to employment in architecture construction design environment architectures and related areas; and a comprehensive knowledge of contemporary professional practice and the creative process in the professional field in which they will specialise and an awareness of current areas of development and innovation.

The objectives are: For students to successfully achieve the Awards and final Degree Award

within the programme as laid out within each programme pathway For students to progress to the final destination of the programme, through

the Final Major Project to the Foundation Degree Award (FdA) For students to be successful in their chosen and final destinations on

completion of the programme

For students to be able to demonstrate upon completion of the programme combined with their associated learning and assessment strategy the abilities to:

Demonstrate a detailed, focused and tangible understanding and awareness of current developments related to design for construction.

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Initiate, develop and sustain ideas; analyse and critically evaluate information; demonstrate visual and aesthetic awareness; solve problems and make decisions within self-initiated projects

Present ideas and resolved outcomes through the informed selection and creative and inventive use of traditional and ‘smart’ materials and technologies, techniques and processes

Communicate effectively with specialist and non-specialist audiences, through the use of visual, verbal and physical means

Work independently and collaboratively to initiate, manage and conclude client briefs and projects within agreed and set timescales

Critically evaluate the social, cultural and professional contexts within which design for the Interior Design sectors/environments

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2. STUDY CURRICULUM

Standard duration of study: 2 years 10 months

№ Study cycles and study disciplines (modules)

Forms of Control Volume of study time (hour, credit)

exam

inat

ion

Pass

Num

ber

of q

uizz

es

Cou

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wor

k (p

ortf

olio

pr

ojec

ts)

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l Gui

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Lea

rnin

g H

ours

1 cr

edit

= 6

GL

H

Num

ber

of c

redi

ts

Including: Distribution by semesters

The

oret

ical

less

ons

Prac

tical

trai

ning

(la

b-pr

actic

al w

orks

)

Sem

este

r 1

to 6

Year

1 to

3

1 2 3 4 5 6 7 8 9 10Speciality Progression Programme1 Introduction to

explore and use of design materials, techniques and visual language in design

40 8 20 20

2 Introduction to Art and Design: Colour Theory and Design

40 8 20 20

3 Introduction to Developing a Design for an Interior

40 8 20 20

4 Introduction to Developing design principles and techniques and processes for designing products

40 8 20 20

5 Introduction to Drawing Plans and Elevations for Interior Design

40 8 20 20

6 Introduction to Interior Design in Context

40 8 20 20

7 Introduction to Lighting Products and Materials for Interior Design

40 8 20 20

8 Introduction to materials, processes and technical skills in design

40 8 20 20

5

9 Introduction to Research, test and apply techniques for the design of products

40 8 20 20

10 Introduction to The Role of the Interior Designer

40 8 20 20

11 Introduction to The Use materials and resources to develop interior design techniques

40 8 20 20

12 Introduction to Using Computer Aided Manufacturing processes

40 8 20 20

13 Introduction to Wall Materials, Floor Coverings and Window Treatments for Interior Design

40 8 20 20

14 Introduction to Awareness of health and safety in the creative sector

40 8 20 20

15 Introduction to Interior Design: Creative Lighting

40 8 20 20

16 Introduction to Design and apply decorative techniques to textiles for interiors

40 8 20 20

640 128 320 320

Foundation Diploma Programme17 Assess Health and

Safety Risks 60 15 30 30

18 Conceptual Design for Design 60 15 30 30

19 Introduction to Design and Research Skills

60 15 30 30

20 Sustainable design development 60 15 30 30

21 Colour Theory and Practice 60 15 30 30

22 Mathematics 60 15 30 3023 Apply Health and

Safety and Environmental Legislation and Working Practices

60 15 30 30

24 Design and Practice 60 15 30 306

25 Spatial Design Project Planning, Implementation and Review

60 15 30 30

26 Introduction to Visual Language in Design

60 15 30 30

27 Spatial Exploration: CAD 60 15 30 30

28 Design Drawing Media and Communication for Spatial Design – Interior

60 15 30 30

720 180 360 360Foundation Degree Programme29 Contextual

Studies /Architectural Theory and Context

30 15 15 15

30 The Profession, Enterprise and forms of engagement in space/interior design concepts

30 15 15 15

31 Rehabilitation and Reuse 30 15 15 15

32 Communication and Visualisation 45 15 30 15

33 Human Factors and User Centred Design 30 15 15 15

34 Introduction to Design 30 15 15 15

35 Major Project 30 15 15 1536 Mapping Your

Profession 30 15 15 15

37 Planning for Enterprise 30 15 15 15

38 Service Design for Communities 30 15 15 15

39 Shaping your Idea into a Design 30 15 15 15

40 Specialist Study 2: Parametrics, Communication and Representation

30 15 15 15

41 Specialist Study 3: Dual Use Environment

68 15 40 28

42 Tangible Media 68 15 30 3843 Theory and Context 30 15 15 1544 Theory and Practice:

Debate and Polemic 30 15 15 15

45 Urban Environments & Artefact and

30 15 15 15

7

Element631 270 325 306

Total 1991 578 1005 986

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3. PROGRAM STRUCTURE

Name of cycles and study disciplines (modules) Knowledge competences and skills learned

Name of discipline (module):Introduction to explore and use of design materials, techniques and visual language in design

Learning Outcomes (LO)LO1 Understand the use of visual

language, processes method and materials in design

Introduction to Art and Design: Colour Theory and Design

LO1

LO2LO3

LO4

LO5

LO6

LO7

Understand the terminology employed within colour theoryUnderstand the colour spectrumUnderstand the features and application of monochromatic colourUnderstand the features and application of harmonious colourUnderstand the features and application of complementary colourUnderstand the influence and significance of historical colourKnow about the psychological associations linked to colour

Introduction to Developing a Design for an Interior

LO1

LO2LO3LO5

Understand a design brief Develop and present initial ideasPresent finished ideaProduce specificationReview the design process

Introduction to Developing design principles and techniques and processes for designing products

LO1

LO2

Understand the formal elements and principles of designUnderstand how to apply common techniques, materials, tools and equipment to design and manufacture

Introduction to Drawing Plans and Elevations for Interior Design

LO1

LO2

LO3

Be able to draw interior design plans to scale.Be able to produce technical drawings.Be able to draw elevations to scale.

Introduction to Interior Design in Context LO1

LO2

LO3

Understand the concept of interior design.Know about developments in interior designKnow about the influence different factors have had on interior design

Introduction to Lighting Products and Materials for Interior Design

LO1

LO2

Know how different lighting products can convey moodBe able to develop a lighting scheme to client brief

Introduction to materials, processes and technical skills in art and design

LO1 Understand materials, processes and technical skills in design

Introduction to Research, test and apply techniques for the design of products

LO1

LO2

Be able to produce a plan which interprets a design briefIdentify possible approaches to a design briefAdopt the preferred approach based

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LO3 on the requirements of the brief

Introduction to The Role of the Interior Designer

LO1

LO2

LO3

LO4

Understand the role and function of the interior designerRecognise the essential stages in an interior design project.Recognise the significance of the design brief.Recognise the resources essential for an interior designer and how to source these.

Introduction to The Use materials and resources to develop interior design techniques

LO1 Use materials and resources to develop interior design techniques

Introduction to Using Computer Aided Manufacturing processes

LO1

LO2

Be able to use a computer to produce a suitable program to enable the production of a componentBe able to manufacture a standard component using the appropriate machine tool

Introduction to Wall Materials, Floor Coverings and Window Treatments for Interior Design

LO1

LO2

LO3

LO4

Know the properties of wall materials and their use in interior designKnow the properties of floor coverings and their use in interior designKnow the properties of fabrics and their use in window treatmentsBe able to interpret a client brief and present a design scheme in terms of wall, floor and window treatments

Introduction to Awareness of health and safety in the creative sector

LO1

LO2

Understand the relevant health and safety regulations in the Creative sectorBe able to comply with relevant health and safety procedures

Introduction to Interior Design: Creative Lighting

LO1

LO2LO3

Know about different lighting productsKnow different lighting termsKnow how different lighting products are used

Introduction to Design and apply decorative techniques to textiles for interiors

LO1

LO2

LO3

LO4

LO5

Be able to work safely and effectively using tools, equipment and materialsUnderstand the characteristics of materials used for decorative textiles for interiorsBe able to research contextual influences relating to decorative textiles for interiorsBe able to apply researched visual information to create textiles for interiorsBe able to apply decorative techniques to textiles for interiors

Assess Health and Safety Risks LO1 Know the responsibilities of

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LO2

LO3

LO4

employers and employees under current health, safety and welfare legislationKnow how to undertake risk assessments using appropriate principles and formatsUnderstand the control measures used to reduce risk and meet legal requirementsKnow their own role in accident recording and reporting procedures.

Conceptual Design for Landscape Design LO1

LO2

Produce and evaluate conceptual design options for new landscape design/s concepts/ideasUnderstand how to present your landscape design/s concepts/ideas

Design Drawing Media and Communication for Spatial Design – Interior

LO1

LO2LO3

LO4

Understand how media, materials and processes are used in others’ work to convey ideas and meaningBe able to develop visual languageKnow how art and design is used to communicate ideas and meaningBe able to communicate by using the language of art and design

Introduction to Design and Research Skills LO1

LO2

LO3

Understand research tools, methods and skillsUnderstand primary and secondary research sourcesBe able to use research tools, methods and skills to inform ideas for creative activities

Sustainability in landscape design LO1

LO2

LO3

LO4

Know the important features of the natural environment that need to be protectedUnderstand how the activities of the design sector impact on the natural environmentUnderstand how the natural environment can be protected against the activities of the landscape industryUnderstand sustainable construction techniques that are fit for purpose

Colour Theory and Practice LO1

LO2

LO3

LO4

Understand existing approaches to the use of colourUnderstand the effects of colour on the subjective perception of design outcomesBe able to experiment with colour techniques and processesBe able to use a range of materials and media to develop creative colour solutions

Mathematics LO1 Be able to use basic underpinning mathematical techniques and

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LO2

LO3

LO4

methods to manipulate and/or solve formulae, equations and algebraic expressionsBe able to select and apply mathematical techniques correctly to solve practical construction problems involving perimeters, areas and volumesBe able to select and apply geometric and trigonometric techniques correctly to solve practical landscape design challenges.Be able to select and apply graphical and statistical techniques correctly to solve practical construction problems.

Apply Health and Safety and Environmental Legislation and Working Practices

LO1

LO2

LO3

LO4

LO5

LO6

Implement organisational health and safety and environmental procedures before starting workUnderstand the monitoring systems and review safety on sitesUnderstand how to apply organisational procedures for emergencies and accidentsUnderstand the environmental implications of their actions or omissions at workUnderstand individual and organisational responsibilities and safe working practices.Understand safe working practices

Design and Practice LO1

LO2

LO3

Know the factors that influence the design processBe able to communicate ideas between various members of the design and production teamsBe able to translate construction details into written and graphical instructions

Introduction to Materials, Processes and Technical Skills in Design

LO1

LO2

LO3

LO4

Know the factors that influence the design processBe able to communicate ideas between various members of the design and production teamsKnow about landscape design methodBe able to translate landscape design details into written and graphical instructions

Spatial Design Project Planning, Implementation and Review

LO1

LO2LO3LO4

Understand how projects are managedBe able to plan projects using ITBe able to follow project plansUnderstand how technology affects the design and production phases of

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construction projectsIntroduction to Visual Language in Design LO1

LO2

Understand the characteristics of visual language in art and designBe able to apply visual language to a range of art and design activities

Spatial Exploration: CAD for Landscape Design LO1

LO2

LO3

LO4

Be able to work safely when using computing and software facilitiesBe able to produce 2D drawings using industry-standard CAD software applicationsBe able to produce 3D drawings using industry-standard CAD software applicationsBe able to plot drawings to various media and scales and export drawings to different formats

Contextual Studies /Architectural Theory and Context

LO1

LO2

LO3

LO4

LO5

LO6

Understand architectural history and design as constructs in the context of cultural and historical developmentsBe able to apply ethical issues in the analyses of design and communicationBe able to analyse architecture as artefacts in the context of design and communication mediaBe able to present project findings in an academic formatBe able to use a variety of information technologies to support researchBe able to produce an essay on interior design

The profession, Enterprise and forms of engagement in space/interior design concepts

LO1

LO2

LO3

LO4

LO5

LO6

LO7

LO8

LO9

Understand a variety of specialisms within the creative industriesUnderstand what is meant by entrepreneurship and its relationship to creativity, innovation and wealth creationBe able to contribute proactively to current debates in design and/or communication media.Understand how to anticipate opportunities within the design environmentBe able to use a variety of research methods in a subject areaUnderstand how to transform ideas into potential entrepreneurial conceptsBe able to evaluate data in a specialist subject for a projectBe able to use analyse and communicate ideas and informationBe able to communicate information using a variety of mediums

13

LO10Understand the importance, fundamental principles and implications of intellectual property rights and legislation.

Rehabilitation and Reuse LO1

LO2

LO3

LO4

LO5

LO6

LO7

Understand the relationship of detail to the entire design proposalBe able to produce a design that integrates complex climate, service and energy supply systemsUnderstand how to flexible, adaptable and reflective when working in an architectural environmentBe able to respond to a variety of constituent interests related to reuse and rehabilitationBe able to develop and present a response to a design proposalUnderstand the role of the stakeholder in the context of rehabilitation and reuseEvaluate the design proposal

Communication and Visualisation LO1

LO2

LO3

LO4

Know how to use a variety of communication methods in the creative industriesBe able to articulate ideas to a client or audience within a creative industry setting.Be able to use a variety of media and formats to communicate with othersBe able to communicate information to others

Human Factors and User Centred Design LO1

LO2

LO3

LO4

LO5

Know the fundamental principles of human factors and ethnographyUnderstand the ethical and sustainable requirements of a projectBe able to review a variety of methods and techniqueswhen undertaking a projectBe able to generate a variety of design concepts for an ethnographic projectBe able to communicate the rationale of ideas to different audiences

Introduction to Design LO1

LO2

LO3

Know the fundamental principles of design processes and methodologies for researchUnderstand the rationale of the ethical requirements within the design industryBe able to analyse, interpret and

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LO4

LO5

communicate the constraints of a project to othersBe able to generate required design conceptsKnow how to work effectively with team members

Major Project LO1

LO2

LO3

LO4

LO5

Understand the technical, commercial and professional contexts related to the design proposalUnderstand the importance of being open to change within an academic and professional settingBe able to analyse, interpret and communicate the constraints of a project to othersBe able to generate design solutions in response to a defined need.Be able to manage the aims, objectives and deadlines of a workload

Mapping Your Profession LO1

LO2

LO3

LO4

LO5

LO6

Understand a specialist subject area within the creative industriesBe able to proactively engage in debate within the creative industriesBe able to Use a variety of research methods to analyse innovative design development in our chosen subject area.Be able to evaluate data in a specialist subject area within the creative industriesBe able to critically reflect upon the knowledge gained within the creative industriesBe able to communicate learned concepts in a variety of formats

Planning for Enterprise LO1

LO2

LO3

LO4

LO5

Understand the concept nature of entrepreneurship and its relationship to creativity, innovation and wealth creation as well as the social and environmental impact enterprise can haveUnderstand the meaning of openness to change in the creative industriesBe able to identify and evaluate issues relating to entrepreneurship within the creative industriesBe able to investigate, analyse and interpret ideas and information.Understand the importance, fundamental principles, and implications of intellectual property rights and legislation

15

Service Design for Communities LO1

LO2

LO3

LO4

LO5

LO6

Understand how to use emerging technologies to support communities and their environmentsUnderstand how to use a variety of design processes and research methodologies within service designUnderstand the relationships between the design disciplines in a teamBe able to propose design solutions in order to utilise all team members’ skillsBe able to communicate suggestions for product designs and concepts to othersBe able to work collaboratively to develop a project proposal in a community context

Shaping Your Ideas Into a Design LO1

LO2

LO3

LO4

Know the variety of materials,processes and appliances required for design development.Understand the rationale for using prototypes and mock-ups to inform design decisions.Understand how prototypes are developed and tested in a design setting.Be able to apply learned design techniques to a project

.

Specialist Study 2: Parametrics, Communication and Representation

LO1

LO2

LO3

LO4

LO5

LO6

LO7

LO8

LO9

Know about basic structures and forms and their application in built form constructionKnow about a variety of methods and media used to communicate in the creative industriesExplain the relationship between the human form and the structural interpretation of built form and constructionBe able to design a self supporting structure from a given briefBe able to communicate and explain ideas to a client or audienceBe able to use construction techniques to construct a three-dimensional formBe able to communicate with others using a variety of formats and mediaBe able to collaborate with other members of a teamBe able to communicate with others in the creative industries to realise a specific outcome

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Specialist Study 3: Dual Use Environment LO1

LO2

LO3

LO4

LO5

LO6

LO7

LO8

LO9

LO10

LO11

Understand constructional principles and the ways they inform and influence design decisionsUnderstand the main concepts and ideas of digital processing in spatial designBe able to describe a built environmentUnderstand the creative potential of 3D CAD software in the design processUnderstand the relationship between the user and technicalBe able to conduct a site analysis for a design proposition constraints of a projectBe able to analyse and interpret the processes of an established designer/architectBe able to develop a design proposal for a small scale environmentBe able to represent space from a variety of viewpoints using computer technologiesBe able to develop team working skills in a design environmentBe able to use digital media to develop a website

Tangible Media LO1

LO2

LO3

LO4

LO5

LO6

LO7

LO8

Understand the rationale of technologies and methodologies used in interaction design for prototypingUnderstand the importance of being open to change in designBe able to evaluate the techniques, technologies and processes used in the makingof interactive prototypesBe able to apply technologies to produce required design solutions in an iterative approachBe able to communicate ideas and rationales regarding prototype formats and concepts to othersUnderstand the rationale of technologies and methodologies used in interaction design for prototypingUnderstand the importance of being open to change in designBe able to evaluate the techniques, technologies and processes used in the making of interactive prototypesBe able to apply technologies to produce required design solutions in

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LO9

LO10

an iterative approachBe able to communicate ideas and rationales regarding prototype formats and concepts to others

Theory and Context LO1

LO2

LO3

LO4

LO5

Understand design and communication media as constructs in the context of cultural and historical developments.Be able to apply ethical issues to the interpretations of design and communication mediaBe able to observe, describe and analyse artefacts in a historical and theoretical contextBe able to apply research methods to a project and present the findings.Be able to use information technologies to support and deliver research

Theory and Practice: Debate and Polemic LO1

LO2

LO3

LO4

LO5

LO6

LO7

Understand how to evaluate the impact of contextual/historical conditions on a specified period of architecture.Understand motivational drivers of consumer behaviour and their relevance to a given market sectorUnderstand how to formulate your own attitudes and an ethical/political stance with regard to issues of critical consequence.Understand, evaluate and synthesise appropriate company and market intelligence to generate information to use in your work/study.Understand the principles of debate and polemic – and their roles as sources of inspiration (for further study).Understand how to investigate potential entrepreneurial ideas and critically evaluate them to identify a gap in the market.Understand how to Communicate appropriate mode or form of presentation/writing in relevant subject areas.

Urban Environments & Artefact and Element LO1

LO2

LO3

LO4

Understand the history and development of the urban built environmentUnderstand the creative potential of object orientated programmingUnderstand the application of object orientated programming in the design processUnderstand the relationship between

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LO5

LO6

LO7

LO8

LO9

LO10

LO11

LO12

architectural design proposals and their urban context.Understand how a designed artefact for the exterior/interior environment can be positioned within a commercial contextBe able to propose architectural design interventions for a specific site in the context of wider urban renewalUnderstand the relationship between research, drawing, maquettes and full-scale prototypes as part of an interior design processUnderstand how to organise a presentation which links multiple design interventions at different scalesBe able to analyse how materials, technologies, economies and modes of production affect the realisation of a designed artefact.Know how to work collaboratively in the production of a design proposal for a specific site in an interior contextUnderstand how to clearly articulate the component parts of a designed artifactUnderstand how to evaluate the performance of materials and technologies in relation to a design concept

Market factors LO1

LO2

LO3

LO4

LO5

LO6

LO7

Understand a designated business, retail, or professional sector and its design of commercial architectural infrastructureUnderstand trends, vocabulary and processes in advertising and promotionsUnderstand the need for flexibility and adaptability when undertaking an interior environmental design proposalUnderstand how to develop acreative approach in a design environmentBe able to develop a permanent interior commercial or domestic spaceBe able to present the rationale of a project to an audienceBe able to develop solutions to a design projectBe able to produce a promotional idea from concept through to

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LO8

LO9

LO10

solution.Be able to produce a feasibility report supporting a design proposal for a clientBe able to present a promotional concept to a client

4. STUDY PROGRAMS

Speciality Progression Programme

1. Unit Title Introduction to explore and use of design materials, techniques and visual language in design

2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 405. Assessment Internal

6. Breakdown of Notional Learning HoursStaff – Student Contact Independent Study HoursClasses(e.g. lectures, seminars and supervised group activity)

40 Independent Study(e.g. project development, reading, research and work on online forums)

20

Supervised Access to Resources

0 Preparation for Assessment 10Unsupervised Access to Resources

10

Total 40TotalTotal notional hours for unit 80

7. Unit IntroductionThis unit will enable the student to gain an understanding of

- how to use visual language materials, processes, methods and techniques for designing 2D and 3D products

- how explore materials and techniques

20

- how to apply Health and Safety procedures in a creative environment when handling materials and using techniques

8. Aims of the Unit

The aim of the unit is todevelop an awareness of the use of visual language, materials, processes,

techniques, methods, skills to create conceptual outcomes- develop experimental techniques skills- develop and awareness of the importance of how to apply Health and Safety

procedures when handling materials and using techniques in a creative environment

9. Indicative Content

- Understand that there are different ways to communicate and present ideas in design

- Understand use of visual language, techniques, processes, methods and materials used in the design of 2D and 3D Products

- Understand that there are different properties of materials used in the development and design of 2D and 3D products

- Understand how to apply Health and Safety procedures in a creative environment when handling materials and using techniques

10. Unit Learning Outcomes

Learning Outcomes Assessment Criteria1. Understand the use of visual language language, processes method and materials in design

1.1 Demonstrate the properties of a range of art and design materials1.2 Select and use suitable materials for a particular purpose1.3 Apply a range of techniques for use in the design of a product/s1.4 Select suitable techniques for a particular purpose1.5 Use visual language in exploring materials and techniques1.6 Demonstrate selected techniques1.7 Apply Health and Safety procedures when handling materials and using techniques

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11. Teaching & Learning Methods

Knowledge and Understanding

Learning and teaching methods

(A) Demonstrate aknowledge and the importance of health, safety and welfare in the construction and built environment.

Students find their voice, gain confidence, orientate themselves, and practise communication in oral and written form.Lectures, seminars, as a context for group discussions and group work;Quizzes, debates and other types of interactive activities or questioning;Directed, specialist reading to encourage independent learning;Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Virtual Learning support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriate

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Values and Attitudes Learning and teaching methods(B) Demonstrate basic application of ethical issues in their interpretations and analyse the meanings and values of risk assessments

Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Directed, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriate Formative: A Quiz with Peer Assessment and tutorsSummative: Researched Text

Skills (Cognitive and Intellectual)


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(C) Show their application of the skills of observation, description and analysis of artefacts in a wider context of theory and history of design and communication.

Generate the concept of the importance of control measures in risk assessment, through the notion of designs (composition, form, space and structure

Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Directed, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment Evidence

Formative: A Quiz with Peer Assessment and tutorsSummative: Researched Text

Skills (Subject Specific/Professional)


(D) Apply basic research skills and present their findings to a recognisable academic standard (with referencing).Generate design ideas and concepts both in the abstract and as an analogue of 2/3 dimensional designs

Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Workshop to develop technical skillsDirected, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts,

24

film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text

Skills (Transferable)Learning and teaching methods

(E) Effectively employ information technologies in support of research and for delivery of a written text to a deadline.

Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Directed, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: sketch book, 3D modelSummative: Researched Text: Text (1000-1500 words) with referencingand a bibliography(100% of final grade

1. Unit Title Introduction to Art and Design: Colour 25

Theory and Design2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 40



20



10


6. Unit Introduction

This unit will enable the student to gain an understanding of- the terminology used in colour theory and design- the colour spectrum and its importance in design- the feature of monochrome colour and application- colour harmonisation aesthetics in design- the features and application of colour in practice- historical colour references- the psychology of colour

7. Aims of the Unit

The aim of the unit is to introduce the importance of colour theory in design- the terminology- how the colour spectrum is significant in relation to design- how various colour and monochromatic schemes are used- how colour application and balance is used in design- how historical references can be used and their significance in design- the psychological associations of colour in design


Understand the importance of knowing about and when to use colour in design

Know the common safety signs for production of lighting in product design.26

Use specialist terminology Know about colour harmony and balance


Learning Outcomes Assessment Criteria1. Understand the terminology employed within colour theory

1.1 Use the appropriate terminology to discuss the colour features of plans and projects

2. Understand the colour spectrum

2.1 Compare and contrast the features of colours across the colour spectrum

3. Understand the features and application of monochromatic colour

3.1 Describe the features of monochromatic colour schemes3.2 Apply monochromatic colour schemes in a plan or project

4. Understand the features and application of harmonious colour

4.1 Describe the features of harmonious colour schemes4.2 Apply harmonious colour schemes in a plan or project

5. Understand the features and application of complementary colour

5.1 Describe the features of complementary colour schemes5.2 Apply complementary colour schemes in and describe how these could be applied to plans or projects

6. Understand the influence and significance of historical colour

6.1 Describe the historical associations linked to specified colours6.2 Describe the significance of these associations when planning design plans and projects

7. Know about the psychological associations linked to colour

7.1 Describe the psychological associations linked to specified colours7.2 Describe the significance of these associations when planning design plans and projects




27

(A) Demonstrate a knowledge and the importance of health, safety and welfare in the construction and built environment.




28




Generate the concept of the importance of control measures in risk assessment, through the notion of designs (composition, form, space and structure






Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Workshop to develop technical skillsDirected, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct

29

experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text




30

1. Unit Title Introduction to Developing a Design for an Interior

2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 40



20



10



This unit will enable the student to gain an understanding of- what is the design process- of what a design brief is and how it is executed- how to develop and present own conceptual ideas- how to produce a specification for an idea/design concept- how to review the design process

7. Aims of the Unit

The aim of the unit is todevelop an understanding of the requirements of design briefs in the context of

interior design- learn how to present ideas and initial ideas- develop research skills in the context of designing for the interior- learn how to produce and develop a specification for the design of an interior- learn how to review the design process


use a design brief to create conceptual design ideas execute the review process and feedback into own creative work

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use materials, equipment and tools to produce technical drawings for an interior


Learning Outcomes Assessment Criteria1. Understand a design brief

1.1 Identify the essential requirements and constraints presented within a design brief1.2 Identify any special requirements presented within the design brief

2. Develop and present initial ideas

2.1 Undertake initial research to identify potential ideas, themes, media and materials2.2 Present initial design ideas using appropriate media to convey initial design ideas to potential customer/s / clients / users2.3 Obtain and utilise feedback from potential customer/s / clients / users to amend ideas

3. Present finished idea 3.1 Present final design ideas using appropriate media to include amendments and refinements to original design ideas to potential customer/s / clients / users

4. Produce specification 4.1 Produce a written specification to detail the requirements of the design4.2 Produce drawings using appropriate drawing techniques and conventions to include information on:• Sizes• Materials• Scale• Finishes• Client details as appropriate4.3 Produce a cutting list of materials needed

5. Review the design process

5.1 Review the design process in terms of its effectiveness in meeting the design brief and identify ways in which to improve the process




32





33




Generate the concept ofthe importance of control measures in risk assessment, through the notion of designs (composition, form, space and structure






Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Workshop to develop technical skillsDirected, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews,

34

discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text




35

1. Unit Title Introduction to Developing design principles and techniques and processes for designing products




20



10



This unit will enable the student to gain an understanding of the importance of- the design principles- how to apply techniques to create products- how to use materials to create products- how to use appropriate tools to create products- how to use equipment to create products

7. Aims of the Unit

The aim of the unit is to introduce the importance of creating lighting products for an interior space.

- knowing about design principles- develop an understanding of how to apply various and specialist techniques

for developing ideas and products- how to use both traditional and contemporary materials to create functional

and aesthetically pleasing products- knowing about tool, materials and equipment in product design


Understand the importance of applying design principles in relation to product design

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Know a range of techniques for product design. Use various materials to create products Knowing the right tools and equipment to use Know how to use manufacturing techniques and processes


Learning Outcomes Assessment Criteria1. Understand the formal elements and principles of design

1.1 Give examples of how formal elements and principles of:• Balance• Proportion• Rhythm• Emphasis• Unityare applied in the design of products1.2 Describe how formal elements and principles of design are visible in the work of two major designers

2. Understand how to apply common techniques, materials, tools and equipment to design and manufacture

2.1 Describe a range of common techniques, materials, used in design and manufacture2.2 Give examples of common tools and equipment used in design2.3 Describe the physical properties and capabilities of a range of materials, tools and equipment used in design2.4 Describe the characteristics of different materials and the potential of these characteristics to achieve different effects

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38



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Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Workshop to develop technical skillsDirected, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).

40

Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text




41

1. Unit Title Introduction to Drawing Plans and Elevations for Interior Design




20



10



This unit will enable the student to gain an understanding of the importance of- drawing design plans for interiors- producing technical drawings for interiors- drawing elevations to scale

7. Aims of the Unit

The aim of the unit is todevelop skills to create scale plans- develop skills for producing technical drawing- develop skills to create technical elevations drawings to scale


Understand how to draw plans for interiorsUnderstand how to produce technical drawings to comply with industry standards and recognised drawing conventionsUnderstand how to use drawing symbols and conventions to create final technical drawingsUnderstand how to develop elevations to industry standards and recognised conventions

42


Learning Outcomes Assessment Criteria1. Be able to draw interior design plans to scale.

1.1 Develop scale plans appropriate to the complexity of the design using industry standard recognised drawing conventions.

2. Be able to produce technical drawings.

2.1 Produce final technical drawing work using recognised drawing symbols and conventions

3. Be able to draw elevations to scale.

3.1 Develop elevations using suitable scale appropriate to the complexity of the design and industry standard recognised drawing conventions.






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44











45




Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Directed, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: sketch book, 3D modelSummative: Researched Text: Text (1000-1500 words) with referencing and a bibliography (100% of final grade

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1. Unit Title Introduction to Interior Design in Context2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 40



20



10



This unit will enable the student to- understand why design is important for creating conceptual ideas for interiorsunderstand the developmental stages in interior design and how they can feed into influencing designers and what they create- understand that there are many different factors that affect and influence how interior design/s is/are created

7. Aims of the Unit

The aim of the unit is todevelop an understanding of the concepts and the purpose of interior design and how interior design has changed over time- develop an awareness of the developmental stages in interior design over a period/s of time/s and how this has impacted on how designers create designs for interiors- develop an awareness of the different factors that influence designers and design creation over a specific period of time


• understand the concept of interior design• understand developments in design within a selected period of time

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•understand the various factors that have influenced the development of interior design


Learning Outcomes Assessment Criteria1. Understand the concept of interior design

1.1 Describe the purpose of interior design1.2 Describe how interior design has changed through time

2. Know about developments in interior design

2.1 Describe the elements that characterise interior design within a selected period2.2 Give examples of how the elements are used within a selected period

3. Know about the influence different factors have had on interior design

3.1 Identify factors that have influenced the development of interior design3.2 Describe factors that have influenced the development of interior design within a specific period






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49





Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Directed, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text




Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Workshop to develop technical skillsDirected, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.

50

Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text




1. Unit Title Introduction to Lighting Products and Materials for Interior Design

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2. Credit Value of Unit 83. Unit Type Mandatory4. Guided Learning hours 40



20



10



This unit will enable the student to gain an understanding of- of the different lighting products that are available to create mood and

ambience in an interior environment- of how to develop a lighting scheme to a specific client brief

8. Aims of the Unit

The aim of the unit is to

- develop an understanding of different lighting products and how they can convey mood and ambience in an interior environment

- develop skills to be able to create ideas for the development of lighting schemes to a client brief


- understand the importance of what is available in different lighting products- understand the importance of developing lighting schemes to a client brief


52

Learning Outcomes Assessment Criteria1. Know how different lighting products can convey mood

1.1 Describe how different materials and products can be used to convey different moods, using appropriate terminology1.2 Suggest products that are available to create task, ambient and decorative lighting effects

2. Be able to develop a lighting scheme to client brief

2.1 Produce a lighting plan to client brief, using industry standard symbols and conventions2.2 Justify the selection of lighting products, detailing their location to the client






Values and Attitudes Learning and teaching methods

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(B) Demonstrate basic application of ethical issues in their interpretations and analyse the meanings and values of risk assessments


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55





56

1. Unit Title Introduction to materials, processes and technical skills in design

2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 405. Assessment type



20



10



- the materials, processes and technical skills required for designing

8. Aims of the Unit

The aim of the unit is todevelop an awareness of the materials, processes and the technical skills

required to create conceptual outcomes- develop skills in order to be able to select and compare experimental

application from a range of materials, processes in order to support product design


- Understand that there are different materials used in the design of 2D and 3D Products

- Understand why it is important to select the appropriate materials used for the design and construction of 2D and 3D Products

- Understand that there are different experimental techniques that can be used to create conceptual ideas for 2D and 3D Products

- Understand the importance of being able to assess own creative skills and the function it plays in the development of products

10. Unit Learning Outcomes57

Learning Outcomes Assessment Criteria1. Understand materials, processes and technical skills in design

1.1 Select and compare, through experimental application, a range of materials, processes in support of creative activity1.2 Demonstrate the use of materials, processes and technical skills to affect the appearance and meaning of images and objects in design1.3 Assess the choice of materials, processes and use of technical skills to affect the appearance and meaning of images and objects in design






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61

1. Unit Title Introduction to Research, test and apply techniques for the design of products

2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 405. Assessment type



20



10



This unit will enable the student to gain an understanding of the importance of- creating a plans from a design brief- use initiative to interpret a design brief- demonstrate a range of approaches to solving design brief requirements

8. Aims of the Unit

The aim of the unit is to introduce the importance of products for an interior space.- know how to plans- skills required to interpret design briefs- demonstrate awareness of solving design problems


Understand the importance of creating plans develop an understanding of why it is important to be able to interpret client

briefs and specifications for product design know a range of different approaches to solve design problems

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Learning Outcomes Assessment Criteria1. Be able to produce a plan which interprets a design brief

1.1 Correctly interpret the specifications of a design brief1.2 Source and evaluate information pertinent to the brief1.3 Correctly identify the resources required for the design of the product1.4 Produce a preliminary visual representation of the brief

2. Identify possible approaches to a design brief

2.1 Select appropriate materials, tools and equipment for the testing of approaches and techniques2.2 Test and experiment with a range of technique, technology and materials which might meet the requirements of the brief2.3 Outline a system that standardises colour

3. Adopt the preferred approach based on the requirements of the brief

3.1 Document the planned design approach3.2 use a selected technique make a product, prototype or sample ensuring consistency with the selected approach and the brief3.3 Present the designed product, prototype or model in accordance with the brief specifications

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66





1. Unit Title Introduction to The Role of the Interior 67

Designer2. Credit Value of Unit 83. Unit Type Mandatory4. Guided Learning hours 405. Tutor



20


0 Preparation for Assessment 10

Unsupervised Access to Resources

10


0


- the role and function of the designer- the essential stages in an interior design project- the significance of the design brief- the resources essential for an interior designer and how to source these/them

8. Aims of the Unit

The aim of the unit is todevelop an awareness of how designers create and generate unique ideas and

productsdevelop an awareness of the essential developmental stages in an interior

design project- develop and understanding of what a design brief is and the role of the client- develop an understanding of the resources that are essential for the interior

designer and how to source these/them


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Understand the importance of the role and function of the designerUnderstand that there are essential developmental stages in the interior design process for the creation of conceptual ideasUnderstand that importance and relevance of the design brief and the role it plays in the collaboration of the client and the designerUnderstand the requirements and the resources that are required and essential to the work of the designer for them to be able to execute a design brief/project


Learning Outcomes Assessment Criteria1. Understand the role and function of the interior designer

1.1 Outline the function of the interior designer

2. Recognise the essential stages in an interior design project.

2.1 Describe the stages involved in a specified interior design project

3. Recognise the significance of the design brief.

3.1 Comment on the importance of a design brief

4. Recognise the resources essential for an interior designer and how to source these.

4.1 Identify potential suppliers and contractors4.2 Describe how suppliers and contractors are selected


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70



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Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Workshop to develop technical skillsDirected, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people

72

(interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text




73

1. Unit Title Introduction to The Use materials and resources to develop interior design techniques




20



10


6. Unit IntroductionThis unit will enable the student to gain an understanding of the materials and resources required for the development of interior design techniques

7. Aims of the Unit

The aim of the unit is todevelop understanding of the use of materials and resources to create ideas and to develop interior design techniques


- understand the importance of selecting and using the right materials to develop techniques for use in interior design

- understand how to use tools and equipment to create desired outcomes- understand the importance of maintaining a safe working environment


Learning Outcomes Assessment Criteria74

1. Use materials and resources to develop interior design techniques

1.1 Explore the properties of available materials for your interior design item(s)1.2 Select a range of suitable materials and techniques and give reasons for choices1.3 Use a range of tools and equipment1.4 Develop a competent level of technical skill in interior design to make effective use of materials, techniques and resources1.5 Justify choice of resources, materials and techniques1.6 Identify the technical skills required to make effective use of materials, techniques and resources for your interior design item(s)1.7 Maintain a safe working environment






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78

1. Unit Title Introduction to Design and apply decorative techniques to textiles for interiors

2. Credit Value of Unit 83. Unit Type Optional4. Guided Learning hours 40



20



10



This unit will enable the student to gain an understanding of- safe working practices with tools and equipment in a creative environment- materials used for the development of textile products for interior- the importance of contextual research and the development of textiles

products- how to apply decorative techniques for textiles products

7. Aims of the Unit

The aim of the unit is to

- develop experience of safe working practices in a creative environment- develop knowledge of the types of materials available for the production of

textiles products for the interior- develop research skills that can be applied to the creative process of/for

developing textile productsdevelop skills to create decorative textiles


Understand the importance working safely in a creative environment to create and produce textile/s products for interiors

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Know how handle textiles productsBe able to research historical references in the context of decorative textiles products and surface designs in relation to interior product developmentDevelop an understanding of the applied textiles sectors from an historic and contemporary perspective in relation to the development of textile productsDevelop skills for the application of decorative techniques in relation to of textile products for interiors


Learning Outcomes Assessment Criteria1. Be able to work safely and effectively using tools, equipment and materials

1.1 Describe health & safety regulations relating to the making of decorative textiles for interiors1.2 Describe tools, equipment and materials used to make decorative textiles for interiors1.3 Describe the care of tools and equipment used for making decorative textiles for interiors1.4 Use tools, equipment and materials safely to make decorative textiles for interiors

2. Understand the characteristics of materials used for decorative textiles for interiors

2.1 Describe a range of materials to make decorative textiles for interiors2.2 Describe the characteristics of a range of fabrics to make decorative textiles for interiors2.3 Describe the characteristics of colouring materials to make decorative textiles for interiors2.4 Describe techniques and processes to make decorative textiles for interiors

3. Be able to research contextual influences relating to decorative textiles for interiors

3.1 Research ideas for decorative textiles for interiors:

historical cultural contemporary

3.2 Present research in a logical format4. Be able to apply researched visual information to create textiles for interiors

4.1 Produce visuals using: colour line texture shape form

4.2 Select materials

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4.3 Use materials and techniques to apply decorative techniques to textiles4.4 Record techniques and processes used4.5 Estimate the time and cost to apply decorative techniques to textiles

5. Be able to apply decorative techniques to textiles for interiors

5.1 Develop a statement of intent5.2 Produce a working drawing5.3 Prepare selected materials5.4 Apply decorative techniques to textiles for interiors5.5 Record the stages followed to apply decorative techniques to textiles for interiors5.6 Present decorative textiles for interiors following a statement of intent5.7 Produce a cost sheet5.8 Produce production timescales5.9 Evaluate the completed decorative textiles






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82











83





84

1. Unit Title Introduction to Awareness of health and safety in the creative sector

2. Credit Value of Unit 83. Unit Type Mandatory4. Guided Learning hours 40



20



10



Hazards can arise from all aspects of working in the creative industry/environment when working with equipment, substances, materials and when carrying out various tasks, working with others in various contexts and when displaying creative work. An essential element of the creative business/industry is to gain an understanding of health and safety issues and for students to be able to carry out their work safely. This unit will enable the student to gain an understanding of organisational health and safety responsibilities to ensure that students understand their own and other people’s responsibilities.

7. Aims of the Unit

The aim of the unit is to introduce the importance of health and safety in the workplace/business environment. It is concerned with the application of risk assessments in relation to hazards, imparting information, advice and guidance, statutory regulations, roles and responsibilities associated with working in a public environment/design industry. Students will also investigate the principles of risk assessments and gain knowledge of techniques through carrying out typical risk assessments. These include skills for identifying hazards and risks; carrying out risk analysis; recording and analysing data; communication skills in recording and using information.

8. Indicative Content85

Understand the importance of health, safety and welfare in the construction and built environment sector.

Know the common safety signs found in the construction workplace. Be able to perform risk assessments in the construction workplace. Be able to specify control measures in the construction workplace. Be able to carry out risk assessments. Understand the roles and responsibilities of individual personnel (including

managers, supervisors, clients, principal contractors, contractors, employees) both on- and off-site, under the Health and Safety at Work Act (please refer to your ‘Regions or other relevant International Standards’.

Understand the importance of control measures in risk assessment


Learning Outcomes Assessment Criteria1. Understand the relevant health and safety regulations in the Creative sector

1.1 Identify key elements of health and safety regulations, relevant to working in the Creative sector1.2 Outline safe working practices in the Creative sector1.3 Identify the main employer responsibilities under the Health and Safety at Work Act

2. Be able to comply with relevant health and safety procedures

2.1 Outline the differences between hazards and risks2.2 Carry out a risk assessment2.3 Report identified hazards and risks to the appropriate parties




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87











88





89

1. Unit Title Introduction to Interior Design: Creative Lighting

2. Credit Value of Unit 83. Unit Type Optional4. Guided Learning hours 40



20



10


6. Unit IntroductionThis unit will enable the student to gain an understanding of the importance of creating appropriate lighting products for the interior, how they are manufactured, materials, uses, risk assessments and health and safety and specialist terms.

7. Aims of the Unit

The aim of the unit is to introduce the importance of creating lighting products for an interior space.

- knowing about different lighting- terms and terminology in light products- how different lighting products are used- manufacturing and manufacturers- risk assessments and health and safety


Understand the importance of lighting in the in relation to product design Know the common safety signs for production of lighting in product design. Use specialist terminology Know about different designers and manufacturers

90


Learning Outcomes Assessment Criteria1. Know about different lighting products

1.1 Identify designers and manufacturers of lighting products1.2 Describe the purpose of different lighting products

2. Know different lighting terms

2.1 Define the lighting terms:• task lighting• ambient lighting• decorative lighting2.3 Outline a system that standardises colour

3. Know how different lighting products are used

3.1 Describe the uses of following lighting products:• task lighting• ambient lighting• decorative lighting






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Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Workshop to develop technical skillsDirected, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums,

93

professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text




94

1. Unit Title Introduction to Using Computer Aided Manufacturing processes




20



10


6. Unit IntroductionThis unit will enable the student to gain an understanding of the importance of

- using computer aided software to create ideas and designs- using computer aided software for manufacturing prototypes and final

products

7. Aims of the Unit

The aim of the unit is to introduce the importance of products for an interior space.- develop an understanding of the use of computer technology and software in

order to generate and communicate conceptual ideas- develop skills in the use of computer software and hardware in order to

generate and communicate conceptual ideas and to produce products


Understand how to use different computer technology used for creating and generating ideas for product design and development

Understand how to use different computer technology used for manufacturing a range of different products


95

Learning Outcomes Assessment Criteria1. Be able to use a computer to produce a suitable program to enable the production of a component

1.1 Select the hardware requirements of a computer system1.2 Check that equipment is safe for use and correctly set up1.3 Describe the health and safety requirements relating to the use of workstations and VDU equipment1.4 Describe good housekeeping arrangements1.5 Produce an appropriate drawing for manufacture to current standards1.6 Save the drawing using appropriate drawing exchange format1.7 Import file into a Computer Aided Manufacturing (CAM) package1.8 Produce a suitable program file to enable machining

2. Be able to manufacture a standard component using the appropriate machine tool

2.1 Prepare for computer numerically controlled (CNC) machining2.2 Set-up and use a part program2.3 Machine standard components to specification2.4 Check components against specification2.5 Restore the work area using the correct procedures for the disposal of waste

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97



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99





100

1. Unit Title Introduction to Wall Materials, Floor Coverings and Window Treatments for Interior Design




20



10



This unit will enable students to gain an understanding of- the properties of wall materials and floor coverings and their use in interior

design- the properties of different fabrics and their use/s in window treatments- of how to interpret a client/s brief- of how to develop and present a design scheme for wall, floor and window

treatments to a client- of how to apply rendering techniques to elevations for the purpose of

presentation purposes

7. Aims of the Unit

The aim of this unit is todevelop an understanding of the different features of a range of wall

materials, floor coverings and window treatments in the context of interior design

- develop an understanding of the various different properties of wall coverings in relation to interior design schemes

- develop an understanding of the different properties of fabrics and their use in window treatment and interior design schemes

- develop skills to be able to interpret a client brief

101

- develop presentation skills in the context of the interior design scheme in order to present to the client

- develop rendering technique skills in the context of elevations for presentation purposes


- develop an understanding of the properties of wall materials, floor coverings and fabrics and their use in interior design

- develop skills for interpreting client briefs- develop presentation skills- develop skills for the application of rendering techniques to elevations for

presentation purposes


Learning Outcomes Assessment Criteria1. Know the properties of wall materials and their use in interior design

1.1 Describe the key features of a range of wall materials1.2 Describe the use of different types of wall coverings in interior design schemes

2. Know the properties of floor coverings and their use in interior design

2.1 Describe the key features of a range of floor coverings2.2 Describe the use of different types of floor covering in interior design schemes

3. Know the properties of fabrics and their use in window treatments

3.1 Describe the key features of a range of window treatments3.2 Describe the use of different fabrics and window treatments in interior design schemes

4. Be able to interpret a client brief and present a design scheme in terms of wall, floor and window treatments

4.1 Develop a design scheme from a client brief to incorporate wall, floor and window treatments4.2 Develop a presentation that provides appropriate information to a client4.3 Apply rendering techniques to elevations for presentation purposes

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103



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105





Foundation Diploma

106

1. Unit Title Assess Health and Safety Risks2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal



80



4

Total 60Total 90Total notional hours for unit 150


Health and safety in the work place is an importance aspect of the landscape design. This unit enables student to gain an understanding of the working conditions of both employees and employers. This enables to look at the people who may be at risk and the consequences for the organisation. It is important for the student to learn about the responsibilities of employers and employees especially with regards to current legislation within the built environment. The impact for the students is to gain the knowledge of making the right choices when selecting and implementing the control measures for a given workplace situation Student also need to understand how to reduce risks and meet legal requirements, using workplace health and safety policies. These include skills for identifying hazards and risks; carrying out risk analysis; recording and analysing data; communication skills in recording and using information.

8. Aims of the UnitIn this unit you will:The aim of the unit is to introduce the importance of health and safety in the workplace/business environment. It is concerned with the application of risk assessments in relation to hazards, imparting information, advice and guidance, statutory regulations, roles and responsibilities associated with working in a public environment/design industry.


107

Understand the responsibilities of employers and employees under current. Know the legal duties of employees and employers health, safety and

welfare legislation relevant to the construction and built environment sector Know how to undertake risk assessments using appropriate principles and

formats Gain an understanding of the importance of highlighting hazards in a given

situation. Gain an understanding of the possible consequences for the people in organisations

Gain an understanding of the principles of risk assessment

Learning Outcomes Assessment Criteria1 Know the responsibilities of employers and employees under current health, safety and welfare legislation

1.1 Examine the roles and responsibilities of employee’s assigned specific health and safety duties at work.1.2 Examine the legal duties of employees and employers in relation to three pieces of health, safety and welfare legislation relevant to landscape design

2 Know how to undertake risk assessments using appropriate principles and formats

2.1 Explain the importance of highlighting hazards in a given workplace situation.2.2 Describe the people who may be at risk, and the possible consequences for the organisation2.3 Describe the main principles and features of a typical risk assessment for a given workplace situation

3. Understand the control measures used to reduce risk and meet legal requirements

3.1 Select control measures for a given workplace situation to reduce risks and meet legal requirements, using workplace health and safety policies

4. Know their own role in accident recording and reporting procedures.

4.1 Assess the role of the individual in accident recording and reporting procedures


108



Demonstrate knowledge and the importance of health, safety and welfare in the construction and built environment.


1. Unit Title Conceptual Design for LandscapeDesign2. Credit Value of Unit 15

109

3. Unit Type Optional4. Guided Learning hours 605. Assessment type Internal



80



4



The focus of this unit is for the students to know the processes of working safely and understand the importance of complying with health and safety. As part of the statutory regulations students will need to know and understand the relevant regulations and directives and guidelines. Students. A practical based unit which will enable the student to produce conceptual designs. Students will evaluate the conceptual designs against established criteria in order to gain an awareness of customer’s requirements.

8. Aims of the UnitIn this unit you will:

This unit will enable the students to produce conceptual designs. The student will also work to specific specifications in order to support the customer requirements and evaluate their findings.


Gain the understanding of systematic approach for the process of evaluation. Know how to gather information from the customer to support the design

specification for the new product. Understand how to establish the technologies required for the design

process. Produce conceptual designs using each of the identified technologies Know the methods used to evaluate the conceptual design process Develop a strategy to compare data of the design performance processes

used.110

Know how to develop a strategy to minimise risks

Learning Outcomes Assessment Criteria1. Produce and evaluate

conceptual design options for new landscape design/s concepts/ideas

1.1 Work safely at all times, complying with health and safety and other relevant regulations/directives and guidelines1.2 Carry out all of the following activities in producing and evaluating conceptual designs:

produce the conceptual design options identify the criteria to be used to evaluate

each of the conceptual designs evaluate each conceptual design against

the established criteria identify the designs that are most effective

at meeting the customer’s requirements identify any risks, and produce a

contingency strategy for minimising them

1.3 Evaluate design such as concepts for two of the following:

materials (metals, chemicals, plastics, ceramics, composites)

electrical components software programs electronic components mechanical components integrated technologies fabricated/welded brick cement

other (specify)1.4 Apply a systematic approach to the evaluation process1.5 Obtain all customer requirements and the design specification for the new product1.6 Establish all the technologies to be considered as part of the design1.7 Produce conceptual designs using each of the identified technologies

1.8 Identify the criteria to be used to evaluate each of the conceptual designs from the customer requirements, and evaluate using at least one of

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the following: strengths, weaknesses, opportunities and

threats (SWOT) analysis force field analysis critical success factor/process matrix design failure mode & effects analysis

(DFMEA) weighted selection tree diagram attribute analysis fishbone diagram relationship diagram paired comparison mind map technology/state-of-the-art analysis

other (specify)1.9 Evaluate each conceptual design against the established criteria, and identify the designs that are most effective at meeting the customer’s requirements1.10 Compare results and design performance from similar design exercises, and identify any lessons learned1.11 Identify any perceived risks, and produce a contingency strategy for minimising themTo include all of the following:

embedded technology innovative technology security of supply lack of performance environmental constraints interfacing components/technologies hazardous processes hazardous material hazardous emissions

other specific1.12 Record and present the results of the evaluation to the appropriate people, according to agreed procedures

2. Understand how to present your landscape design/s concepts/ideas

2.1 Present your design concepts to a target audience and client2.2 Summarise your journey through the development of your ideas

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Demonstrate a knowledge and the importance of health, safety and welfare in the construction and built environment.


1. Unit Title Introduction to Design and Research Skills2. Credit Value of Unit 15

113

3. Unit Type Core4. Guided Learning hours 605. Assessment type Internal



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7. Unit IntroductionThis unit focuses on students developing skills and knowledge on methods to apply skills in research. Itis important for the students to understand the different styles of worship. Students will be able to compare a range of primary and secondary research sources. As part of research students will learn how to record information in order to support the development of ideas for creative activities. Students will also evaluate the effectiveness of research tools to continue to develop their design ideas.

8. Aims of the UnitIn this unit you will:Be able to learn about the skills and techniques involved with the process and practices of research. Students will also gain an understanding of the theories and practice of collecting information in order to inform the development of ideas for creative activities


Gain an understanding of the skills used to apply research Understand primary and secondary research sources in order to compare

finings for design development. Understand the methods and technologies used to record and interpret

information for the development of design ideas. Evaluate the methods and skills used to develop ideas for creative activities Be able to use research tools, methods and skills to inform ideas for creative

activities

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Learning Outcomes Assessment Criteria1. Understand research

tools, methods and skills

1.1 Critically compare a range of research tools, methods and skills

2. Understand primary and secondary research sources

2.1 Critically compare a range of primary and secondary research sources

3. Be able to use research tools, methods and skills to inform ideas for creative activities

3.1 Apply research tools, methods and skills to record and interpret information and develop ideas for creative activities3.2 Evaluate the effectiveness of research tools, methods and skills to develop ideas for creative activities






1. Unit Title Sustainable design development2. Credit Value of Unit 153. Unit Type Core

115

4. Guided Learning hours 605. Assessment type Internal



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This unit enables students to gain an understanding of the methods and processes used for sustainable landscape techniques. It is important that student know the features of the natural environment in order to support the development of the construction project. This unit will enable the student to address these features at the planning stages of the project. Students need to be fully aware of the region including areas such as soil mass and density in order to inform them of the possible pollution that can occur as a result of the construction project. Therefore students will gain an understanding of different forms of global pollution that can arise from design projects. They will also learn about different forms of local pollution arising from landscape design projects and how this may harm the local environment. A large emphasis of this unit will address key methods of protecting the environment from the impact of constructing land environment sector. Students will engage in exploring important features of the natural environment that need to be protected and understand through practical investigations how the activities of the design sector impact on the natural environment. This will also include the students studying whether their design and construction ideas are fit for purpose.

8. Aims of the Unit

In this unit you will:This unit enables students to. This will also enable students to gain an understanding of different forms of local and global pollution that can arise from design projects, inclusive of the protective measures used to support design for landscape activities.


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Gain an understanding of the methods and processes used for sustainable construction techniques.

Understand the features of the natural environment Consider the features of the natural environment at the planning stage of a

construction project Gain an understanding of different forms of local and global pollution

arising from design projects. Know the methods used to protect the natural environment from the impact

of the construction industry. Know the important features of the natural environment that need to be

protected. Understand how the activities within the design development can have an

impact on the natural environment. Gain an understanding of how the natural environment can be protected

against the activities of the construction industry. Understand sustainable construction techniques that are fit for purpose

Learning Outcomes Assessment Criteria1. Know the important features of the natural environment that need to be protected

1.1 describe six different features of the natural environment that must be considered at the planning stage of a landscape project

2.Understand how the activities of the design sector impact on the natural environment

2.1 explain four different forms of global pollution arising from design projects2.2 explain how four different forms of local pollution arising from landscape projects may harm the local environment

3.Understand how the natural environment can be protected against the activities of the landscape industry

3.1explain four key methods used to protect the natural environment from the impact of the landscape and construction sector

4. Understand sustainable construction techniques that are fit for purpose

4.1 explain three different, fit-for-purpose sustainable landscape techniques


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1. Unit Title Colour Theory and Practice2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal

6. Breakdown of Notional Learning HoursStaff – Student Contact Independent Study Hours

118

Classes(e.g. lectures, seminars and supervised group activity)


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7. Unit IntroductionThis unit enables the student to explore the effect of colour on perceptions of images and products for the design of construction ideas. Students will explore the idea of symbolism within different cultures and societies and how choices of colour can change environments such as the effects of mood and safety. It is also important that students understand the existing approaches to the use of colour in order to appreciate the dynamic changes and influences it has within the concept of design for landscapes. Students will experiment with colour techniques and processes such as the use of colour to convey status and the differing perceptions of harmonic, complementary and clashing colours. Students will further develop their appreciation for colour qualities through the exploration of applying appropriate colour schemes in order to match specific design intentions both objectively and subjectively.

8. Aims of the UnitIn this unit you will:This unit enables the student to explore the effect of colour on perceptions of images and products for the design of construction ideas Students will experiment with colour techniques and processes in order to understand the qualities of colour for the design of landscapes.


Gain an understanding of the effect of colour on perceptions of land space, images and products for the design of landsacpes

Gain an understanding of the existing approaches to the use of colour Gain an understanding of the use of colour in different cultures and societies

and how choices of colour can change environments Gain an appreciation for the use of colour within design Understand the impact of using different colour schemes to match specific

design intentions

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120

Learning Outcomes Assessment Criteria

1. Understand existing approaches to the use of colour

1.1 Evaluate a minimum of six examples of the use colour by artists and/or designers to determine1.2 Describe the relationship between the approach of the artists/ designers to final applications, formats and outcomes1.3 Assess the potential to employ similar approaches in own work1.4 Describe colours in different colour spaces, such as RGB, (Red, Green and Blue) CMYK, (cyan, magenta, yellow, and key (black} hexadecimal notation, and pantone system1.5 Describe the following:

Differences between colour management in screen, print and film based devices

Principles of human colour vision, including cone and rod light receptors

Wavelength principle of colour differentiation and the visual light spectrum

Human colour perception versus that of film or digital media

2. Understand the effects of colour on the subjective perception of design outcomes

2.1 Explore the effect of colour on perceptions of images and products to include at least four of the following:

Uses of colour to convey status Perceptions of utility as affected by

colour coding (signalling purpose / safety etc)

Symbolism of colour in different societies/cultures

Uses of colour to effect mood Differing perceptions of harmonic,

complementary and clashing colours Colour forecasting

3. Be able to experiment with colour techniques and processes

3.1Experiment with colour techniques and processes to include:

Colour harmonies based on the colour wheel

Colour value and saturation to create moods

Colour mixing with light Colour mixing with pigment Mood-boards Colour-ways Accessorising Optical colour filters/gels Digital colour manipulation

4 Be able to use a range of materials and media to

4.1 Select and apply appropriate colour schemes to match a specific design intention






1. Unit Title Design Drawing Media and Communication for Spatial Design – Interior

2. Credit Value of Unit 153. Unit Type Mandatory4. Guided Learning

hours60

5. Assessment type Internal

6. Breakdown of Notional Learning Hours

Staff – Student ContactIndependent Study Hours


60 Independent Study(e.g. project development, reading, research and work on

80

121

online forums)Supervised Access to Resources


4

Total 60 Total 90Total notional hours for unit 150

7. Unit IntroductionThis unit will enable the student to gain understanding of- how media, materials and processes are used in own and others’ work to convey ideas and meaning- how to develop visual language- how design is used to communicate ideas and meaning- to communicate by using the language of design

8. Aims of the Unit

The aim of the unit is to develop and understanding of

- design media, materials and processes are used in others’ work to convey ideas and meaning- visual language in design- how art and design is used to communicate ideas and meaning- how visual language is used to communicate in design


- Understand that there are a range/extensive variety of media, materials and processes can be used in own and others’ work to convey ideas and meaning


Learning Outcomes Assessment Criteria1. Understand how media, materials and processes are used in others’ work to convey ideas and meaning

1.1 Explain how media and materials are used in the work of others to convey ideas and meaning.1.2 Evaluate how media, materials and processes are used diversely to convey ideas and meaning, drawing on own experiments to make effective comparisons1.3 Communicate an intended meaning cogently to a specified audience through

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imaginative use of the language of art and design

2 Be able to develop visual language

2.1 Create own visual language by working with materials, media and processes2.2 Communicate an intended meaning clearly to a specified audience through refined use of the language of art and design.

3. Know how art and design is used to communicate ideas and meaning

3.1 Describe ways in which visual language is used to communicate ideas and meaning

Be able to communicate by using the language of art and design

4.1 Communicate an intended meaning to a specified audience using the language of art and design




123

(A) Demonstrate a knowledge how media, materials and processes are used in others’ work to convey ideas and meaning



124

(B) Demonstrate basic application of visual language




125

(C) Show art and design is used to communicate ideas and meaning






Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Workshop to develop technical skillsDirected, specialist reading to encourage independent learning;Briefs and support material posted on moodle.Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language

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mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text




1. Unit Title Mathematics2. Credit Value of Unit 153. Unit Type Core

127

4. Guided Learning hours 605. Assessment type Internal



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4



The main focus of this unit to look at how mathematical techniques and methods are carried out to support the work of landscape design. Students will be able to gain underpinning knowledge of the processes used to calculate and manipulate formulae. Students will be introduced further to the methods and techniques applied for algebraic expressions and equations. To support the learning process student will be expected to know and use the main functions of a scientific calculator to perform mathematical technical calculations. As part of this process, students will learn how to select and apply mathematical techniques correctly to solve practical construction problems involving perimeters, areas and volumes. The graphical methods taught in this unit is to demonstrate methods for solving linear and quadratic equations. Students must also not forget the importance of also using algebraic methods to solve quadratic simultaneous linear equations.

Alternative mathematical methods are demonstrated in order to further enable the student to use a range of appropriate judgements in any given situation. This may include areas such as applying geometric and trigonometric techniques correctly to solve practical construction problems or applying appropriate algebraic methods to find lengths, angles, areas and volumes for a 2D and 3D complex construction industry-related problem.

8. Aims of the UnitIn this unit you will:

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Students will be able to use mathematical techniques and methods to support the work of the construction industry. Students will be able to know and use the main functions of a scientific calculator to perform mathematical technical calculations


In this unit you will: Gain an understanding of how to use mathematical techniques and methods

to support the work for landscape design. know how to use the main functions of a scientific calculator to perform

mathematical technical calculations Know the processes used to calculate and manipulate formulae. Gain an understanding of the methods and techniques applied for algebraic

expressions and equations. Know the methods and techniques used to solve practical landscape

problems involving perimeters, areas and volumes. Gain an understanding of how to apply graphical methods for solving linear

and quadratic equations. Gain an understanding of using alternative mathematical methods for

making a range of appropriate judgements for the design of 2D and 3D structure.

Know how to apply geometric and trigonometric techniques correctly to solve practical landscape challenges

Know how to apply appropriate algebraic methods to find lengths, angles, areas and volumes for a 2D and 3D structures.

Learning Outcomes Assessment Criteria1. Be able to use basic

underpinning mathematical techniques and methods to manipulate and/or solve formulae, equations and algebraic expressions

1.1 Use the main functions of a scientific calculator to perform mathematical technical calculations1.2 Use standard mathematical techniques to simplify expressions and solve problems using linear formulae

2. Be able to select and apply mathematical techniques correctly to solve practical construction problems involving perimeters, areas and volumes

2.1Outline and use graphical methods to solve linear and quadratic equations2.2 Use mathematical techniques to solve construction problems associated with simple perimeters, areas and volumes2.3 Use algebraic methods to solve linear, quadratic simultaneous linear and quadratic equations

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2.4 Carry out checks on calculations using relevant alternative mathematical methods, making appropriate judgements on the outcome

3. Be able to select and apply geometric and trigonometric techniques correctly to solve practical landscape design challenges.

3.1 Apply appropriate algebraic methods to find lengths, angles, areas and volumes for one 2D and one 3D complex landscape design challenges.3.2 Use trigonometric techniques to solve simple 2D landscape design challenges.

4. Be able to select and apply graphical and statistical techniques correctly to solve practical construction problems.

4.1 Demonstrate an understanding of the limitations of certain solutions in terms of accuracy, approximations and rounding error4.2 Use trigonometric techniques to solve simple 2D landscape design challenges.4.3 Use geometric techniques to solve simple construction problems


130





1. Unit Title Apply Health and Safety and Environmental Legislation and Working Practices

131

2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal



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4


7. Unit IntroductionIn this unit you will:

1 This unit is to support students in developing an understanding of organisational health and safety and environmental procedures. Students will examine organisational policies and address strategies for reporting hazards. Relevant health and safety guidelines will also be addressed in accordance with organisational procedures for the safe use and maintenance of tools, plant, materials and equipment. Students will be able to know safe working practices such as gathering the relevant information to prepare and carry out risk assessments. Students will also undergo a range of assessment processes. They will assess own working practices and working environment for hazards which could cause serious harm, including the handling of potentially hazardous materials, tools and equipment.

8. Aims of the UnitIn this unit you will:The students will be able to carry out organisational health and safety and environmental procedures. Students will also be able to assess own working practices and working environment for hazards which could cause serious harm, including the handling of potentially hazardous materials, tools and equipment.

9. Indicative ContentIn this unit you will:

Gain an understanding of the preparation processes for organisational health and safety and environmental procedures.

Know organisation’s policies and the importance of personal conduct. Understand the importance of health and safety risk assessment within job

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responsibility Understand how to apply organisational procedures for emergencies and

accidents Understand the monitoring systems and review safety on sites Assess own working practices and working environment for hazards which

could cause serious harm. Understand individual and organisational responsibilities and safe working

practices.

Learning Outcomes Assessment Criteria1. Implement

organisational health and safety and environmental procedures before starting work.

1.1 Identify relevant workplace health and safety and environmental procedures.1.2 Identify the relevant person(s) in the workplace, to whom hazards should be reported.

2. Know safe working practices

2.1 Prepare a risk assessment and identify control measures2.2 Describe the organisation’s policies and procedures for the safe use and maintenance of tools, plant, materials and equipment2.3 Identify the health and safety hazards within job responsibility limits.2.4 Outline the importance of personal conduct does not endanger the health and safety of self or others2.5 Carry out work processes which comply with health and safety risk assessment requirements.2.6 Describe hazard warning and prohibition notices.

3. Understand the monitoring systems and review safety on sites

3.1 Assess own working practices and working environment for hazards which could cause serious harm, including the handling of potentially hazardous materials, tools and equipment3.2 Identify remedial action(s) where site conditions change original risk assessment significantly

4. Understand how to apply organisational procedures for emergencies and accidents

4.1 Produce information to demonstrate the organisation’s procedures in the event of injuries to self and others.

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5. Understand the environmental implications of their actions or omissions at work

5.1 Demonstrate work processes which comply with organisational environmental requirements.5.2 Analyse those environmental hazards within own job responsibility limits.

6. Understand individual and organisational responsibilities and safe working practices

5.3 Describe key roles and responsibilities under current health and safety and environmental legislation.

7. Understand safe working practices

6.1 Identify how to locate relevant health and safety and environmental information and where to get assistance if needed.6.2 Identify the particular risks which may be present in own job role and the procedures for managing these risks.


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1. Unit Title Design and Practice2. Credit Value of Unit 15

135






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7. Unit IntroductionDesign and practice looks at the factors that influence the design process. Students will be able to research these factors and address their financial; social and environment needs. Students will also gain an understanding of the factors that affect a structured framework for design architect’s plan of work at each stage. Students will be able to review the characteristics of individual stages and ways in which various stages interconnect. Working in teams is an essential part of the landscape and construction industry. Students will develop a design and production team and explain their roles and responsibilities within the construction team.They will gain an understanding of the legal implications and position of each member of a design team. They will also assess the importance of each role and begin to assess the various members of the design team. The relationship between client and the contractors are important in order to complete the design and development process. Students will also investigate traditional and modern methods of landscapes and the influence of these on design. Students will be able to identify the specifications needed to meet the requirements of clients, management and production teams. This unit will also enable students will be able to gain an understanding of the rights, health, safety and welfare of a client in relation to written communication, to making design decisions and such decisions on final project outs comes. They will also develop designs to translate these details into written and graphical structured materials. As a team students will be able to produce multiple options in sketch form to satisfy given brief and comply with technical, financial, legal and environmental constraints. They will also produce drawings and documentation needed for a formal planning and building regulations application, inclusive of working drawings and relevant detailed resources to support and facilitate landscape and architectural structures.

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8. Aims of the UnitIn this unit you will:Students will also gain an understanding of the factors that affect a structured framework for design architect’s plan of work at each stage. The students will be able to develop design methods and translate landscape details into written and graphical structured materials.


Students will be able to: Gain an understanding of the factors that affect a structured framework for

design architect’s plan of work at each stage Understand research factors and address their financial; social and

environment needs. Review the characteristics of individual design stages and ways in which

various stages interconnect. Know how to develop a design and production team and explain their roles

and responsibilities within the construction team. Gain an understanding of the legal implications and position of each

member of a design team. Assess the importance of each role within the design team Gain an understanding of the relationship between client and the contractors Use research skills to investigate traditional and modern methods of

construction and the influence of these on design. Be able to gain an understanding of the rights, health, safety and welfare of a

client in relation to communication skills Know how to produce drawings and documentation needed to make a

formal planning and relevant application with working drawings and details to facilitate the landscape design and development.

Learning Outcomes Assessment Criteria1. Know the factors that

influence the design process

1.1 Identify the Factors that influence the financial; social and environment needs and constraints for a for the design team.1.2 Understand the building regulations, health, safety and welfare within Design and Management (CDM)1.3 Understand the need and benefits of regulations and the planning acts for the design process.1.3 Understand the factors that affect a structured framework for design Architect’s Plan of Work/Job at each stage. Review the characteristics of individual stages and ways in which various stages interconnect.

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2. Be able to communicate ideas between various members of the design and production teams

2.1 Describe and develop a design and production team and explain their roles and responsibilities within the landscape and construction team.2.2 Understand the legal implications and position of each member of a design team.2.3 Demonstrate an understanding of the rights, health, safety and welfare of a client in relation to written communication; to aid and influence design factors that contribute to making design decisions and such decisions on final project outs comes

3. Know about design construction methods

3.1 Describe the characteristics, applications and limitations of traditional and modern methods of construction and the influence of these on design3.2 Identify multiple design options available to satisfy the primary and secondary requirements of design sustainability.3.3 Outline the terminology used in landscape, construction, product, interior and architectural to describe traditional and contemporary elements and methods associated with legislation; health and safety and environmental factors

4. Be able to translate construction details into written and graphical instructions

4.1 Identify the specifications needed to meet the requirements of clients, management and production teams4.2 Produce multiple options in sketch form to satisfy given brief and comply with technical, financial, legal and environmental constraints.4.3 Produce drawings and documentation needed to make a formal planning and building regulations application with working drawings and details to facilitate construction. Include variations and superseded drawings; compliance with current legal standards, (e.g Drawing Office Practice)




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139

1. Unit Title Introduction to Materials, Processes and Technical Skills in Design for Landscapes

2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal





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This unit enables the student to gain an understanding of the building regulations, health, safety and welfare within Construction Design and Management (CDM)The will explore the legislations for the construction industry and understand the need and benefits of regulations such as the planning acts for the design process. Students have the opportunity to communicate ideas between various members of the design and production teamsStudents will produce technical drawings and documentation needed to make a formal planning and building regulations application with working drawings and details to facilitate landscape design Students will further identify different construction options available to satisfy the primary and secondary requirements of design sustainability

8. Aims of the Unit

In this unit you will:Students will be able to explore the use of materials, processes and technical skills in design and construction. This will include the process and practice of building regulations, health, safety and welfare within landscape design and Management.

9. Indicative ContentIn this unit you will:

140

Understand materials, processes and technical skills in landscape design Understand the process and practice of building regulations, health, safety and welfare within landscape design and management.

Know how to produce technical drawings and documentation to make a formal planning and building regulations application with working drawings and details to facilitate landscape design.

Know the characteristics, applications and limitations of traditional and modern methods of construction and the influence of these on design.

know the terminology used in landscape design and architectural to describe traditional and modern building elements and methods associated with legislation; health and safety and environmental factors

Learning Outcomes Assessment Criteria1. Know the factors that

influence the design process

1.1 Identify the Factors that influence the financial; social and environment needs and constraints for a for the design team1.2 Understand the building regulations, health, safety and welfare within landscape design and management (CDM)1.3 Understand the need and benefits of regulations and the planning acts for the design process.1.3 Understand the factors that affect a structured framework for design Architect’s Plan of Work/Job at each stage. Review the characteristics of individual stages and ways in which various stages interconnect

2. Be able to communicate ideas between various members of the design and production teams

2.1 Describe and develop a design and production team and explain their roles and responsibilities within the landscape design team2.2 Understand the legal implications and position of each member of a design team2.3 Demonstrate an understanding of the rights, health, safety and welfare of a client in relation to written communication; to aid and influence design factors that contribute to making design decisions and such decisions on final project outs comes

3. Know about landscape design method

3.1 Describe the characteristics, applications and limitations of traditional and modern methods of architecture and the influence of these on design3.2 Identify multiple landscape design options

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available to satisfy the primary and secondary requirements of design sustainability.3.3 Outline the terminology used in landscape design and architectural to describe traditional and modern building elements and methods associated with legislation; health and safety and environmental factors

4. Be able to translate landscape design details into written and graphical instructions

4.1 Identify the specifications needed to meet the requirements of clients, building control and production teams4.2 Produce multiple options in sketch form to satisfy given brief and comply with technical, financial, legal and environmental constraints.4.3 Produce drawings and documentation needed to make a formal planning and building regulations application with working drawings and details to facilitate construction. Include variations and superseded drawings; compliance with current legal standards, (e.g Drawing Office Practice)


142





1. Unit Title Spatial Design Project Planning,

143

Implementation and Review2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal





80



4



In this unit you will:

This unit is involved in the disciplines within project management. Students will gain an understanding the project lifecycles, expertise and responsibilities in the planning and designing methods and specification of landscape design projects. Students will be able to gains general planning and scheduling skills including project methodologies, specialised software packages and company specifics. Students will be able to explore further the effects of changing external factors in managing projects and working within the relevant legislation guidelines. This unit will allow the student to engage in the project specification and investigate the information for the development of a business case requirements. Students will use computer systems in the design process; to demonstrate modern methods of construction; the effect of design on construction methods; development of new materials; use of landscape design plant

8. Indicative Content Gain an understanding of project management tools including general planning Know individual roles within the industry Understand how projects are managed in the construction industry. Be able to plan projects using computer systems in the design process Understand and follow project plans Understand the effect of design on landscape methods; development of new

materials; use of landscape design plant144

Learning Outcomes Assessment Criteria1. Understand how

projects are managed1.1 Understand the project lifecycles, expertise and responsibilities in the planning and designing methods and specification of projects.1.2 Understand project management tools including general planning and scheduling tools including project methodologies, specialised software packages and company specifics.1.3 Describe the effects of changing external factors in managing projects and working within the relevant legislation guidelines.

2. Be able to plan projects using IT

2.1 Identify the project specification and investigate the information for the development of a business case requirements.2.2 Discuss the benefits and success factors of managing a project including boundaries, scope; constraints; and ethical issues relating to the planning and development process.2.3 Understand the consequences of failure in relation to time management, production, deadline, risk mitigation and project plans2.4 Outline the resources needed for each activity, including milestones, checkpoints, deadlines; use of appropriate and available software packages, drawing packages, graphics and databases.

3. Be able to follow project plans

3.1 Demonstrate monitoring systems, routine interim reviews; use of logbooks; routine updating of plan where necessary and assess the resources needed as part of the communication process;

4. Understand how technology affects the design and production phases of construction projects

4.1 Use computer systems in the design process; to demonstrate modern methods of construction; the effect of design on landscape design methods; development of new materials; use of construction plant


145





1. Unit Title Introduction to Visual Language in Design2. Credit Value of Unit 15

146






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4



This unit enables the student to compare and contrast the characteristics of a wide range of visual language. Students will look at visual languages within art and design. An experimental approach towards the design and development of landscape design ideas.

8. Aims of the UnitIn this unit you will:Introduction to Visual Language in Design for the application of landscape design ideas

9. Indicative ContentIn this unit you will

Understand the characteristics of a wide range of visual language construction ideas.

Identify economic, environmental and sustainability factors that may affect impact on the goals and priorities of the potential project outcomes.

Understand art and design principles

Learning Outcomes Assessment Criteria1. Understand the 1.1 Critically compare, through experimental

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characteristics of visual language in art and design

application, the characteristics of a wide range of visual language elements

2 Be able to apply visual language to a range of art and design activities

2.1 Apply visual language, across a range of contexts, to influence appearance and meaning in art and design.2.2 Critically compare the use of visual language, across a range of contexts, to influence appearance and meaning in art and design






1. Unit Title Spatial Exploration: CAD for InteriorDesign2. Credit Value of Unit 15

148






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This unit introduces students to the world of computer aided design (CAD) and the practices associated with the design process. Students will explore the standard methods of data protection and evaluate of creating hierarchical folder structures for the storage of CAD files. Students will be able to produce industry-standard 2D drawings of residential and commercial properties. This will also include the construction of complex 3D models and the production of fully rendered set of elevations for properties, using different media and scales

8. Indicative ContentIn this unit you will

Gain an understanding of the characteristics of computer aided design. Gain an understanding of the principles and practices associated with the

design process. Understand the standard methods of data protection. Evaluate methods and processes of creating hierarchical folder structures for

the storage of CAD files. Be able to produce industry-standard 2D drawings of residential and

commercial properties. Produce 3D models of residential and commercial structures

Learning Outcomes Assessment Criteria1. Be able to work safely

when using computing 1.1 Justify the safe working practices associated with CAD work

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and software facilities 1.2 Evaluate standard methods of data protection 1.3 create hierarchical folder structures for the storage of CAD files

2. Be able to produce 2D drawings using industry-standard CAD software applications

2.1 Produce industry-standard 2D drawings of residential properties2.2 Produce industry-standard 2D drawings of commercial properties

3. Be able to produce 3D drawings using industry-standard CAD software applications

3.1 Produce complex 3D models3.2 Produce a fully rendered set of elevations for properties

4. Be able to plot drawings to various media and scales and export drawings to different formats

4.1 Plot drawings using different media and scales4.2 Create and export CAD files in different format


150





Foundation Degree

1. Unit Title ContextualStudies/ArchitecturalTheoryandContext

151

2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory5. Unit Tutor



50



50



Thisis adocument-basedunitintroducingthehistory andtheory of space/interior design concepts.These units introduce thehistory ofspace/interior design concepts anditsproductionas aculturalconstruct, andthecriticaltheoriesandhistoricalanalyses ofkey precedentsfromtheancient worldto the21st century.ItconsidershowArchitecturaldesignandhumaninhabitationinfluence,orareinfluencedby,thethinkingandeventsofaparticulartimeandplace.Itexploresissues ofsocial,culturalandhistoricalcontext,includingtheroleethicshas playedincreativedisciplines.Theunitisprogressedintwoparts andlinks tothelevel5unit'DebateandPolemic'

8. Aims of the Unit

Tointroducekeyissuesintheunderstandingofspace/interior design concepts historyas developedinaglobalcontext of culturalandhistoricalchange;

Tointroduceethicalissuesforinfluencingyourinterpretationofarchitecturaldesign; Toenablestudentstolearntoaskquestions–

inordertoinvestigate,research,challengeopinionsorpreconceptionsandformtheirownstandpoint;

Todevelop skillsand confidenceinconducting researchand presentingwrittenideaseffectivelyandtoarecognisableacademicstandard;

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This isaseries oflectures,panelsessionsandotherinteractiveactivitiesfocusingoncriticaltheories,issuesandsignificantmovementsrelatingtothehistoryanddevelopment of architectureinaglobalcontext, suchas:

Thekey works of architecture/ space/interior design concepts,art,anddesign; Fundamenta

lconceptsandsignificantmovementsofarchitectureanddesigntheory; Themakingofarchitecturalarchitecture/ space/interior design

concepts,designs,artefactsormediatextsasanevolutionaryprocess; Ethicsindesignandarchitecture/ space/interior design

concepts:thehistoricalimplicationsoftheproductionandconsumptionof architectural / space/interior design concepts design;

Genderandethnicityinarchitecture/ space/interior design concepts,designandcommunicationmedia;

Thepowerofpersuasioninarchitecturedesignandthemedia; Theanalysisandcritiqueofkeyexemplars:historyofarchtecture/ space/interior

design conceptsasfactandas storytelling,myth; Basic researchskillsandthereferencingof sources;


Learning Outcomes Assessment Criteria1. Understand architectural history and design as constructs in the context of cultural and historical developments

1.1 Explain with examples a period in architectural history and design as constructs in the context of cultural and historical developments

2. Be able to apply ethical issues in the analyses of design and communication media

2.1 Apply ethical issues in the analyses of design and communication media

3. Be able to analyse architecture as artefacts in the context of design and communication media

3.1 Analyse architecture as artefacts in the context of design and communication media

4. Be able to present project findings in an academic

4.1 Present project findings in an academic format

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format

5. Be able to use a variety of information technologies to support research

5.1 Use a variety of information technologies to support research

6. Be able to produce an essay on interior design

6.1 Produce an essay on interior design

11. Teaching & Learning MethodsLearning and teaching methodsThis unit willbedeliveredusingacombinationof:

Briefings Lectures Projectwork Seminars Workshops Group work Online activity IndividualPresentationsandcritiques Individual presentations and critiques Group presenttations and critiques Self-directed independent study Other (describe below)

AssessmentThis unitisassessedholistically(100%oftheunit).

Research edtext(1000-1500words)100%

Assessment will beagainst thespecifiedmarking criteria

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1. Unit Title The Profession,Enterpriseandforms of engagement in space/interior design concepts

2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory



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6. Unit Introduction Thisis alecture-basedunit introducingformsofpractice,professionalismandcriticalreflection.

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Thisunitprovidestheopportunitytoobserveasubjectareaofarchitecturewithinthecreativemediaindustries:itshistory andcurrentposition,itsnationalandinternationalperspectives,itsuniquenessanditscommonalities,itssuccessandfailures.TheunitwillspecificallyengagewithsubjectsintherealmsofArchitecture,design,mediaandbroadcastingfieldsofstudyandindustry,providingknowledge,insight,andunderstandingtoafullrangeofculturalreferencesandexemplars.Duringthisunit,studentswillidentifytrendsandtranslatetheseintoviablebusinessconcepts.Theywillgainabasicoverviewofdifferentbusinessmodels,fundingschemes,budgetingandbusinessplanningfromanentrepreneurialperspectiveastheyapplytoarchitecture space/interior design concepts. Theknowledge,understandingandskill-setgainedthroughthis unitwillequipstudents toprosperinthefuturewhetherthatisinemploymentorselfemployment,asanintrapreneurorentrepreneur,workingforacommercialorsocialenterprise,andaspartofaglobaleconomy,societyandenvironment.

Studentswill learnhowto:

Articulatethecreativeprocess,howtoinnovatesystematicallyandturnideasintopotentialbusinessconcepts,recognise,protectandexploitintellectualproperty(the life bloodof wealthcreationinthe 21stC.), workinteams effectively(sincenowadaysfewideasgetrealisedwithoutthesupportofarangeofskills,andinnovationoftencomesfromcrossdisciplinecollaboration),planandmanageprojects(fromdevelopingbriefsandproposals,tobuildingbudgets,schedules andcontracts),operateinanethicalmanner(essentialforlongtermsustainablecreativepracticeinArchitectural/ space/interior design concepts).

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Nurtureandencourageentrepreneurialattributes,skillsandbehaviour,raiseawarenessofpersonalvalueinawiderangeofcontexts;raiseawarenessofwhatentrepreneurshipis,howitisopentoall,howitisrelevantinarangeofcontexts,andhowtheentrepreneurialmindsetisessentialinanincreasinglycomplexandunpredictableworld;developacapacitytorecogniseandtracktrends,andtoidentify,evaluateandgraspopportunities;cultivateanabilitytothinkstrategically,developscenarios,evaluateandmakedecisions,thenplanandimplementacourseofaction;encourageengagementwithotherdisciplines,viewtheirpracticefromawiderperspective,becomemoreopenmindedandcommerciallyaware;acquiremethodologicaltoolstodriveaneffectivecreativeprocess;buildknowledgearoundintellectualproperty,theprotectionandexploitationofit;developcapacitytoidentifyanaudienceormarket,describeitscharacteristicsandbeginthinkingabouthowtodesignsalescommunicationwithaspecificaudienceinmind;introducesomebasicsalesandpitchingtechniques;buildteamworkingcapability.

7. Aims of the Unit

Expandanddevelopinsightintoachosenfieldof study. Deepe

nandstrengthensubjectspecificknowledgebyexposingstudentstodiverse, relatedcontextsinarchitecture.

Provideaplatformfordebate,wherestudentsfeeltheirvoiceandviewshavevalue,andwheretheycanexplorenewconceptsastheydeveloptheirownviews andpositionsonthefieldtheywishtoenter.

Encouragestudentengagementwithmixedresearchmethods,criticalanalysisandevaluationwithinthedisciplineofarchitecture;

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Techniques of mixedmethods of research. ConceptsofArchitectural/ space/interior design

conceptsprofessionalism,practiceandtheory:significantmovements andpractitioners.

Mediarepresentations,politicalandeconomicperspectives. Contemporar

ypracticeandnewtechnologies:currentdebates,nationalandinternationalperspectives.

Articulationofthecreativeprocessandrelationshipofcreativity,innovationandentrepreneurship;identifytrends,spotpotentialopportunitiesandgenerateideas toexploitthem.

Evaluationof ideasandthetransformationof an idea intoabusinessconcept;learnaboutintellectualproperty;

Teamwork Effectively; Developa basic actionplan and budget;construct and delivera basicbusiness

pitch; Recogniseandtry outentrepreneurialattributes, skills andbehaviours


Learning Outcomes Assessment Criteria1. Understand a variety of specialisms within the creative industries

1.1 Summarise with examples a variety of specialisms within the creative industries

2. Understand what is meant by entrepreneurship and its relationship to creativity, innovation and wealth creation

2.1 Explain what is meant by entrepreneurship and its relationship to creativity, innovation and wealth creation

3. Be able to contribute proactively to current debates in design and/or communication media.

3.1 Contribute proactively to current debates in design and/or communication media.

4. Understand how to anticipate opportunities within the design environment

4.1 Anticipate opportunities within the design environment

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5. Be able to use a variety of research methods in a subject area

5.1 Use a variety of research methods in a subject area

6. Understand how to transform ideas into potential entrepreneurial concepts

6.1 Explain how to transform ideas into potential entrepreneurial concepts

7. Be able to evaluate data in a specialist subject for a project

7.1 Evaluate data in a specialist subject for a project

8. Be able to use analyse and communicate ideas and information

8.1 Analyse and communicate ideas and information.

9. Be able to communicate information using a variety of mediums

9.1 Communicate information using a variety of mediums

10. Understand the importance, fundamental principles and implications of intellectual property rights and legislation.

10.1 Explain the importance, fundamental principles and implications of intellectual property rights and legislation.

1. Unit Title Rehabilitation and Reuse2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory

5. Breakdown of Notional Learning HoursStaff – Student Contact Independent Study Hours

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6. Unit IntroductionThisunitdevelops anunderstandingoftheeffectsonarchitecturalspace/interiortochangingpatternsofworkandhabitationonspacerehabilitation,re-useanddesignofbuildingsincontemporarysociety.

This unitlooksatthere-useandre-designofbuildingstoaccommodatenew waysofworkinganddivergentpurposes.Thisnecessitatesadetailedinvestigationofthedetailandinternallandscapeofartefacts,furnitureandequipmentwhichmightmakeupsucha spaceand anexplorativeapproach tothesolutionofspatialdesignissues.Thedevelopmentofatwentyfourhoursocietymeansthatbuildingsmaybeinconstantuse.

7. Aims of the Unit

Toconsiderandproposearchitecturalresponsesthroughthedesignofnewand/ortherehabilitationofexistingbuildings,theflexibleusestowhicharchitecturemustrespond,andthecreationofbuildingsthatmeettheseneeds.

Developanunderstandingoftheimpactthatchangingpatternsofemployment,workrelatedactivityandthedemographicsoftheworkforce(e.g.homeandflexibleworking,thegrowthoffreelancingandchildcare)arehaving onthe design of the workplaceenvironment.

Toconsiderissuesofsustainability andtheeconomicsofbuildingusepresentaseriesofquestionsrelatingtohowbuilding

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sarerehabilitatedandreused effectivelyincontemporarycities.


Demographicsoftheworkplace and changing user need; ‘Public-private’dichotomy;‘Live-work’paradigm; Structure and materiality‘ andintervention; Designfor multipleuse and occupation; Building services andsustainability; sound lightandstrategiesfor control; Organisationalstructure,hierarchyandproximities; Access and disability; Interior landscape anditspopulation(artefactsfurniture andequipment); Semioticsandpsychologyofmaterialcoloursurface and texture;


Learning Outcomes Assessment Criteria1. Understand the relationship of detail to the entire design proposal

1.1 Summarise the relationship of detail to the entire design proposal

2. Be able to produce a design that integrates complex climate, service and energy supply systems

2.1 Produce a design that integrates complex climate, service and energy supply systems

3. Understand how to flexible, adaptable and reflective when working in an architectural environment

3.1 Explain how you have flexibly, adapted and reflected when working in an architectural environment3.2 Summarise the approach to development of a series of architectural issues, problems and opportunities

4. Be able to respond to a variety of constituent interests related to reuse and rehabilitation

4.1 Respond to a variety of constituent interests related to reuse and rehabilitation4.2 Summarise a range of issues in relation to divergent constituency of interests and to social and emergent ethical issues and concerns related to reuse and rehabilitation

5. Be able to develop and present a response to a

5.1 Develop a response to a design proposal5.2 Present a response to a design proposal

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design proposal

6. Understand the role of the stakeholder in the context of rehabilitation and reuse

6.1 Summarise the role of the stakeholder in the context of rehabilitation and reuse

7. Evaluate the design proposal

7.1 Evaluate the design proposal

1. Unit Title Communication and Visualisation162




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Asaprofessionalworkinginthefieldsofdesign,mediaorproduction,yourabilitytocommunicateyourideasisessential.Asanyprojectevolvesyouwillneedtocallupondifferentskillstoconveyyourideastoathirdparty.Beingfluentinavarietyofdifferentmediaisessentialinthecreativeworkplace.

Thisunitwillintroducestudentstothepresentationandcommunicationskillsexpectedofallstudentsatthe world class college/universityandinallthecreativeindustries.Theywilllearnavarietyofcommunicationmethodsusingbothtraditionalphysicalandonlinedigitalmedias,developingvisualpresentationskillsforuseinthegeneration,developmentandcommunicationofideasinavarietyofdifferentmediaforms.

7. Aims of the Unit

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Communicateinphysicalandscreenbasedmedia. Selectionofappropriatemethodsofcommunicationfortheirideas. Engagementwithdifferentaudiences. Understandthebasicprincipalsofvisualcommunicationfor presentation. Introductiontotherangeofdigital

applicationsavailableforthepurposesofpresentations. Competenceinuseofthethe world class college/universityVLEandonline

blogs


Asthisunitrespondstocurrentindustrypractice, thecontentofthisunitmayvaryinresponsetoindustryadvancements.However,topicsarelikelytoinclude:

visualcommunicationskills, includingmarkmaking, drawing, sketches,collageand/orphotographicandvideomethods;

recognisedstandardsofpresentation; graphicpresentationsoftware,includinginputs,outputsandfilemanagement; basiccomposition,layoutanduseoftype; useoftheweb,onlinetechnologyandsocialmediaasatool; uploadinganddownloadingtotheVLEandexternalwebsites; imageacquisitionandoutput; appropriatesupportin

gmediaaspresentationtoolssuchasphotographyandvideoformovingimageapplications;

examiningissuesofpersonalsafetyandprofessionalidentity; copyright,citationsandplagiarism.


Learning Outcomes Assessment Criteria1. Know how to use a variety of communication methods in the creative industries

1.1 Use a variety of communication methods to express your ideas

2. Be able to articulate ideas to a client or audience within a creative industry

2.1 Explain your ideas to a client or audience within a creative industry setting.

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setting.

3. Be able to use a variety of media and formats to communicate with others

3.1 Use a variety of media and formats to communicate with others.

4. Be able to communicate information to others

4.1 Communicate contextual design information and how this has influenced our creative decisions

10. Teaching & Learning MethodsKnowledge and Understanding



Assessment


Assessment



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(C) Show their application of the skills of observation, description and analysis of artefacts in a wider context oftheory and history ofdesign and communication.


Assessment




Assessment



Assessment

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1. Unit Title HumanFactorsandUserCentredDesign2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory



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TheaimofthisunitistointroduceyoutotheareaofhumanfactorsandUserCentredDesignresearchskillsusedwithinthedesigndiscipline.Designethnographypertainstoauser-centredfocusofstudy,inwhichsocietyandindividualsareoftenobservedindetailas a meansofdissectinguserbehaviours.

Thehumanfactorsorientationoftheunitwillallowyoutogatherinsights,researchbehaviors,andconductqualitativefieldwork.Youwillbeledthroughanalysisandsynthesistointerpretthemeaningbehindwhatthey’veseenandexperiencedinthefield.Youwillthentranslateparticularinsightsfromthefieldintodesignprinciplesand frameworks that couldbeuniversallyapplied.

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7. Aims of the Unit

Toprovideyouwithanunderstandingofthetoolsandtechniquesusedinethnographicandhumanfactors research/analysis;

Toprovideyouwithanunderstandingofthetoolsandtechniquesusedto researchandassessproblemsfrom a usabilityangle;

Toengageyouwith a user-centredapproachtodesign. Toinstilthevalueofengagingwithintheparametersoftheworldeitherphysically

orvirtually.


Topicscoveredinthisunitmayinclude:

IntroductiontoHumanFactors; Termsand references; Ergonomicdataandprinciples; Abilitytogatherrelevantresearchanddata Abilitytodistillandcommunicatefindings User-centredresearchmodels; Various communication methods for disseminating research; Useranalysis; User testing; UserCentredDesign; Effectiveandmeaningfulprojectdocumentation.


Learning Outcomes Assessment Criteria1. Know the fundamental principles of human factors and ethnography

1.1 Summarise the fundamental principles of human factors and ethnography

2. Understand the ethical and sustainable requirements of a project

2.1 Explain the ethical and sustainable requirements of a project

3. Be able to review a variety of methods and techniques when undertaking a project

3.1 Review a variety of methods and techniques when undertaking a project

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4. Be able to generate a variety of design concepts for an ethnographic project

4.1 Generate a variety of design concepts for an ethnographic project

5. Be able to communicate the rationale of ideas to different audiences

5.1 Communicate the rationale of ideas to different audiences




Lectures;Workshops;Tutorials;VLE

AssessmentFormative and Summative Assessment;Practical Projects and Presentation


Lectures;Workshops;Tutorials;VLEAssessment

Formative and Summative Assessment;Practical Projects and Presentation

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Assessment Evidence




(D) Apply basic research skills and present their findings to a recognisable academic standard (with referencing).


Assessment Evidence

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Generate design ideas and concepts both in the abstract and as an analogue of 2/3 dimensional designs




Lectures;Workshops;Tutorials;VLEAssessment


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1. Unit Title Introduction to Design2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory



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6. Unit IntroductionThe aim of this unit is to introduce you to the course and its core subject matter at the world class college/university. The unit aims to enable you to research,generate and realise ideas in a traditional context. To support you in this, you will be exposed to various design processes, which will form a foundation for their future work methods on the course. The unit will introduce you to the idea of project briefs, research methods, brainstorming, idea generation, drawing as a design tool, prototyping and communication methods. The unit will also introduce you to project sketchbooks, as a method for documenting and recording project and subject observations and thoughts.

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7. Aims of the Unit

To provide you with an understanding of the tools and techniques used toresearch and assess their user group;

To provide you with a broad understanding of design principles which isapplicable to the majority of design disciplines;

To introduce you to the design profession and business in which they willwork.

Build confidence as an individual practitioner and group member, whilstengaging positively in a group. Building presentation material both verbal and graphic where relevant.


Topics covered in this unit may include: Course structure and philosophy; Design process; Introduction to design research sources and methods; The role of drawing and sketching (and communication) in design; Design development through experimentation and visualisation; Communication methods; User analysis; Effective and meaningful project documentation.


Learning Outcomes Assessment Criteria1. Know the fundamental principles of design processes and methodologies for research

1.1 Explain with examples fundamental principles of design processes and research

2. Understand the rationale of the ethical requirements within the design industry

2.1 Explain the rationale of the ethical requirements within the design industry in relation to your chosen design specialism

3. Be able to analyse, interpret and communicate the constraints of a project to others

3.1 Analyse, interpret and communicate the constraints of a project to others

4. Be able to generate required design concepts

4.1 Generate required design concepts for a specific project brief

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5. Know how to work effectively with team members

5.1 Work effectively with team members to realise a final design idea/concept




Lectures;Workshops;Tutorials;VLE.AssessmentFormative and Summative Assessment;Practical Projects and Presentation


Lectures;Workshops;Tutorials;VLE.Assessment




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Lectures;Workshops;Tutorials;VLE.

Assessment Evidence





Lectures;Workshops;Tutorials;VLE.Assessment EvidenceFormative and Summative Assessment;Practical Projects and Presentation



Lectures;Workshops;Tutorials;VLE.Assessment


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1. Unit Title Major Project2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory



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6. Unit IntroductionThe aim of this unit is to enable you to identify and develop a substantial andcomplex area of enquiry. It provides you with the opportunity to demonstrate your ability to engage in critical debate and to present work orally and visually at a level appropriate to a graduate entrant to professional practice.

The Major Project unit commences with preparation of a project proposal, which is scrutinised by tutors and student peer groups, and is subsequently refined and developed as the unit progresses.

The major project will be reviewed at the mid-way point with a presentation of ‘work in progress’. At this stage there should be prototypes that demonstrate that you have reached a critical point in the development of your idea. It should also be supported by a draft of the Major project report that illustrates the journey so far and concludes with a plan of action that clearly sets out how the project will progress. At this point you can renegotiate your brief to accommodate new direction and influences; this must be done through discussion with the tutors.

You are required to prepare and present a consolidated body of work ulminating for the final assessment presentation. This body of work should demonstrate mature reflection, increasing clarity of focus and synthesis of ideas and process. You are encouraged to contextualise your individual practice, with the opportunity to embark on industrial collaborations or consultations where appropriate. The Major Project submission will embrace completed work, together with research

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and supporting studies sufficient to assess the learning outcomes associated with this unit.

8. Aims of the Unit

To enable you to negotiate and take responsibility for project from concept through to launch;

To develop skills in initiating a project brief and to research fully an area of interest;

To enable exploration of more experimental approaches; To enable you to document their design process in report format.


Whilst the teaching in this unit will be responsive to individual developments and requirements, you will be supported by sessions in areas such as:

Defining, framing and a ‘problem’; Researching and interpreting user needs; Developing a personal brief; Recording the design process and reflecting on it; Managing a complex project from conception to realisation; Report Writing.

You will be encouraged to shape your project through consultation with a range of academic and industry figures and organisations such as designers, consultants, manufacturers, retailers and focus groups.


Learning Outcomes Assessment Criteria1. Understand the technical, commercial and professional contexts related to the design proposal

1.1 Summarise the technical, commercial and professional contexts related to the design proposal

2. Understand the importance of being open to change within an academic and professional setting

2.1 Summarise the importance of being open to change within an academic and professional setting

3. Be able to analyse, 3.1 Analyse, interpret and communicate the 178

interpret and communicate the constraints of a project to others

constraints of a project to others

4. Be able to generate design solutions in response to a defined need.

4.1 Generate design solutions in response to a defined need

5. Be able to manage the aims, objectives and deadlines of a workload

5.1 Manage the aims, objectives and deadlines of a workload





Lectures, self directed study

AssessmentProject and supporting materials


Self directed study, research

Assessment

Project and supporting materialsProject report



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Self directed studyTutorialsAssessment EvidenceProject and supporting materials

Learning and teaching methodsSelf directed study

Assessment EvidenceProject and supporting materials




Self directed study

Assessment

Project and supporting materials



Self directed study

Assessment

Project and supporting materialsProject report

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1. Unit Title Mapping Your Profession2. Credit Value of Unit 15

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3. GLH 304. Unit Type Mandatory



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50


6. Unit IntroductionThisunitprovidestheopportunityforyoutoobserveyoursubjectareawithinthecreativemediaindustries:itshistoryandcurrentposition;itsnationalandinternationalperspectives;itsuniquenessanditscommonalities;it’ssuccessandfailures.

Theunitwillspecificallyengagewithsubjectsinthedesign,mediaandbroadcastingfieldsofstudyandindustry,providingknowledge,insight,andunderstandingtoafullrangeofculturalreferencesandexemplars.

7. Aims of the Unit

Expandanddevelopinsightintoyourchosenfieldofstudy. Deepe

nandstrengthensubjectspecificknowledgebyexposingyoutodiverse,relatedcontexts.

Provideaplatformfordebate,whereyoufeelyourvoiceandviewshavevalue,andwhereyoucanexplorenewconceptsasyoudevelopyourownviewsandpositionsontheindustriestheywishtoenter.

Encouragestudentengagementwithmixedresearchmethods andcriticalanalysisandevaluationwithinyourdiscipline.

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Techniquesofmixedmethodsofresearch Conceptsofprofessionalismandpracticetheory Mediarepresentations Significantmovementsandpractitioners Politicalandeconomicperspectives Contemporarypracticeandnewtechnologies Currentdebates Nationalandinternationalperspectives


Learning Outcomes Assessment Criteria1. Understand a specialist subject area within the creative industries

1.1 Explain with examples a specialist subject area within the creative industries in relation to our chosen specialism

2. Be able to proactively engage in debate within the creative industries

2.1 Proactively engage in debate within the creative industries

3. Be able to Use a variety of research methods to analyse innovative design development in our chosen subject area.

3.1 Use a variety of research methods to analyse innovative design development in our chosen subject area.

4. Be able to evaluate data in a specialist subject area within the creative industries

4.1 Evaluate data in our chosen specialist subject area within the creative industries

5. Be able to critically reflect upon the knowledge gained within the creative industries

5.1 Critically reflect upon the knowledge gained within the creative industries in relation to our work and chosen specialism.

6. Be able to communicate learned concepts in a variety of formats

6.1 Communicate learned concepts in a variety of formats to demonstrate how you have solved design problems within our own own/client project/s brief/s

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Assessment


Assessment






Assessment Evidence

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Assessment Evidence

Skills (Transferable) Learning and teaching methods(E) Effectively employ information technologies in support of research and for delivery of a written text to a deadline.

Assessment

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1. Unit Title Planning for Enterprise2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory



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The internationalcreativeindustries, and particularly….., are widelyregarded as beingthemostcreativelyvibrantontheplanet.Great innovative ideas and creations are conceived,butsadlymanyideasneverbecomeanythingmorethanjustthat.Furthermore,thecreativepeoplebehindtheideasthatarecommercialisedoftendon’tprofitfromtheirideasasmuchasotherswithinthebusinessfoodchaindo.

Greatideasneedtobematchedbycommercialawarenessandentrepreneurialskilltoturntheideasintoventuresthatcanbenefitindividuals,businesses,oursocietyandtheeconomyasawhole.Intellectualpropertyisattheheartofthedigitaleconomyandeveryoneinthecreativeindustriesshouldbeabletorecognise,valueandmonetiseit.

Itisessentialtohaveacutetrendawarenessandagoodsenseoftiminginordertoswiftlybankonopportunitiesthatariseinacomplexandrapidlychangingenvironment.Knowingones’owndisciplineisnotenough-successfulpeopleandcompanieslookbeyondtheirownfieldtostayintouchwiththezeitgeistandbeinspiredbyinnovationelsewhere.Thiswiderperspectivemeansthatonecanrecognisesignsofchange,spotbusinessopportunitiesandforeseerisksaheadofcompetitors.

Duringthisunit,youwillidentifytrendsandtranslatetheseintoviablebusinessconcepts.Youwillgainabasicoverviewofdifferentbusinessmodels,fundingschemes,budgetingandbusinessplanningfromanentrepreneurialperspective.Theknowledge,understandingandskillsetgainedthroughthisunitwillequipyoutoprosperinthefuturewhetherthat isinemploymentorselfemployment-asanintrapreneurorentrepreneur,workingforacommercialorsocialenterprise,andas partof aglobal economy,societyandenvironment.Youwilllearnhowto:

articulatethecreativeprocess,howtoinnovatesystematicallyandturnideasintopotential businessconcepts;

recognise,protectandexploitintellectualproperty,thelifebloodofwealthcreationinthe21stcentury;

workinteamseffectively,sincenowadaysfewideasgetrealisedwithoutthesupportofarangeofskills,andinnovationoftencomesfromcrossdisciplinecollaboration;

planandmanageprojects,fromdevelopingbriefsandproposals,tobuildingbudgets,schedulesandcontracts;

operateinanethicalmanner,essentialforlongtermsustainablecreativepractice.187

Youwillbeencouragedtoapplytheentrepreneurialattributes,behavioursandskillsyouacquireintheEnterpriseandEntrepreneurshipunittoyourworkwithinyourspecialistsubjectsandtheindustryspecificcontextsyouencounterduring yourcourse.

8. Aims of the Unit

Theaimsoftheunitareto:

a. nurtureandencourageentrepreneurialattributes,skillsandbehavioursandraiseawarenessthattheyareof valueinawiderangeofcontexts;

b. raiseyourawarenessofwhatentrepreneurshipis,howitisopentoall,howitisrelevantinarangeofcontexts,andhowtheentrepreneurialmindsetisessential inanincreasinglycomplex andunpredictableworld;

c. developyourcapacitytorecogniseandtracktrends,andtoidentify,evaluateandgrasp opportunities;

d. cultivateyourabilitytothinkstrategically,developscenarios,evaluateandmakedecisions,thenplanandimplementacourseofaction;

e. encourageyoutoengagewithotherdisciplines,viewtheirpracticefromawiderperspective,becomemoreopenmindedandcommerciallyaware

f. giveyou methodological toolstodriveaneffectivecreativeprocess;g. buildyourknowledgearoundintellectualproperty,th

eprotectionandexploitationofit;h. developcapacitytoidentif

yanaudienceormarket,describeits’characteristicsandbeginthinkingabouthowtodesignsalescommunicationwithaspecificaudienceinmind

i. introduceyoutosome basicsalesandpitchingtechniquesj. build yourteam workingcapability.


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Inthisunit you will learnto:

a. recogniseandtryoutentrepreneurial attributes,skillsandbehaviours;b. articulatethecreativ

eprocessandrelationshipofcreativity,innovationandentrepreneurship;c. identifytrends,spotpotential opportunitiesandgenerateideastoexploitthem;d. evaluateideasandtransformanideaintoabusinessconcept;e. learnaboutintellectualproperty;f. teamworkeffectively;g. developabasicactionplanandbudget;h. constructanddeliverabasicbusinesspitch.


Learning Outcomes Assessment Criteria1. Understand the concept nature of entrepreneurship and its relationship to creativity, innovation and wealth creation as well as the social and environmental impact enterprise can have

1.1 Explain the concept nature of entrepreneurship and its relationship to creativity, innovation and wealth creation as well as the social and environmental impact enterprise can have.

2. Understand the meaning of openness to change in the creative industries

2.1 Explain the meaning of openness of ideas to change in the creative industries

3. Be able to identify and evaluate issues relating to entrepreneurship within the creative industries

3.1 Evaluate the issues relating to entrepreneurship in your chosen specialism within the creative industries

4. Be able to investigate, analyse and interpret ideas and information.

4.1 Investigate design ideas and information in relation to your own work.4.2 Analyse design ideas and information in relation to your own work4.3 Interpret design ideas and information in relation to your own work

5. Understand the importance, fundamental principles, and implications of intellectual property

5.1 Explain the importance, fundamental principles, and implications of intellectual property rights and legislation on design creation

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rights and legislation

1. Unit Title ServiceDesignforCommunities2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory

5. Breakdown of Notional Learning Hours190

Staff – Student Contact Independent Study HoursClasses(e.g. lectures, seminars and supervised group activity)


50



50



Communicationandinteractiontechnologiesimpactonthewaywethinkaboutandinhabitourlocalitiesandcommunities.Theyalsoaffectthesocialandphysicalfabricofaplace.Considerthetraditionalmarketplace,orthesitesofpoliticaldebatewherecommunalinteractionisnolongerboundedbythephysicalenvironment.

Developmentsintechnologiesandinteractiveopportunitieshaveresultedindesigninterventionandapplicationonthe‘services’providedbycompanies,brandsandthepublicsector.

ThisunitexplorestheServiceDesignopportunitiesofaspecifiedlocation,inwhicharangeofcommunitiesarecateredfor.

Servicedesignisthedesignofintangibleexperiencesthatreachpeoplethroughmanydifferenttouch-points,andthathappenovertime.Inabroadspectrum,servicedesignaimstoimprovefactorslikeease,satisfaction,loyaltyandefficiencyaswellasareassuchasenvironments,communicationsandproducts,whilepayingparticularnoticeofallthepeoplewhoarepartoftheentirenetwork.

Servicetouch-pointsarethetangiblesthatmakeupthetotalexperienceofusingtheservice.Touch-pointscantakemanyforms,fromadvertisingtoloyaltycards,webinteractions,mobilephoneandPCinterfaces,products,retailshops,andcustomerrepresentatives.Whendesigningservices,it'sfundamentaltoconsiderallthetouchpoints and craft them in order tocreate a clearandconsistentunifiedexperience.

Youareexpectedtoexploreinteractionandcommunicationtechnologiestoresolvea ServiceDesignsolutiontoimprovethequalityofcommunallife.

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The unitprojectwillinvolveworkingwithstudentsfromotherdisciplinesinamulti-disciplinaryteamcontext,internallytheidealpartnerisGraphicsunit(GRA09207)‘Wayfinding’alternativelycollaborationwithanexternal,localorinternationalpartnercouldbearranged.

7. Aims of the Unit

Youwillreflectuponthepractical,technologicalandethicalfactorswhichimpactonthedesignofaspecifiedenvironmentandthecommunityinfrastructure.Youshouldconsiderthecurrentcriticalissuessurroundingtheaestheticsofthepopulatedenvironment(order,design,architecture,literature,traffic,technology,products,communications,psychology,work,play, learn);

IntroduceyoutotheuserresearchanddesigntechniquesemployedinServiceDesign.

Explorationofemergingtechnologiesandtheirappropriatenesstocommunity;

Theunitrequiresyoutoworkinteamsinamulti-disciplinarycapacity;whichwillprovideyouwiththeskillstounderstandandapplyexteriorknowledgetoa projectandalsohowtoworkwithin a teamenvironment


Topicscoveredinthisunitmayinclude:

Collaborativecommunicationtechnologiesandsocio-economicchange; Displayandpresentationtechnologies; Teamworkingandprojectplanningandtimemanagement; Stakeholder/User observations; Brainstorming; Bodystorming; Storyboarding; Experienceprototypingandmodels; Touch-pointmodelling; Evidencemodels; Serviceblueprints.


Learning Outcomes Assessment Criteria192

1. Understand how to use emerging technologies to support communities and their environments

1.1 Explain the various emerging technologies that support communities and their environments in relation to the creative industries

2. Understand how to use a variety of design processes and research methodologies within service design

2.1 Explain the various design processes and research methodologies within service design

3. Understand the relationships between the design disciplines in a team

3.1 Explain the relationships between the different design disciplines in a team and the impact on a project development and outcome

4. Be able to propose design solutions in order to utilise all team members’ skills

4.1 Propose design solutions in order to utilise all team members’ skills to realise a creative end product solution

5. Be able to communicate suggestions for product designs and concepts to others

5.1 Communicate suggestions for product designs and concepts to others

6. Be able to work collaboratively to develop a project proposal in a community context

6.1 Work collaboratively to develop a project proposal in a community context for a creative outcome




Initial briefing; Site visits; Lectures and group seminars; Interim presentations; Final presentation and crit; Team working (communication, time

management)Assessment

Formative and Summative Assessment Practical Projects and Presentation


193



management)Assessment

Formative and Summative Assessment Practical Projects and Presentation



194




management)AssessmentFormative and Summative Assessment

Practical Projects and Presentation




Initial briefing; Site visits; Lectures and group seminars; Interim presentations; Final presentation and crit; Exhibition of design outcome

andsupportingwork.AssessmentFormative and Summative Assessment




Initial briefing; Site visits; Lectures and group seminars; Interim presentations; Final presentation and crit; Exhibition of design outcome

andsupportingwork.AssessmentFormative and Summative Assessment


195

1. Unit Title ShapingyourIdeainto a Design2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory5. UnitTutor

196

6.BreakdownofNotionalLearningHoursStaff – StudentContact Independent StudyHoursClassesIntroductory Briefing StudioworkshopsGroupactivitiesPrototyping/workshoplecture

30 Independent Study SecondaryresearchPrimarytestingPrototyping/workshoppracticeonlineforums / peerdiscussions

Supervised

AccessResources

to 0 PreparationforAssessment

UnsupervisedResources

Access to

Total 30Total notional hours for unit 150

7. UnitIntroduction

ThisisaprecursorunittotheDesignPrototypingunitrunattheendofLevel1.Thisunitfocusesonthethinkingrequiredbydesignerstomovetheirideasonfromconceptintodevelopmentandtesting.Youwillgain an understandingof:

● Materials from basic to advanced,new emerging smart materials.● Interactionbasedtechnology, computational mediaandtools

Takingauserandfunctionbasedapproachtothedevelopmentoftheirdesignoutcomes;youwillexploretheirdesignmarryingboththephysicalandcontentidentityoftheirdesign.

Projectapproachesforthisunitwillencompassboth2Dand3D,resultinginbothdigitalandactualoutcomes/simulations.

8. AimsoftheUnit

a. Understandandgainconfidenceintheresearchandexplorationtechniquesneededtodevelopideas;

b. Selectappropriatematerialsformanufacturingofa productbasedonitspropertiesandmanufacturingtechniques;

c. Confidentlyusecomputationtoolstoexperiment,testandpresentinteractivecontent;

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d. Selectappropriateinteractivetoolsandtechnologiestoresolveauser’sengagementwithadesignproposal,thisshouldencompasssoftware, hardwareandnetworkingtechnologies.

9. IndicativeContent

Topicsarelikelytoinclude:

a. Turninganideainto a design;b. Introductiontobasic,compositeandemergingmaterialtechnologiesandproce

sses;c. Introductiontoprototyping,physica

lmanifestations,testing,detailingandtheapplianceofknowledgeandresearchtomaterials;

d. Introductiontocomputationaltechnologiesforthedesigninteractivecontentandfunction;

e. Identifying,samplingandexperimentingwithmaterials;f. Experimentationwithsimplecomputationaltool

stotest,evaluateanddemonstrateinteraction;g. MovingintomoreadvancedDesignprototyping.

10.Unit of Assessment

Learning Outcomes Assessment Criteria1. Know the variety of

materials,processesandappliances required for design development.

1.1 Summaries with examples the variety of materials,processesandappliances required for design development.

2. Understand the rationale for using prototypes and mock-upstoinformdesigndecisions.

2.1 Explain with reasons the rationale for using prototypes and mock-upstoinformdesigndecisions.

3. Understand how prototypes are developed andtested in a design setting.

3.1 Summaries with examples how prototypes are developed andtested in a design setting.

4. Be able to apply learned design techniques to a project

4.1 Apply learned design techniques to a project

198

1. Unit TitleSpecialistStudy2:Parametrics,CommunicationandRepresentation


199



50



50


6. Unit IntroductionThisunitprovides anintroduction tothree-dimensionalanalysis andrepresentationusing drawing andproportionalsystemswhichunderpin builtformsandcontexts;formalarchitecturalmeasurement,documentationand modelling necessaryforbuiltformideacommunication.

Theunitexamineshowspatialelementsrelatetoscaleandpurposechangesthroughexplorationofsequentialpropositions.Examiningsmallbuildingproduction,understandingurbanscale,theinterrelationshipofuse,infrastructureanddailytimeframe;articulatingdesignrationalerelatedprecedent,exploringshapegrammarandcreativepotentialofcalculativemanipulationofspaceandformusingvisualisationsoftware;students willunderstandhowinterior useand form affectsitsenvirons.

7. Aims of the Unit

The unitaimsto:

Introducetheskillsand knowledgenecessaryforthe productionof asmall scalefree-standing building andtheimperativeswhichdrivetheircreation anduse;

Examinetherelationshipbetweeninteriorityandarchitectural/ Architectural, spatial/interior design, (betweenthequalitiesofaninteriorspaceand theexternalised formofthebuilding);

Developan awarenessofthe usesofand applicationofcomputation indesign;

Understandthecreativepotentialofcomputationaltechnology; To providean understanding ofthetoolsand

techniquesusedtoassess andrepresentbuiltform; To providean understanding ofperspective,proportionandscale,

200

andthe systemsusedintheirrepresentation,andto understandhowmaterials,structureand formencapsulate built form.


Topicscoveredin thisunitwillinclude:

Architectural/spatial/interior design,Designresearchand the collationofinformation;

Small scaleurbaninterventionsandsimple buildingsstructures; Introductiontothree-

dimensionalanalysisandrepresentationusingdrawingandproportionalsystemswhichunderpinbuiltformsandcontexts;Drawingskills,draftingskill,includingintroductiontoperspective,isometricprojectionandCAD;

Formalarchitectural/ spatial/interior design,surveyingandmeasurementskills,documentationandmodelling necessaryfor builtformideacommunication;

Examineshowspatialelementsrelationshiptoscaleandpurposechangesthroughexplorationofsequentialpropositions,andtherenderingofspatialpropositionsthroughlight,shade,colour,and texture;

Buildingconstruction,detailandtheconstructionprocess,includinganintroductiontobuilding services andtechnology;

Outlinearchitectural/ spatial/interior design,feasibilitystudies,toincludeergonomics,spaceplanningandanintroduction to sustainability;

Siteanalysis,usingavarietyofdocumentationtechniques,toincludemappinganddigitaltechniquesandtheirroleintheformationofadesignbrief;

Formgeneration,shapegrammarsnaturalandabstractdevelopment(Euclideanprogression/spiral,goldensection),andtheuseofappropriatesoftwareprograms.


Learning Outcomes Assessment Criteria1. Know about basic structures and forms and their application in built form construction

1.1 Know about basic structures and forms and their application in built form construction1.2 Explain the use of and properties of connections and detail in the design of structures

201

1.3 Summarise the nature of materials and their use in the design of built structures

2. Know about a variety of methods and media used to communicate in the creative industries

2.1 Summarise a variety of methods and media used to communicate in the creative industries

3. Explain the relationship between the human form and the structural interpretation of built form and construction

3.1 Summarise the relationship between the human form and the structural interpretation of built form and construction

4. Be able to design a self supporting structure from a given brief

4.1 Design a self supporting structure from a given brief

5. Be able to communicate and explain ideas to a client or audience

5.1 Communicate and explain ideas to a client or audience

6. Be able to use construction techniques to construct a three-dimensional form

6.1 Use construction techniques to construct a three-dimensional form

7. Be able to communicate with others using a variety of formats and media

7.1 communicate with others using a variety of formats and media

8. Be able to collaborate with other members of a team

8.1 Collaborate with other members of a team

9. Be able to communicate with others in the creative industries to realise a specific outcome

9.1 Communicate with others in the creative industries to realise a specific outcome

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1. Unit Title SpecialistStudy3: DualUseEnvironment2. Credit Value of

Unit15

3. GLH 684. Unit Type Mandatory

5. IndicativeNotionalLearningHoursStaff –Student Contact Independent StudyHours

Classes(e.g.lectures,seminars andsupervisedgroupactivity)

40 Independent Study(e.g.projectdevelopment,reading,research andwork ononlineforums)

92

SupervisedAccesstoResources

28 PreparationforAssessment 80UnsupervisedAccesstoResources

60

Total 68 232Total notional hours for unit 300


Thisisadesignunitfocusingonthedevelopmentof(Look,see,analysesite,draw,structure,anddetail) anewsmall dual-use building.

Issuesofasinglebuildingofmultipleuseareinvestigated.Thesearetoincludeidentificationandinteractionoffunction,thesatisfactionofcontradictoryneedsthroughthemanipulationandorganisationofspace,leadingtoanimplicationofpotentialspatialuses.Levelsandverticalcirculationaretobetakenintoaccount,along withdevelopinganunderstanding oftheregulatoryframeworkgoverning urbanconstruction.

7. Aimsof theUnit

a. Tointroducecomplexinterior/architecturalproblemsolvinginanurbancontext;

b. AllowstudentstobuildupontheknowledgeandskillsdevelopedinotherLevel1unitsandtoapplytheminthedesignofamorecomplexmulti-functionalinterior environment,whichmeetstheneedsofdisparate users.

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a. Public/domesticandcommercialhospitalityspace;b. Therelationship of thenewtoexisting structureandtheir connectionc. Primary and secondary structures;d. Materiality,colour and texture;e. Circulation;f. Volumetricsandcreativevolumeplanning;g. Semioticsofspace;h. Ergonomics;i. Regulatoryframework for construction;j. Digitaltechnology.

Learning Outcomes Assessment Criteria1. Understand constructional principles and the ways they inform and influence design decisions

1.1 Explain constructional principles and the ways they inform and influence design decisions

2. Understand the main concepts and ideas of digital processing in spatial design

2.1 Explain the main concepts and ideas of digital processing in spatial design

3. Be able to describe a built environment

3.1 Describe with examples the a built environment

4. Understand the creative potential of 3D CAD software in the design process

4.1 Describe the creative potential of 3D CAD software in the design process

5. Understand the relationship between the user and technical constraints of a project

5.1 Explain the relationship between the user and technical constraints of a project

6. Be able to conduct a site analysis for a design proposition

6.1 Conduct a site analysis for a design proposition

7. Be able to analyse and interpret the processes of an established designer/architect

7.1 Analyse and interpret the processes of an established designer/architect

8. Be able to develop a design proposal for a

8.1 Develop a design proposal for a small scale environment

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small scale environment9. Be able to represent space from a variety of viewpoints using computer technologies

9.1 Show representation of space from a variety of viewpoints using computer technologies

10. Be able to develop team working skills in a design environment

10.1 Develop team working skills in a design environment

11. Be able to use digital media to develop a website

11.1 Use digital media to develop a website to create a platform to display/promote our work

9. LearningandTeachingMethods

a. Briefingsb. Lecturesc. Projectd. Seminarse. Workshopsf. Groupworkg. Online activityh. IndividualPresentations and critiquesi. Group presentationsandcritiquej. Self-directedindependentstdudyk. Other (describebelow)

205

1. Unit Title Tangible Media2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory



50



50


6. Unit Introduction“Untilrecently,renderingbits(data)intohuman-readableformhasbeenrestrictedtodisplaysandkeyboards-sensorydeprivedandphysicallylimited.”-NicholasNegroponte,MITMediaLabfounder.

Theterm"TangibleMediadesign"or"TangibleInterfacedesign"describesthepotentialofthedesignertogivephysicalformtodigitalinformation.

Theworldhasbecomesaturatedwithphysicalobjects(products)containingscreens,keyboards,buttonsandspeakersandtheirphysicalattributesoftenhavelittletodowiththeirpurpose.Thecontrastbetweentheseinteractiveobjectsandthephysicalworldaroundus,isfullofself-evidentthings,likeknivesandglassesandgloves.

Itisthereforethetaskofthedesignertore-evaluateandexperimentwhenitcomestotheproductsoftoday,whileusingthetechnologiestodayandtomorrow.Peoplearen'tjustlimitedtovisual(andaudio)perception,wecantouch,taste,feel,smell,stroke,poke,listento,shoutatandignore.Itisthoughtthatthereare21humansensesincludingvision,hearing,smell,taste,touch,pain,pressure,temperature,motion,balance,acceleration.Theseperceptionscanbecomevaluableplatformsfordesigningnewhuman-computerinterfacestopushtheboundariesofinteractionandproductdesign,potentiallycreatingnew paradigmsormarketpotential.

Thisunitwillintroduceyout

oavarietyofprototypetoolsinwhichtheycanexplorehuman-computerinteractions.Theseincludeexploringprogramminglanguages,electronics,physicalcomputingthroughsensors,andcomputerinterfacing.

7. Aims of the Unit

Tointroduceyoutothetechniquesof physical computing and digitaltechnologiesrelevantto theinteractiondesigner;

Toequipyouwiththepracticalskillsrequiredtocreateworkingprototypeswhichcanbeusedtotesttheuserexperience;

Toencourageinnovationandexperimentation.


Physicalcomputing,interactionprogramminglanguages; IntroductiontoArduino(orsimilar)asanelectronicprototypingplatform*; Theuseofsensors,gamecontrollers,microcontrollers,motorsandotherhardware

; Usertestingandusability; AnintroductiontoMaxMSPsoftware*.

*Note:Asallsoftwaretrainingistobeoutsourcedthismaynottakeplacewithinthecontacthours.TheremayalsobearequirementforFlashandMaxMSPtrainingtosupport this unit. This is dependent on chosen project brief.


Learning Outcomes Assessment Criteria1. Understand the rationale of technologies and methodologies used in interaction design for prototyping

1.1 Summarise the technologies and methodologies used in interaction design for prototyping

2. Understand the importance of being open to change in design

2.1 Explain the importance of being open to change in design

3. Be able to evaluate the techniques, technologies and processes used in the making of interactive prototypes

3.1 Evaluate the techniques, technologies and processes used in the making of interactive prototypes

4. Be able to apply technologies to produce required design solutions in an iterative approach

4.1 Apply technologies to produce required design solutions in an interactive design approach

5. Be able to communicate ideas and rationales regarding prototype formats and concepts to others

5.1 Communicate ideas and rationales regarding prototype formats and concepts to others

6. Understand the rationale of technologies and methodologies used in interaction design for prototyping

6.1 Summarise the technologies and methodologies used in interaction design for prototyping

7. Understand the importance of being open to change in design

7.1 Explain the importance of being open to change in design

8. Be able to evaluate the techniques, technologies and processes used in the making of interactive prototypes

8.1 Evaluate the techniques, technologies and processes used in the making of interactive prototypes

9. Be able to apply technologies to produce required design solutions in an iterative approach

9.1 Apply technologies to produce required design solutions in an interactive design approach

10. Be able to communicate ideas and rationales regarding prototype formats and concepts to others

10.1 Communicate ideas and rationales regarding prototype formats and concepts to others




Lectures; Workshops; Tutorials; VLE.

Assessment

Practical Project



Assessment

Practical Project






AssessmentPractical Project










1. Unit Title TheoryandContext2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory



50



50


6. Unit IntroductionThisunitintroducessomecriticaltheoriesandhistoricalanalysesofdesignandcommunicationmediainthe20thand21stcenturies.

Itshowshowdesignandcommunicationmedia influence,orareinfluencedby,thethinkingandeventsofaparticulartimeandplace.Itexploresissuesofsocial,culturalandhistoricalcontext,includingtheroleethicshasplayedincreativedisciplines.

Theunitisprogressedintwoparts,overtwoterms.

7. Aims of the Unit

Introduceyoutokeyissuesintheunderstandingofdesignandcommunicationmediaandyourprocesses,asdevelopedinaglobalcontextofculturalandhistoricalchange;

Introduceyoutoethicalissuesforinfluencingyourinterpretationofdesign/communicationmediaandtheirownpractice;

Enableyoutolearntoaskquestions–inordertoinvestigate,research,challengeopinionsorpreconceptionsandformyourownstandpoint; and

Developyourskillsandconfidenceinconductingresearchandpresentingyourwrittenideaseffectivelyandtoarecognisableacademicstandard.


Thisunitisprogressedintwoparts,overtwoterms.

Part One (TermOne,aweeklytwo-hoursessioninweeks4-8,deliveredtoallLevelOneBAstudents–eachsessiondeliveredinrepetitiontolargeclustersofcourses).Thisisaseriesoflectures,panelsessionsandotherinteractiveactivitiesfocusingoncriticaltheories,issuesandsignificantmovementsrelatingtodesignandcommunicationmediainaglobalcontext,suchas:

a. Fundamentalconceptsofdesigntheoryandcommunicationtheory;b. Anintroductiontothenotionsofsequenceoftimeandconsequentiality;c. Ethicsindesignandcommunicationmedia;d. Genderandethnicityindesignandcommunicationmedia;e. Thepowerofpersuasionindesignandthemedia;f. Historyasstorytelling,myth,geography;g. Thepersonalispolitical;

PartTwo(TermTwo,aweekly2.5hoursessioninweeks1-8,deliveredtoclustersofrelatedcoursesandunderliningspecificsharedelements).Thisisaseriesoflecturesandotherinteractiveactivitiesfocusingonwaysinwhichdesignorcommunicationmediaaffectorare affectedbyhistoricalandculturalcontext,withconsiderationforsocial,economicandtechnologicaldevelopmentsrelatingtotheyourcoursesubjectarea,including:

h. Somesignificantart,designandmediamovements;i. Theworksofkeyart,designormediapractitioners;j. Themakingofdesigns,artefactsormediatextsasanevolutionaryprocess;k. Theanalysisandcritiqueofkeyexemplars–designs,artefactsormediatexts

–withinanhistoricalcontext;l. Th

ehistoricalimplicationsoftheproductionandconsumptionofdesignandcommunicationmedia;

m. Basicresearchskillsandthereferencingofsources;n. Meaningandvalueinresearch.


Learning Outcomes Assessment Criteria1. Understand design and communication media as constructs in the context of cultural and historical developments.

1.1 Explain the importance of design and communication media as constructs in the context of cultural and historical developments.

2. Be able to apply ethical issues to the interpretations of design and communication media

2.1 Apply ethical issues to the interpretations of design and communication media

3. Be able to observe, describe and analyse artefacts in a historical and theoretical context

3.1 Observe artefacts in a historical and theoretical context3.2 Describe artefacts in a historical and theoretical context3.3 Analyse artefacts in a historical and theoretical context

4. Be able to apply research methods to a project and present the findings.

4.1 Apply research methods to a project and present the findings.

5. Be able to use information technologies to support and deliver research

5.1 Use information technologies to support and deliver research




You find your voice, gain confidence, orientate yourself, and practise communication in oral and written form.

Lectures,interviewsorpanelsessionssupportedbystillormovingimages;Quizzes,debatesandothertypesofinteractiveactivitiesorquestioning;Seminars,asacontextforgroupdiscussionsandgroupwork;Directed,specialistreadingtoencourageindependentlearning;

Briefsandsupportmaterialpostedonmoodle.

Youareencouragedtomakeindependentstudyvisitstogalleries,museums,professionalstudiosandothersitesfordirectexperienceofdesigns,artefactsorpeople(interviews,discussionsetc).

AssessmentFormative:A Quizwith PeerAssessmentandtutorsSummative:ResearchedText



Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Directed, specialist reading to encourage independent learning;Briefs and support material posted on moodle.You are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriate

Assessment






Lectures,interviewsorpanelsessionssupportedbystillormovingimages;Quizzes,debatesandothertypesofinteractiveactivitiesorquestioning;Seminars,asacontextforgroupdiscussionsandgroupwork;Directed,specialistreadingtoencourageindependentlearning;

Briefsandsupportmaterialpostedonmoodle.

Youareencouragedtomakeindependentstudyvisitstogalleries,museums,professionalstudiosandothersitesfordirectexperienceofdesigns,artefactsorpeople(interviews,discussionsetc).

StrongVLEsupportviaresearchcontacts,film-clips,reflectivestudentmaterial,etc.

IndividualdyslexiasupportandlanguagementoringasappropriateAssessment Evidence





Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Directed, specialist reading to encourage independent learning;Briefs and support material posted on moodle.

You are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment EvidenceFormative: A Quiz with Peer Assessment and tutorsSummative: Researched Text



Lectures, interviews or panel sessions supported by still or moving images;Quizzes, debates and other types of interactive activities or questioning;Seminars, as a context for group discussions and group work;Directed, specialist reading to encourage independent learning;Briefs and support material posted on moodle.You are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Strong VLE support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriateAssessment

Formative:A Quizwith PeerAssessmentandtutors.

1. UnitTitle TheoryandPractice:DebateandPolemic2. CreditValue ofUnit 153. GLH 30

4. UnitType Mandatory

5. Breakdown ofNotionalLearningHoursStaff–StudentContact IndependentStudyHours

Classes(e.g.lectures, seminarsandsupervisedgroupactivity)

30 IndependentStudy(e.g. projectdevelopment, reading,researchandwork ononlineforums)

50


0 Preparationfor Assessment 20UnsupervisedAccesstoResources

50


6. UnitIntroduction

Thisis alectureandseminar-basedunitofferingopportunitiesfordebate,discussionandpolemic,thisunitexploressomeofthemorecontroversialhistoricalorpoliticalaspectsofdesignandcommunication.Focusingonaseriesofparticulartopicsandthemesinarchitecture,studentsreceivelectures andundertaketheresearchofhistoricalcontexts,issuesandcasestudiesfordebateanddiscussion,leadingtothesubmissionofanindividualcritique/analysisinwritingorotherappropriatemedia.

Thisunitallows students tounderstandanddicernechangesincontextandacommercialpolemic.

Theunitalsooffersapossiblesourceof,orpathwaytosubjectsforinvestigationintheDissertationonArchitecture.

7. Aims oftheUnit

Toacquireknowledge,thenreflecton,analyseandevaluateit;withinthesubject areaof architecture;

Developconfidenceintheappropriatearticulationofthatknowledgewithregardtomessage,medium,

modeof communication, andintent; Developconfidenc

einthevalueofindividualviewsandbeliefs,aswellasskillsintheappreciationandevaluationof theviews of others;

Enhance understanding of relevant research, and the need for andappropriateuseof referencing;


Contextualand/orhistoricalinformationofsignificanceinthedevelopmentofdesign polemic;

Toformulateacriticalpointofvieworargumentwithregardtothesubjectmatter; Toacknowledgedifferentattitudestowardsand opinions on the subjectmatter; To articulateapersonalandpoliticalstance; Th

euseofavarietyofresearch(informationgathering)techniquesandtheapplicationofanappropriatemethodof referencingsources;

Theapplicationofrelevantresearch; Example

softheappropriatenessofdifferentmodesofwritingorpresentationwithregardtosubject andaudience.


Learning Outcomes Assessment Criteria1.Understand how toevaluatetheimpactofcontextual historical conditionsonaspecifiedperiodofarchitecture

1.1 Evaluatetheimpactofcontextual/historicalconditionsonaspecifiedperiodofarchitecture

1.2 Summarise how the changes in contextual/historicalconditionshave contributed to how designers work to create ideas and products

2.Understandmotivationaldriversof consumerbehaviourandtheirrelevancetoagivenmarket sector

2.1 Explain how motivationaldriversof consumerbehaviourandtheirrelevancetoagivenmarket sector

2.2 Summarise consumer behaviour in a specific market sector in relation to product selection

3. Understand how to formulateownattitudesandanethical/politicalstancewithregardtoissues of

3.1 Formulateyourownattitudesandanethical/politicalstancewithregardtoissues of criticalconsequence

criticalconsequence 3.2 Summarise yourownattitudesto a variety ofethical/politicalview pointwithregardtoissues of criticalconsequence on design practices

4. Understand,evaluateandsynthesiseappropriatecompany andmarket intelligencetogenerate information to use in work/study

4.1 Evaluate appropriatecompany andmarket intelligencetogenerate information to use in your work/study4.2 Synthesiseappropriatecompany andmarket intelligencetogenerate information to use in your work/study

5.Understandtheprinciplesofdebateandpolemic–andtheirrolesassourcesofinspiration(forfurtherstudy)

5.1 Summariseprinciplesofdebateandpolemic–andtheirrolesassourcesofinspiration(forfurtherstudy).

6. Understand how toinvestigatepotentialentrepreneurial ideasandcriticallyevaluatethemtoidentify agapinthemarket

6.1 Investigatepotentialentrepreneurial ideastoidentify agapinthemarket6.2 Criticallyevaluatepotentialentrepreneurial ideastoidentify agapinthemarket

7.Understand how to communicateappropriatemodeorformofpresentation/writing in relevant subject areas

7 .1 Communicateappropriatemodeorformofpresentation/writing in relevant subject areas.


This unit willbedeliveredusingacombinationof:

Briefings Lectures Projectwork Seminars Workshops Groupwork Onlineactivity IndividualPresentationsandcritiques Grouppresentationsandcritiques Self-directedindependentstudy Other(describebelow)

1. Unit Title UrbanEnvironments&ArtefactandElement2. Credit Value of Unit 153. GLH 304. Unit Type Mandatory



50



50


6. Unit IntroductionTheunittakesaportionofthecityandredesignsandrepurposesthatportioninresponsetoresearch,analysis,contextualunderstanding,sustainabilityandfutureuse.

TheunitfocusesontheInterior design,developmentofspacesstructure,organisation andlikelyfuturedevelopment.Studentsgain understanding ofurban-decay,theneedforregenerationandrenewal,asenseoftheimportanceofbalancedsocio-historicalcontinuityin spatial designredevelopment.Itbuildsuponanddevelopspreviouscomputationalskillsgained.

Theaimoftheartefactelementistodevelopanunderstandingoftheinterdisciplinarynatureofarchitectureandtogiveexperienceofrelatedareasofenvironmentdesign.Studentswillconsidersmallscaleexternalphysicalinterventionsfor examplelighting elements,streetfurniture etc.

Theunitrevolvesaroundaninterior design casestudyofaparticular areaofstucture/space, andaspecificsitewithinthatarea,andlooksattherelationshipbetweeninterventionsonthissiteandregenerationandrenewalofthearea.Studentsworkingroupstosurveythesiteandanalysetheareaandtoproposedesigninterventionsforrenewal.Inparticular,theunitprovidesopportunitiesfortheinvestigationofcellularautomataandfractalsutilisingcomputersoftware.Theunitisbasedaroundaprojectinwhichstudentscreateameshstructurewithpredeterminedparametersusingavarietyof modelforms.

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7. Aims of the Unit

Reflectionuponthepractical,historical,theoreticalandethicalfactorswhichimpacton thedesignof the urbanenvironment.

Toconsiderthecurrentcriticalissuessurroundingtheaestheticsofcitylife(order,scale,design,architecture,literature,theatreandthe‘derive’).Theunitincreasesstudents’awarenessoftheusesofandapplicationofcomputationindesign.

Theunitalsoexploresthenatureofvirtualcities(maps,models,utopiasandcomputersimulations)andtheirrelationshiptotherealthing.ThebasicconceptsofshapegrammarinLevel1arereinforcedandelaborateduponandstudentsfurtherexplorethecreativepotentialofthedigitalvisualisationsoftware.

Toarticulateadesignwhichclearlydefinesthecomponentpartsofadesigned artefactin theinterior,or exterior as anindividual or integrateditem.

Togainanawarenessofhowadesignintermsoflayersorpartsisaneffectivemeansbywhichanarchitecturalprojectmightbemanagedandhowtheparticularissuesrelatingtothedesignmightbeisolatedandevaluated,separatelyandin combination,allowing for trialanderror risktaking.

Thisunitprovidestheopportunitytogainanunderstandingofdesigninganartefactwithintheinteriororexteriorenvironmentdemonstratingaclearsocialandeconomicrationaleforitscreation.Anawarenessoftheeffectsandresponseswhichanartefactmayhaveindefiningtheuseandunderstandingofthegiveninterior environment.


Interior designplanninginfrastructureanddesign;Sustainabilityincommunities;Thehistoryandcontextofspatial interior design development;Conservation;User groupsandtheregulatoryrequirementsofspatial design planning;Therehabilitationandrenewalofcommunities;Technologicalchangeanditsimpacton humaninteraction and theenvironment;Interiorutopiasandtheirsocio-politicalimpactonfutureprojecteddevelopment;Thespace/interior asmetaphorandavehicleforpolemic,asviewedthroughrelateddisciplines(film,artphilosophy,psychologyliteratureandcomputer generatedform);Thespace/interiorasstateandasaarea for services;Thespace/interiorasmonumentandareceptacleofmemory;ContemporaryNomadiclifestyles;Webbasedinteractivestructures;Objectorientatedprogrammingandorganisation;Appropriatesoftwareprograms;Formationandevaluationofprototypicalcomputergeneratedmodel

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s;Interior /ArchitectureSpatialDesign;Materialsandtexture Colour and formStyling andperceptionErgonomics;

Productdevelopmentstrategy;economics;andtheeconomicsofproduction;Socialandculturalissuesrelatedtotheproductionanddevelopmentofanartefact


Learning Outcomes Assessment Criteria1. Understand the history and development of the urban built environment

1.1 Summarise the history and development of the urban built environment.

2. Understand the creative potential of object orientated programming

2.1 Explain the creative potential of object orientated programming

3. Understand the application of object orientated programming in the design process

3.1 Summarise the application of object orientated programming in the design process

4. Understand the relationship between architectural design proposals and their urban context.

4.1 Explain the relationship between architectural design proposals and their urban context

5. Understand how a designed artefact for the exterior/interior environment can be positioned within a commercial context

5.1 Summarise how a designed artefact for the exterior/interior environment can be positioned within a commercial context

6. Be able to propose architectural design interventions for a specific site in the context of wider urban renewal

6.1 Propose architectural design interventions for a specific site in the context of wider urban renewal

7. Understand the relationship between research, drawing, maquettes and full-scale

7.1 Explain the relationship between research, drawing, maquettes and full-scale prototypes as part of an interior design process.

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prototypes as part of an interior design process

8. Understand how to organise a presentation which links multiple design interventions at different scales

8.1 Summarise how to organise a presentation which links multiple design interventions at different scales

9. Be able to analyse how materials, technologies, economies and modes of production affect the realisation of a designed artefact.

9.1 Analyse how materials, technologies, economies and modes of production affect the realisation of a designed artefact

10. Know how to work collaboratively in the production of a design proposal for a specific site in an interior context

10.1 Summarise how to work collaboratively in the production of a design proposal for a specific site in an interior context.

11. Understand how to clearly articulate the component parts of a designed artifact

11.1 Explain how to clearly articulate the component parts of a designed artefact

12.Understand how to evaluate the performance of materials and technologies in relation to a design concept

12.1 Evaluate the performance of materials and technologies in relation to a design concept


This unit willbedeliveredusingacombinationof: Briefings Lectures Projectwork Seminars Workshops Groupwork Onlineactivity IndividualPresentationsandcritiques Grouppresentationsandcritiques Self-directedindependentstudy

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1. UnitTitle MarketFactors(Interior Design)

2. CreditValue ofUnit 153. GLH 304. Unit type Mandatory

5. IndicativeNotionalLearningHoursStaff–StudentContact IndependentStudyHours

Classes(e.g.lectures, seminarsandsupervisedgroupactivity)

30 IndependentStudy(e.g. projectdevelopment, reading,researchandwork ononlineforums)

50


0 Preparationfor Assessment 20UnsupervisedAccesstoResources

50


6. UnitIntroduction

Thisis adesignunitfocusingontheanalysisanddevelopmentofcommercialobjectives.TheaimofthisunitistointroducetheimperativesofthecommercialworldastheyrelatetoInterior Design andinparticulartheforces,whichinfluencetheInterior Design of commercial and domestic space/s.

WhetheranInterior Designstatement,identityornewbuilding,product,service,company,channelorprogramme,clientsarelookingforauniquewayof‘makingtheirmark’withanaudienceand‘standingoutfromthecrowd’.Virtuallyallcreativeworkis foramarket andisintendedtobesuccessfulinthat market.

Asarchitecturaldesignersinvolvedinthecreation,designorproductionofaclient’sbriefhastoconsiderfunctional,technical,social,environmentalandcontextualissuesintheirwork.Thisunit focuses theseissues andaims to involve thestudentinthedirectexperienceof workingforaspecificmarket.

7. Aims oftheUnit

Tounderstandhow 226

thegrowthofasocialconscienceisaffectingarchitecturespaceutilisation,commercialdevelopmentandpresentationcausingareappraisaloftheelementswhichgotomakeuptheprototypical‘agora’(builtmarket place).

To gain the ability to investigate and explore how the values of a particular commercial organisation can be developed and represented spatially to form a continuous relationship between environment, product and organisational identity through its architecture.

To understand the physical and psychological importance of key architectural features, perceived image, and environment, through a study of the key elements as architectural metaphor in commercial design.

To engage with the social uses of the commercial environment (i.e. as a place of encounter) and the multiple meanings of the contemporary commercial space.

To gain an understanding of advertising and promotions within the creative industries as a whole as well as how it impacts on architecture To apply an understanding of audience, demographics, branding, reach, and target markets in any creative work.

To produce solutions to briefs that use methods, innovative techniquesand complex models to reach specific audiences.


Topics coveredinthis unit willinclude:

Spatial/ Interior Design;Commercial/domesticandbusinessculture;Corporateidentityandvalues;historyandtheoryofcommercialspatialdesign; demographicsandcontemporarysocio-economicfactors;

Visualmerchandisingandpsychology of display in Spatial/ Interior Design; Servicesan

dstructures,theanantomyofalterationinbuiltform,signageandtechnology,formandinnovation;

Impact of theinternet(newmodes of businessinthee-commerceage); Th

eregulatoryframework(planning,buildingcontrolandaccessanddisability);Introductiontoprojectmanagementtechniques(time,costschedule), contracts,legislativeproceduresandwork stages;

Whatitmeanstobecommercial/domestic;Theapplicationofmarketresearch;audienceandmarketfactors;Thesellingofproductsandservices;Therolesof client anduser/audience;Theproductionprocess fromidea tomarket;

Theimportanceof advertisingandpromotionsintoday’ssociety;

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9. UnitLearningOutcomes

Learning Outcomes Assessment Criteria1. Understand a designated business, retail, or professional sector and its design of commercial architectural infrastructure

1.1 Summarise a range of designated business, retail, or professional sector and its design of commercial architectural infrastructure

2. Understand trends, vocabulary and processes in advertising and promotions

2.1 Explain with examples the trends, vocabulary and processes in advertising and promotions.

3. Understand the need for flexibility and adaptability when undertaking an interior environmental design proposal

3.1 Summarise the need for flexibility and adaptability when undertaking an interior environmental design proposal

4. Understand how to develop a creative approach in a design environment

4.1 Develop a creative approach in a design environment

5. Be able to develop a permanent interior commercial or domestic space

5.1 Develop a permanent interior commercial or domestic space

6. Be able to present the rationale of a project to an audience

6.1 Present the rationale of a project to an audience

7. Be able to develop solutions to a design project

7.1 Develop solutions to a design project

8. Be able to produce a promotional idea from concept through to solution

8.1 Produce a promotional idea from concept through to solution

9. Be able to produce a feasibility report supporting

9.1 Produce a feasibility report supporting a design proposal for a client

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a design proposal for a client10. Be able to present a promotional concept to a client

10.1 Present a promotional concept to a client

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1. Unit Title Extended Essay2. Credit Value of Unit 153. Unit Type Mandatory4. Guided Learning hours 605. Assessment type Internal



70



10

Total 60Tota 90

Total notional hours for unit 150

7. An overview and introduction to the unit

The extended essay is an in-depth study of a focused piece of work where the student has the opportunity to show knowledge, understanding and enthusiasm about a topic. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor or teacher.

The extended essay leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. This unit introduces students to the research process necessarily involved in intellectual risk, taking an extensive reflection; open-mindedness, balance and fairness which are key prerequisites for a good extended essay. Students will be, to a large extent, responsible for their own independent learning, through which they acquire and communicate in-depth relationship to the theory of knowledge and understanding.

8. Aims of the Unit

This unit gives the students

An opportunity to develop an independent, self-directed piece of research work and develop the skills of creative and critical thinking. Students will be able to engage in a systematic process of research appropriate to the subject.

Emphasis is placed on the research process:

230

formulating an appropriate research question engaging in a personal exploration of the topic communicating ideas experience the excitement of intellectual discovery synthesize, and evaluate knowledge.

9 Indicative Content

This unit will enable students to: Gain an understanding of range of cultural and contextual, critical and

theoretical practices in design. Gain an understanding of how to ask and begin to answer questions about

the discipline they are interested in and its broader context. Acquire a portfolio of methodological, critical and writing and

communication skills that will enable them to progress and know how to apply themselves to the various forms of study and assessment.

Know how to examine historical, theoretical material and current work in practice, including texts, visual and aural material from books and journals, multi-media and internet sources.

Know how to examine historical, theoretical material and current work in practice, including places of interest, events, films, plays, exhibitions, galleries, and museums.


Learning Outcomes Assessment Criteria1.Be able to plan an extended academic essay

1.1 Plan a structured academic essay that illustrates the purpose of the project1.2 Demonstrate the methods used to support the structure for the planning processes1.3 Plan a research project1.4 Formulate an research question

2 Be able to write an extended academic essay

2.1 Produce notes using preferred method(s)2.2Select, synthesise and logically structure

information for a structured essay2.3 Write in English observing the conventions of grammar, punctuation and spelling2.4 Use conventions of academic writing.2.5 Demonstrate analytical techniques, including:

using judgement; developing and presenting an argument; critical analysis; debating views develop a structure for communicating

ideas231

2.6 Reference sources using accepted academic conventions2.7 Gather and interpret material from sources appropriate to the research question

3. Be able to plan a report 3.1 Plan a structured report3.2 Formulate t terms of reference.3.3 Structure a hypothesis in response to the research question on the basis of the material gathered3.4 Apply analytical and evaluative skills to the subject.3.5 Use the academic terminology and language appropriate to the subject.

4 Be able to construct report

4.1 Select and synthesise information4.2 Construct any concise report to a given word limit.4.3 Present in a standard report structure that includes:

main conclusions reached purpose of the work and methods used for research

4.4 Present the extended essay in a format appropriate to the subject4.5 Use appropriate academic citation/referencing

232






233



234



(C) Show their application of the skills of observation, description and analysis of artefacts in a wider context of theory and history of design and communication.Generate the concept ofthe importance of control measures in risk assessment, through the notion of designs (composition, form, space and structure







235





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5. LIST OF EQUIPMENT

Hardware List

№ Name Technical specification

Purpose of equipment/ Covered topics

Module(s) where will be used

Units- pieces/ per number of students

Total quantity

Comments Picture(if possible )

1 Makerbot 2x 100 micron layer thickness 6691cc volume – 28x15x15

Low End 3d printer -Sketch modeling – function prototpyes, test rigs and demostrations of fit and feel or mechanical principles

12 Cheap machine capable of being used independently by students – software is downloaded to users laptop and as such requires very low staff input

2 Stratasys uPrint 200 micron layer thickness

Mid range 3d printers Refinement of models for concept testing and more refined

1 Used by staff for the students as a bureau service – post process on objects needs staff because of chemicals involved.

3 3D Systems Z450

720DPI 3d printer Mid range 3d printer for finished models and proof of concept

1 Staff use as bureau as above but with safe chemicals, big volume allows lots of models to be made overnight for lots of students.

4 Stratasys Conex 260

Multi material 3d ptiner

Proof onf concept at high level of detail featuring

1 Staff use only, staff liase with students

multiple levels of flexibility in one solid model

before print to make the best of the technology and best value for money per print. Post process involves water jets to remove supports

5 Artec EVA 3d Scanner

Structured light based scanner – non contact scanning of soft surfaces and objects, handheld and operable from laptop

Scanning objects to bring them into the digital CAD environment, for reverse engineering and

1 High end device normally used in conjunction with staff aftter a demonstration woth students

6 Artec Spider 3D Scanner

Structured light scanner for small objects – as above

As above 1 As above

7 3D Sytems Sense scanner

Basic optical scanner

As above but for loan to students on an ad-hoc basis or for use in group tutorials

1 for every 3 students when taught in class situation

4 Simple device that can be used by students by downloading the software to their own machines

8 Roland MDX 540a

4 Axis CNC milling machine 500x400x150 volume

Realisation of 3d geometry in solid materials such as PU foams, model board and wood using the same 3d data as needed for a 3d

1 Mayka Pro software we currently use is very intuitive and easy to learn for the students, works well with the

238

print MDX20 below as well

9 Roland MDX 20 3 axis very small milling machine.

As above at a very small scale for detailed work in soft materials such as wax and softer modeling boards

1 As above

10 Universal Laser PLS6.60

810x450mm 65watt laser

2 dimensional cutting and engraving of a massive range of solid materials from woods and plastics to fabrics glass and papers etc.

2 Operating directly from Adobe Illustrator the lasers are very intuitive and simple to operate. Operation by students independent of staff after one training session

11 Zund M800 1200x900 plotter cutter with roller and vinyl cutter.

For cutting flat materials such as fabrics and plastic sheeting or vinyl and card. Can operate from Adobe Illustrator files

1 Much as the laser, training is simple and allows the students to operate independently

12 Roland Picza Laser Scanner

Rotating laser scanner for objects up to 500mm high

The quick scanning of hand sculpted objects, reverse engineering or objects

1 Scanner that creates detailed models by rotating the object and scanning the surface with laser.

13 Microscriber MHT

Touch probe digitizer

For the detailed reverse engineering and metrology of objects,

1

239

using an industrial ruby as a probe for extremely accurate measurement

14 Mimaki TX2 Fabric printer with various inks and pigments – 1.3mm rolls of fabrics

For printing onto prepared fabrics using industry standard inks and pigments – mostly Dye-Sub and Acid dyes

2 Allows designs created on computers (Adobe suite) to be printed full size onto fabrics via an ink jet process.

15 Transmatic Rotary Heatpress

For use with 1.3m fabrics and paper

For use with Dye-Sublimation transfer printer for manmade fabrics

1 Heavy machine, 200 Celsius operation with staff assisting students only

1 per student

Dell Precision M3800 15.6-inch or Apple MacBook Pro 13-inch Retina dual-core

Student laptop Will contain student software for assignments, seminar and all student educational activity

1 per student

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Software List

№ Name Technical specification Purpose of equipment/ Covered topics


Units- pieces/ per number of students

Total quantity (If the number of students is 15)

1 Google SketchUp pro 2014 for Windows

SketchUp Pro 2014 is 3D modelling software for professionals. SketchUp allows anyone to model in 3D quickly and accurately. Using 3D models, designers can make more informed decisions, communicate project details, and share ideas with colleagues and customers to reach a common goal.System Requirements Windows:- Microsoft® Internet Explorer 6.0 or higher.- Google SketchUp Pro requires .NET 1.1 framework.- SketchUp will run on 64bit versions of Windows, but it will run as a 32bit application.- 800 MHz processor.- 1 GB RAM.- 15 MB of total hard-disk space.- 3D class Video Card with 256 MB of memory or higher. Please ensure that the video card driver is 100% OpenGL compliant and up to date.

Google SketchUp Pro is a program that allows students to make 3D designs, which can be used in applications such as architectural projects and others. The software has a lot of drawing tools, 3D modeling tools, effects and textures. A student will be free to create their own drawings from scratch.

Software will be used throughout all levels modules. Particularly in Prototyping, Introduction into Specialty, Specialty 1and etc.

1 15

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2 Autodesk Entertainment Creation Suite Ultimate 2014

System requiremements:Operating System- Microsoft® Windows® 8 Professional (64-bit)Microsoft Windows 7 Professional (64-bit)CPU- 64-bit Intel® or AMD® multi-core processorRAM -8 GB or RAM (or more recommended)Disk space- Entertainment Creation Suites for Education requires 17GB free disk space

Software helps to accelerate 3D modelling and sculpting, texture painting, mocap editing, advanced character animation and visual effects tasks, and optimise end-to-end production workflows.

Software will be used throughout all levels modules

1 15

3 Autodesk Entertainment Creation Suite Ultimate 2015

Operating System Microsoft® Windows® 7 (SP1), Windows® 8 and Windows® 8.1 Professional operating systemlCPU 64-bit Intel® or AMD® multi-core processorRAM 8 GB of RAM (or more recommended)Disk Space Free disk space for install:Entertainment Creation Suites for Education requires 19GB free disk space

Software helps to accelerate 3D modelling and sculpting, texture painting, mocap editing, advanced character animation and visual effects tasks, and optimise end-to-end production workflows.


1 15

4 Autodesk Entertainment Creation Suite Ultimate Subscription

AutoCAD LT 2015Create precise 2D CAD drawings with intuitive drafting software that uses the latest DWG™ technologyMaya 2015 (Desktop Subscription)Comprehensive 3D animation softwareAutoCAD 2015Powerful new 3D CAD design toolsSketchBook Pro 7

The software helps to produce higher-quality entertainment content with 3D animation software in the Entertainment Creation Suites.


1 15

242

5 McNeel Rhino 5.0 Upgrade Lab Kit

Operating System WindowsDisk space 600 MB disk spaceMemory (RAM) 1 GB minimum, 8+ GB recommended

MCNEEL_RHINORhino 5.0 has many new features and enhancements: Modeling, Editing tools, Interface, Display, Rendering and animation, 2-D drawing/drafting tools, Mesh modeling, editing, analysis, repair, and rapid prototyping, Analysis, Large projects, Compatibility, Software developer tools (lab kit for 30 students)


1 1

6 Rhino 5 / Flamingo / Penguin / Bongo Bundle Lab Kit

MCNEEL_PENGUINPenguin 2.0 is completely integrated with Rhino. All of its configuration dialogs can be accessed as any other Rhino dialog would be, inside Rhino properties or object properties.MCNEEL_BONGOBongo. Simple, integrated animation for Rhino 5.MCNEEL_FLAMINGONext generation rendering technology30 user Lab

Penguin. Sketch rendering modeSimulates hand drafting. It allows student to create images in styles that look like drawings using pencil, ink, chalk, pen marker, watercolor (and others).Configurable parameters for the wavy or straight lines. Control over line width, intensity, and color. Cartoon rendering modeObjects rendered with a limited number of shades and edges draw with a line to generate "illustration"


1 1

243

drawings.Controls the color and width of the silhouettes, borders, and creases.Bongo allows student drag and drop to create animations in Rhino, change between programs, preview inside Rhino, in real time, in any shading mode (including Neon!), render to video using any compatible renderer.Flaminngo features Image Editor with support for multiple lighting channels, 3D Plant Editor, render Farm support, Content libraries (plants, materials, HDRi),pre-textured mesh support,support for 3rd party texture sets.

244

7 MAXON CINEMA 4D Studio R15 Education

System Requirements.Windows Vista, 7 or 8 (64-bit only) on Intel or AMD processors with SSE3 support; Mac OS X 10.6.8 or higher on 64-bit Intel-based Macs; 1024 MB available RAM, DVD ROM drive. A standard DVD installation can require up to 7 GB of hard drive space. The software must be registered for unrestricted use.- Windows 8 64-bit (all versions)- Windows 7 64-bit (all versions)- Windows Vista 64-bit (all versions)- Windows 2008 Server 64-bit- Windows 2012 Server 64-bitMac- Apple Mac OS X 10.6.8~ (and higher)

MAXON_CINEMA4DMaxon'x Cinema 4D Studio is a great tool for professional 3D artists. If you want to create advanced 3D graphics but need a helping hand to ensure you create jaw-dropping graphics quickly and easily, then this is the choice for you. As well as containing all of the features found in Cinema 4D Prime, Visualize and Broadcast, Cinema 4D Studio adds advanced character tools, hair, a physics engine and an unlimited client network for rendering. The result is that Cinema 4D Studio can tackle any project you throw at it with ease.


1 15

8 Adobe Creative Cloud for teams

System requiremements - Microsoft® Windows 7, 8 or 8.1Mac OS X v10.7, v10.8, or v10.9Internet connection required

Adobe Creative Cloud for teams. Adobe® Creative Suite® 6 application, access to online services for file sharing, collaboration, and publishing. (Photoshop, In-design, After-effects and etc.).


1 15

245

9 Designer/Renderworks 2014 Educ

VECTORWOKS addresses the wide variety of design-oriented decisions and workflows.You will need to purchase a network dongle to run Lab seatsWindows XP SP 3, Windows Vista SP 2, Windows 7 SP 1, Windows 8- QuickTime 7.7.0 to 7.7.3 (higher versions not recommended)- Pentium 2GHz or better- RAM: 2GB minimum, 4GB highly recommended, 8GB recommended for large files and complex renderings.- Screen Resolution 1024 x 768 minimum, 1280 x 800 recommended- DVD-ROM drive (dual layer)

The software allows students to advance their ideas from concept through completion.


1 1

246

6. LIST OF LITERATURES

№ Name Author Publisher Edition Number ISBN Code-13 ISBN Code 10 Year


Comments

Essential Reading Theory and Context

1Visible Signs: An Introduction to Semiotics in the Visual Arts

Crow, David. AVA Publishing. 2 978-2940411429 2940411425 2010

2 Media, Gender and Identity: An Introduction.

Gauntlett, David Routledge 2 978-0415396608 415396603 2008

3The Tipping Point: How Little Things Can Make A Big Difference.

Gladwell, Malcolm. Abacus 1 978-0349113463 349113467 2001

4Where Good Ideas Come From: The Seven Patterns of Innovation,

Johnson, Steven.

Penguin Books. 1 978-0141033402 141033401 2011

5The Laws of Simplicity: Design, Technology, Business, Life

Maeda, John. The MIT Press. 978-0262134729 262134721 2006

6 The Digital Sublime: Myth, Power and Cyberspace

Mosco, Vincent.

The MIT Press. 978-0262633291 262633299 2005

7 Getting Critical (Pocket Study Skills)

Williams, Kate

Palgrave Macmillan. 978-0230584761 230584764 2009

Recommended Reading

8100 Artists’ Manifestos: From the Futurists to the Stuckists

Danchev, Alex Penguin Books. 978-0141191799 141191791 2011

9 Photography: A Very Short Introduction

Edwards, Steve.

Oxford University 978-0192801647 192801643 2006

247

Press.

10 Outliers: The Story of Success

Gladwell, Malcolm. Penguin. 978-0141036250 141036257 2009

11 The Language of Cinema. Jackson, Kevin.

London: Routledge. 978-1857542325 1857542320 2007

12 The Social Media Reader Mandiberg, Michael

New York University Press.

978-0814764053 814764053 2012

13

Also available: http://digital-rights.net/wp-content/uploads/books/Mandiberg-theSocialMediaReader-cc-by-sa-nc.pdf (Accessed: 4 July 2013)

14 How to Read a Film: Movies, Media and Beyond

Monaco, James.

Oxford University Press

4 978-0195321050 195321057 2009

15 In the Blink of an Eye: A Perspective on Film Editing

Murch, Walter.

Silman-James Press. 2 978-1879505629 1879505622 2001

Essential Reading Planning for Enterprise

16

The Longer Long Tail: How Endless Choice is Creating Unlimited Demand

Anderson, Chris

New York: Hyperion 978-1847940360 1847940366 2006

17

Free: How Today’s Smartest Businesses Profit by Giving Something for Nothing

Anderson, Chris

New York: Hyperion 978-1905211494 190521149X 2009

18 We-think: Mass Innovation Not Production

Leadbeatter, Charles

London: Profile Books 2 978-1861978370 1861978375 2009

248

19

Business Model Generation: A Handbook for Visionaries, Game Changers and Challengers

Osterwalder, Alexander and Yves Pigneur

Hoboken, NJ: John Wiley and Ssons

978-0470876411 0470876417 2010

20

The Lean Startup: How Constant Innovation Creates Radically Successful Businesses

Ries, EricSt Ives, Cornwall:, Penguin

978-0307887894 307887898 2011

Recommended websites

21

www.creativityincubator.com (sections: About Creativity, Innovation, Creative Tools and Techniques)

22 www.fastcompany.com23 www.springwise.com

24 www.gov.uk/browse/business/setting-up

25 www.startupdonut.co.uk/26 www.techcrunch.com27 www.wired.com

Essential Reading Mapping your profession

28 Makers: The New Industrial Revolution

Anderson, Chris

London: Random House

978-1847940650 184794065X 2013

29 The Rise of the Network Society: Information Age

Castells, Manuel

Chichester: Wiley-Blackwell

2 978-0631221401 631221409 2010

30Introducing the Creative Industries: From Theory to Practice

Davies, Rosamund, and Gauti

London, UK, Thousand Oaks, CA.,

978-1849205733 1849205736 2013

249

SigthorssonNew Delhi, and Singapore: Sage.

31 The Cultural Industries Hesmondhalgh, David London: Sage. 1 978-1412908078 1412908078 2012

32

Britain's Industrial Revolution: The Making of a Manufacturing People, 1700 – 1870

Trinder, Barry

Lancaster, UK, Carnegie Publishing Ltd.

978-1859361757 1859361757 2013

33The Undergraduate Research Handbook (Palgrave Study Skills) .

Wisker, GinaLondon: Palgrave MacMillan

978-0230520974 230520979 2009

Recommended Readings

35 Understanding the Music Industries, London: Sage.

Anderton, Chris, Andrew Dubber and Martin Martin

London Sage 2012

36

Race Against the Machine: How the Digital Revolution is Accelerating Innovation, Driving Productivity, and Irreversibly Transforming Employment and the Economy

Brynjolfsson, Erik; and Andrew McAfee

Cambridge, MA: Digital Frontier Press.

978-0984725113 984725113 2012

37 Architecture in the Twentieth Century

Gossel, Peter; and Gabriele Lauthauser

Koln, Germany: Taschen GmbH.

978-3822841266 3822841269 2012

38The Film Encyclopedia 7e: The Complete Guide to Film and the Film Industry

Katz, EphraimNew York: Collins Reference.

7 978-0062026156 62026151 2012

39 Digital Experience Design: Ideas, Industries, Leung, L. Bristol, UK

and Chicago, 978-1841502649 1841502642 2013

250

Interaction USA: Intellect.

40Production Studies: Cultural Studies of Media Industries

Mayer, Vicki, Miranda Banks and John Caldwell

London: Routledge. 978-0415997966 0415997968 2009

41

In Fashion: From Runway to Retail, Everything You Need to Know to Break Into the Fashion Industry

Von Furstenberg, Diane and Iverson, Annemarie

New York: Clarkson Potter Publishers.

978-0307463838 307463834 2010

Essential ReadingCommunication & Visualisation

42 Successful presentation skills

Bradbury, Andrew.

UK: Kogan Page. 3 978-0749445607 749445602 2006

43Powerful presentations: great ideas for making a real impact

Ehrenborg, Jons.

UK: Kogan Page. 978-0749435738 749435739 2001

44 Infographics: the power of visual storytelling

Lankow, Jason.

USA: John Wiley & Sons 1 978-1118314043 1118314042 2012

45 Visualizing ideas: from scribbles to storyboards

Schlempp-Ülker, Nesrin.

UK: Thames & Hudson 978-0500286128 500286124 2006

46

The complete presentation skills handbook: how to understand and reach your audience for maximum impact and success

Siddons, Suzy. UK: Kogan Page. 978-0749450373 749450371 2008

47 Presentation skills for students

van Emden, Joan.

UK: Palgrave Macmillan. 2 978-0230243040 230243045 2010

Recommended Readings46 Design thinking Ambrose, UK: AVA 978-2940411177 2940411174 2010

251

Gavin. Publishing.

47Visual storytelling: inspiring a new visual language

Klanten, Robert.

Die Gestalten Verlag. 978-3899553758 3899553756 2011

48Engineering design graphics: sketching, modeling, and visualization.

Leake, James USA: John Wiley & Sons 2 978-1118078884 1118078888 2008

49The back of the napkin: solving problems and selling ideas with pictures

Roam, Dan. UK: Marshall Cavendish. 978-9814382243 9814382248 2009

50 Visual thinking for design Ware, Colin. USA: Morgan Kaufmann 978-0123708960 123708966 2008

Essential ReadingCommunication and Representation

51BSI Construction Drawing Practice for Schools, PP 7820.

1988

52 Building Construction Illustrated Ching, FDK.

New York, Van Norstrand Reinhold.

2 978-0442234980 442234988 2001

53Precedents in Architecture: Analytical Diagrams, Formative Ideas & Partis.

Clark, R H & Pause, M.

John Wiley & Sons 4 978-0470946749 470946741 2012

54

Remarks on Drawing, Design and Rhetoric, Drawing Texts Exhibition of Drawing

Ehses, H.Dublin School of Art and Design.

2001

55 Graphic thinking for Architects and Designers Laseau, P. Wiley. 3 978-0471352921 471352926 2001

56 Analysing Architecture. Unwin, Simon.

London : Routeldge 3 978-0415489287 415489288 2003

252


57 Eisenman Inside Out. Eisenman, Peter.

Yale University Press

978-0300090086 300090080 2004

58Mapping: An Illustrated guide to Graphic Navigational Systems.

Fawcett-Tang, Roger & Owen, William.

Hove:Rotovision SA 978-2880467074 2880467071 2002

59 Creative Perspective Gill, R W.London, Thames and Hudson.

1 978-0500286074 500286078 1986

60 Manual of Graphic Techniques for Architects.

Porter, T. and Goodman, S. 1983

61 Enzo Mari and the process of design Ryan, David.

Design Issues Vol 13 autumn.

1997

62 Principles of Form and Design.

Wong, Wucius.

New York : Van Nostrand Reinhold.

1 978-0471285526 471285528 1993

Essential Reading Specialist Study 1

63 Informal. Balmond, C Prestel Verlag 978-3791337760 3791337769 2007

64 Space Grid Structures Chilton, J. Architectural press. 2000

65Lightness: the inevitable renaissance of minimum energy structures. 010.

Beukers, A. 978-9064503344 9064503346 1998

66 Developments in Structural Form.

Mainstone Rowland.

Architectural Press 2 978-0750654517 750654511 1998

67 Timber Construction Manual. Herzog, T Birkhauser 978-3764370251 3764370254 2003

68 Constructing Architecture – Deplazes, A Handbook. 2 978-3764386313 3764386312 2005

253

Materials Processes Structures Andrea. Birkhauser


69Towards a New Architecture: The engineers aesthetic and architecture

Corbusier, Le. Architectural press. 0-89236-822-5 1946

70 Architects working details Volumes 1-9. Dawson, S EMAP 1997-

2003

71

(2011) SCI-Arc Gallery 2002-10. Southern California Institute of Architecture

72 Folding in Architecture. Lynn. G A+D/ John Wiley & Sons 978-0470092187 0470092181 2004

73Before Object, After Image: 1996-2006 Koshirakura Landscape.

Egashira, S AA Publications 978-1902902555 1902902556 2006

74Techniques and Technologies in Morphogenetic Design.

Hensel.M, Menges.A, Weinstock.M

A+D/ John Wiley & Sons 978-0470015292 2006

Essential Reading

Specialist Study 2: Computation and Parametrics

75 London: The Biography. Ackroyd, P. Vintage Press 978-0099422587 99422581 2001

76 Opening Spaces: Design as Landscape Architecture.

Bernard S & Loidl, H Birkhauser 3-7643-7013-0 2003

77 Metric Handbook: Planning and Design Data. Adler, D. Architectural

Press 5 978-0750608534 750608536 1999

254

78 Mitchell's building construction Vols 1-4. Foster, Jack. Longman (1994-

2000)

79Contemporary Public Space: Un-volumetric Architecture.

Aymonino, A & Mosco V P. Skira 9788876242731 8876242732 2007


80Constructing Architecture: Materials Processes Structures, A Handbook.

Deplazes, Andrea. Birkhauser 2 978-3764386313 3764386312 2005

81 Order in Space: a design source book. T Critchlow, K Thames &

Hudson 978-0500340332 500340331 1969

82 The construction of buildings Vol 1-5. Barry, Robin. Blackwell. 7 978-0632052615 632052619 (1986-

1999)

83 Hybrid spaces Zellner, P. Thames and Hudson. 978-0847822034 847822036 2000

84 The architects pocket book Baden-Powell, Charlotte. Newnes. 2 978-0750647649 750647647 1996

85 Architecture in Detail Various Phaidon. 2005

Essential Reading

Specialist Study 3: Dual Use Environment

86 The Poetics of Space. Bachelard, Gaston.

Boston: Beacon Press 978-0807064733 807064734 1994

87 Principles of Form and Design. Wong, W.

New York: Van Nostrand Reinhold.

1 978-0471285526 0471285528 1993

88 Singular Object of Architecture.

Baudrillard, Jean.

London : University of Minnesota .

978-0816639137 816639132 2002

89 Privacy and Publicity: Modern Architecture and Columina, B. London: MIT 978-0262531399 0262531399 2000

255

the Mass Media.

90 Lessons for Young Architects

Hertzberger, H. Birkhauser. 1 2000

91Architecture in existing fabric: planning, design and building. r

Cramer, J Birkhäuse 978-3764377526 73405000 2007


92Non-Places: Introduction to an Anthropology of Supermodernity.

Auge, Marc London: Verso 978-1859840511 1859840515 2000

93Expressive Form – a Conceptual Approach to Computational Design.

Terzidis, K London: Spon. 1 978-0415317443 0415317444 2003

94 Deconstruction Cooke, C Academy Editions. 1 978-0856709678 0856709670 1989

95Actions of Architecture: Architects and Creative Users.

Hill, Jonathan. London: Routledge. 978-0415290432 415290430 2003

96 Nature and Space: Aalto and Le Cobusier.

Menin, S & Samuel, F.

London: Routledge. 2003

97Expressive Form – a Conceptual Approach to Computational Design.

Terzidis, K. London: Spon. 978-0415317443 415317444 2003

98 Principles of Modern Architecture.

Norberg-Schulz, C. 1901092240 2000

Essential Reading Debate and Polemic

99The Tiger That Isn’t: Seeing Through a World of Numbers

Blastland, Michael and Dilnot, Andrew.

Profile Books. 978-1861978394 1861978391 2008

100 You Are Not A Gadget: A Lanier, Jaron. Allen 978-0141049113 141049111 2011

256

Manifesto Lane/Penguin Books.

101 Al Qaeda and What It Means to be Modern Gray, John. Faber and

Faber Ltd. 978-0571238422 571238424 2003

102

Power Systems: Conversations with David Barsamian on Global Democratic Uprisings and the New Challenges to U.S. Empire

Chomsky, Noam.

Hamish Hamilton/Penguin Books.

0805096159 2013

103 Recommended Readings

104The Meaning of Things: Applying Philosophy to Life

Grayling, A. C.

Phoenix/Orion Books. 978-0753813591 753813599 2002

105 Burma VJ – Reporting From A Closed Country

Ostergaard, Anders. (Dir.) Swe/Den. 2009

106 Regarding the Pain of Others, Sontag, Susan. Penguin

Books. 978-0141012377 141012374 2004

107

The Middle Mind: Why Consumer Culture Is Turning Us into the Living Dead

White, Curtis. Penguin Books. 978-0141016757 141016752 2005

108Cite Them Right: The Essential Referencing Guide

Pears, Richard and Shields, Graham

Palgrave Macmillan 8 978-0230272316 0230272312 2010

Essential Reading Making it happen

109


Anderson, Chris

New York: Hyperion 978-1905211494 190521149X 2009

110 Management Challenges for Drucker, Peter Oxford: 2 978-0887309991 0887309992 2007

257

the 21st Century F Butterworth Heinemann

111 Managing Oneself Drucker, Peter F

Boston: Harvard Business School Classics

1 978-1422123126 142212312X 2008

112 What Would Google Do Jarvis, Jeff New York: Harper Collins 978-0061709692 0061709697 2009

113

Virtual Team Success: A Practical Guide to Working and Leading from a Distance

Lepsinger, Richard and Darleen DeRosa

Hoboken, NJ: John Wiley & Sons

1 978-0470532966 470532963 2010

114 The Marketing Plan in Colour

MacDonald, Malcolm & Peter Morris

Oxford: Butterworth Heinemann

2 978-0750647595 750647590 2002

115 No Logo Naomi Klein, New York: Picador 10 978-0007340774 000734077X 2001

116 On Brand Olins, WallyLondon: Thames &Hudson

1 978-0500514085 500514089 2004

117



978-0670921607 670921602 2011

118

Here Comes Everybody: How Change Happens When People Come Together

Shirky, Clay London: Penguin 978-0141030623 141030623 2009

119

Marketing to the Social Web: How Digital Customer Communities Build Your Business

Weber, LarryHoboken, NJ: John Wiley & Sons

2 978-0470410974 470410973 2009

258

Recommended Web Resources

120www.bl.uk/bipc/dbandpubs/Industry%20guides/industry.html

121 www.crowdcube.com122 www.fastcompany.com123 www.hbr.org

124www.hmrc.gov.uk/ct/getting-started/new-company/start-up.htm

125 www.ideo.com126 www.kickstarter.com127 www.ted.com

128 www.lawandenterprise.co.uk

129 www.unltd.org.uk130 www.techcrunch.com131 www.wired.co.uk

Essential Reading Dessertation Preparation

132

Good Copy Bad Copy - a Documentary about the Current State of Copyright and Culture, Denmark. Also available: www.goodcopybadcopy.net (Accessed: 9 July 2013)

Johnsen, Andreas, Christensen, Ralf and Moltke, Henrik (Dirs.)

2007

133How to Create a Mind: The Secret of Human Thought Revealed

Kurzweil, Ray.

Gerald Duckworth & Co Ltd.

978-1491518830 1491518839 2013

259

134The Haunted Gallery: Painting, Photography Film c.1900

Nead, Lynda.Yale University Press.

978-0300112917 300112912 2007

135

Breakfast with Socrates: A Day with the World’s Greatest Minds: The Philosophy of Everyday Life, Profile Books.

Smith, Robert Rowland.

Smith, Robert Rowland. 978-1846682414 184668241X 2010

136

Alone Together: Why We Expect More From Technology and Less From Each Other. (Turkle’s Alone Together, The Second Self and Life on the Screen form a trilogy.)

Turkle, Sherry. Basic Books. 978-0465031467 465031463 2011

137Messages: Free Expression, Media and the West from Gutenberg to Google

Winston, Brian Routledge 978-0415364577 415364574 2005


138 This Means That: A User’s Guide to Semiotics Hall, Sean

Laurence King Publishing Ltd.

1 978-1856695213 1856695212 2012

139 The Language of New Media

Manovich, Lev

The MIT Press. 978-0262632553 262632551 2002

140Brain Gain: Technology and the Quest for Digital Wisdom

Prensky, Marc.

Palgrave Macmillan. 978-0230338098 230338097 2012

141The Second Self: Computers and the Human Spirit

Turkle, Sherry The MIT Press. 978-0262701112 262701111 2005

142The Second Self: Computers and the Human Spirit

Turkle, Sherry. The MIT Press 978-0262701112 262701111 2005

260

Essential ReadingPromotions and Advertising

143Campaign's hall of fame: the hundred best British ads of the century

Haymarket Publishing 1999

144 Advertising as Communication Dyer, Gillian London:

Routledge 978-0415027816 415027810 1982

145How to write great copy: learn the unwritten rules of copywriting

Gettins, Dominic Kogan Page. 2 978-0749446635 0749446633 2006

146Promotions: designs that stand up, speak out and can't be ignored

Hickey, Lisa. Rockport Publishers Inc. 978-1592531042 1592531040 2004

147Bang!: getting your message heard in a noisy world

Kaplan-Thaler, Linda

Random House. 978-0385508179 385508174 2004

148Ogilvy on Advertising(of advertising agency Ogilvy Mather)

Ogilvy, David. Random House USA. 1 978-0394729039 039472903X 1987

149Creative advertising: ideas and techniques from the world's best campaigns

Pricken, Mario.

Thames & Hudson 2 978-0500287330 500287333 2004

150

Advertising and the Mind of the Consumer: What Works, What Doesn't, and Why

Sutherland, Max. and Sylvester, Alice, K.

Kogan Page 3 978-1741755992 853237301 2008

151 The Language of Advertising

Vestergaard, T. and Schroder, K.

Blackwell. 978-0631127437 631127437 1985

152 Shots, DVD compilations153 D&AD, annuals and DVDs

261

Essential Reading

Artefact and Element in Interior Design

154Making it: Manufacturing techniques for product design.

Lefteri, C Laurence King 2007 2 978-1856697491 1856697495 2007

155Process: 50 Product Designs from Concept to Manufacture.

Hudson, J Laurence King 978-1856695411 1856695417 2008

156Digital by Design: Crafting Technology for Products and Environments.

Troika. Thames & Hudson 978-0500514382 500514380 2010

157 Lux: Lamps & Lighting. Klanten, R. Die Gestalten Verlag 978-3899553734 389955373X 2011

158 Brilliant: Lights and Lighting. Pavitt, J. V&A

Publications 978-0810966208 810966204 2004

159 The Craftsman. Sennett, R. Penguin 978-0141022093 141022094 2009Recommended Readings

160 Illustrated History of Interior Decoration. Praz, M. 978-0500233580 500233586

161Scott-Brown & Venturi. (1977) Learning from Las Vegas, MIT Press.

978-0262720069 026272006X

162 Geest, J. (1991) Jean Prouve: Furniture. Taschen

Thames and Hudson. 3822897515 1987

163 1000 Lights: 1870-1959 v. 1/ 1960- Present v.2.

Fiell, C. & Fiell, Peter Taschen 978-3822838518 3822838519 2004

164 Materials for inspirational design. Lefteri, C. RotoVision 978-2940361502 2940361509 2006

165 Supersurfaces: Folding as a Form Generation Method in Vyzoviti, S. BIS 978-9063691219 2006

262

Architecture.

Essential Reading

Urban Environment: Theory, Practice and Computation

166All That Is Solid Melts into Air: Experience of Modernity.

Berman, M Verso Books 978-1844676446 1844676447 1983

167 The city reader. . Le Gates, R. & Stout, F. Routledge 5 978-0415556651 415556651 1996

168 The death and life of Great American cities. Jacobs, J. Vintage 978-0679741954 067974195X 1992

169

Theorizing a new agenda for architecture: an anthology of architectural theory 1965-1995.

Nesbitt, K.Princeton Architectural Press

1 978-1568980546 156898054X 1996

170 The city reborn. Powell, K. Merrell Publishers Ltd 978-1858942698 1858942691 2004

171Groundswell: constructing the contemporary landscape.

Reed P.The Museum of Modern Art New York.

978-0870703799 087070379X 2005


172 Digital Landscape Architecture Now. Amoroso, N. Thames &

Hudson 978-0500342824 500342822 2012

173 The Design of Cities. Bacon, E.N. Thames and Hudson. 2 978-0140042368 140042369 1978

174 Modern Architecture: A critical history Frampton, K. Penguin. 978-0500203958 500203954 2006

175Delirious New York: A Retroactive Manifesto for Manhattan.

Koolhaas, R. Monacelli. 978-1885254009 1885254008 1997

263

176History of Urban Form: Before the Industrial Revolution. 3rd Edition.

Morris, A. E. J. Longman. 3 978-0582301542 582301548 1994

177Constructing Landscapes: Matreials, Techniques, Structural Components.

Zimmermann, A.

Birkhauser GmbH 2 978-3034607209 3034607202 2011

Essential Reading Branded Environment

178 The consumer society; myths & structures. Baudrillard, J. Sage

Publications 1 978-0761956921 761956921 1988

179Spaces for the Subject of Consumption: Lifestyle Shopping

Shields, R. Routledge. 978-0415060608 415060605 1992

180 Prada Aoyama Tokyo. Herzog, J & de Meuron, P.

Fondazione Prada 8887029261 2004

181 Carlo Scarpa Los, S. Taschen. 978-3836507288 3836507285 2001

182 Projects for Prada Part 1. Koolhaas, R & OMA/AMO.

Fondazione Prada 978-8887029185 8887029180 2001

183

The fetishism of the commodity and its secret, The consumer society reader.

Lee, M.J Marx, K. Blackwell. 2000


184 Design for Shopping: new retail interiors Manuelli, S. 978-1856694506 185669450X 2006

185Conspicuous consumption, The consumer society reader.

Veblen, T. Blackwell. 2000

186 Material culture and mass consumption Miller, D. Blackwell. 978-0631156055 631156054 1987

187 Retail desire: design display and the art of the visual Tucker, J. Rotovision. 978-2880467296 2880467292 2003

264

merchandiser.

188 Carlo Scarpa and the Castelvechio. Murphy, R. Architectural

Press. 978-0408500524 408500522 1991

189 Looking backward in the consumer society. Slater, D. Blackwell. 9.78063E+12 631207988 2000

Essential Reading

190Architecture in existing fabric: planning, design and building.

Cramer, J Birkhäuser 978-376437752 0073405000 2007

191 On altering Architecture Scott, Fred Routledge 978-0415317511 415317517 2008

192 Office Building: A design Manual.

Hascher. R, Jeska. S &Klauck. B.

Birkhauser 2002

193 Building in existing fabric. Schittich, C. Birkhäuser 2003

194 Energy Manual: sustainable architecture. Hegger, M. Birkhauser 1 978-3764388300 3764388307 2008

195 Theories & Manifestoes of Contemporary Architecture

Jencks. C & Kropf.K 2 978-0470014691 470014695 2008


196 Blur: The making of Nothing: Harry N.

Diller. E & Scofidio. R Abrams Inc 978-0810921238 810921235 2002

197On & By Frank Lloyd Wright: A Primer of Architectural Principals.

McCarter, R. Phaidon 978-0714838540 714838543 2005

198 Sendai Mediatheque. Ito, T Actar 2003

199 OMA & Rem Koolhaas 1987-1998. Koolhaas, R El Croquis 978-84883868335 84883868338 2005

200 Richard MeierMeier.R, Frampton.K & Rykwert.J

3 978-0847819966 847819965 2004

201 The Classical Language of Architecture. Summerson, J. MIT Press. 978-0500201770 500201773 1966

265

Essential Reading Dissertation

202 Image Music Text, New ed Barthes, Roland Fontana Pres 978-0006861355 6861350 1993

203Visual Methodologies: An Introduction to Researching with Visual Materials

Gillian, RoseSAGE Publications Ltd

3 978-0857028884 085702888X 2012

204Representation: Cultural Representation and Signifying Practices,

Hall, Stuart, Evans, Jessica and Nixon, Sean

SAGE Publications Ltd.

2 978-1849205634 1849205639 2013

205 The Design Culture Reader, .

Highmore, Ben Routledge 978-0415403559 415403553 2008

206Cite Them Right: The Essential Referencing Guide

Pears, Richard and Shields, Graham

Palgrave Macmillan. 8 978-0230272316 230272312 2010

207Practices of Looking: An Introduction to Visual Culture

Sturken, Marita and Cartwright, Lisa

Oxford University Press.

2 978-0195314403 195314409 2009


208

Non-Places: An Introduction to an Anthropology of Supermodernity

Auge, Marc Verso Books 978-1844673117 1844673111 2009

209 Simulacra and Simulation Baudrillard, Jean

The University of Michigan Press.

978-0472065219 472065211 1994

210 The Visual Culture Reader Mirzoeff, Nicholas Routledge 3 978-0415782623 415782627 2002

211 The Future of the Image, . Ranciere, Jacques Verso Books 978-1844672974 1844672972 2009

212 Consumer Culture & Slater, Don Polity Press 1 978-0745603049 745603041 1997

266

Modernity, .

Essential Reading Taking it forward

213


Anderson, Chris

New York: Hyperion 978-1905211494 2009

214

Developing New Business Ideas: A Step-by-step Guide to Creating New Business Ideas Worth Backing

Bragg, Mary and Andrew Bragg

London: Financial Times Series/Prentice Hall

1 978-0273663256 273663259 2005

215 The Future of Management Gary Hamel, Gary

Boston: Harvard Business School Press

978-1422102503 1422102505 2007

216 What Would Google Do Jarvis, Jeff New York: Harper Collins 978-0061709692 61709697 2009

217

Virtual Team Success: A Practical Guide to Working and Leading from a Distance

Lepsinger, Richard and Darleen DeRosa

Hoboken, NJ: John Wiley & Sons

1 978-0470532966 470532963 2010

218



978-0670921607 670921602 2011

219

Here Comes Everybody: How Change Happens When People Come Together,

Shirky, Clay London: Penguin 978-0141030623 0141030623 2009

220 Wikinomics: How Mass Collaboration Changes Everything

Tapscott, Donald & Anthony D

London: Atlantic Books

1591841933 2008

267

Williams,

221

Marketing to the Social Web: How Digital Customer Communities Build Your Business

Weber, LarryHoboken, NJ: John Wiley & Sons

2 978-0470410974 470410973 2009


222www.bl.uk/bipc/dbandpubs/Industry%20guides/industry.html

223 www.crowdcube.com224 www.ideo.com

225www.hmrc.gov.uk/ct/getting-started/new-company/start-up.htm

226 www.fastcompany.com

227 www.lawandenterprise.co.uk

228 www.hbr.org229 www.wired.co.uk230 www.unltd.org.uk231 www.ted.com232 www.techcrunch.com233 www.kickstarter.com

Essential Reading Major Project Report

234The reading and resource list will depend on individual project choices.

235Writing a report: how to prepare, write and present effective

Bowden, John. 7 978-1857039221 185703922X 2004

268

236The right way to write reports: that are accurate, clear, concise and effective

Gravett, Steve. Tadworth: Right Way. 978-0716021025 716021021 1998

Essential Reading Negotiated Brief

237

Universal Principles of Design: 100 Ways to Enhance Usability, Influence Perception, Increase Appeal, Make Better Design Decisions, and Teach Through Design

Butler, J. Rockport Publishers Inc. 978-1592535873 1592535879 2003

238 Design Methods Jones, JC. John Wiley & Sons. 2 978-0-471-28496-

3 1992

239Design Secrets: Products: 50 Real-Life Projects Uncovered,

Goodrich, K. Rockport Publishers Inc. 9781564964762 1564964760 2003

240

Competing Globally in Architecture Competitions: Meeting New Design Challenges in the Information Age (Architecture in Practice).

Collyer, G S. John Wiley & Sons 978-0470862131 2004

241

The Metopolis Dictionary of Advanced Architecture: City, technology and society in the information age.

Cros, S Actar, 978-8495951229 8495951223 2003

242 Blur: The making of Nothing.

Diller. E & Scofidio. R

Harry N. Abrams, Inc 978-0810921238 810921235 2002


243 Contemporary Public Space: Un-volumetric

Aymonino, A & Mosco V P. Skira 978-8876242731 8876242732 2007

269

Architecture.

244 Social: Interactive Design Environments. Bullivant, L.

A+D/ John Wiley & Sons Ltd

1 978-0470319116 0470319119 2007

245Constructing Architecture: Materials, Processes, structures: A handbook.

Deplazes, A. Birkhauser 978-3764386313 3764386312 2005

246 Architextiles. Garcia, M. A+D, John Wiley & Sons 978-0470026342 470026340 2006

247 Bernard Tschumi: Parc de la Villette.

Hardingham, S.

Routledge Press 2011

Essential Reading Portfolio Development

Architectural monographs published by El Croquis including;

248 Architects 2004-2008: Hybrid Instruments. Steven Holl El Croquis 9788488386502 2008

All recent publications by Detail including;

249Building in Existing Fabric: Refurbishment, extensions & new design.

Schittich, C. Detail 978-3764311209 2003

For drawing & narrative;

250

Drawing: The Motive Force of Architecture (Architectural Design Primer).

Cook, P. John Wiley & Sons 1 978-0470034811 470034815 2008

251 Realms of impossibility: air, ground & water. Lim, C.J. Wiley

Academy 978-0470844427 470844426 2002

For illustrating construction;

270

252 Architecture in Detail 1 & 2. Bizley, G Architectural

Press 978-0750685856 750685859 2010

253 Prefab Prototypes.Anderson, M & Anderson, P.

Princeton Architectural Press

978-1568985602 1568985606 2006


254Herzog & de Meuron 2005-2010: Programme, Monument, Landscape.

El Croquis 978-8488386625 2010

255 Gyroscopic Horizons. Denari, N M. Thames & Hudson 8 978-1878271136 187827113X 1999

256 Glass Construction Manual. Schittich, C. Detail 978-3764360771 3764360771 1999

257Digital Architecture Now; a global survey of emerging talent.

Spiller, N Thames & Hudson 978-0500342473 500342474 2008

258 Hybrid new forms in digital architecture Zellner, P. Thames &

Hudson. 978-0847822034 847822036 2000

259 Elements: Architecture in Detail. Riera, Oscar Rockport

Publishers 978-1592531332 1592531334 2003

Essential Reading Major Project260 London: The Biography. Ackroyd, P. Vintage Press 978-0385497718 385497717 2001

261

The Metopolis Dictionary of Advanced Architecture: City, technology and society in the information age

Cros, S Actar 978-8495951229 8495951223 2003

262 SML-XL. Koolhaas, R. & Mau, B. Tashen. 2 978-1885254863 1885254865 2003

263

Theorizing a new agenda for architecture: an anthology of architectural theory 1965-1995

Nesbitt, K 2 978-1568980546 156898054X -1996

271

264 On Altering Architecture. Scott, F. Routledge Press 1 978-0415317528 415317525 2007

265 Event Cities Volumes 1 & 2 Tschumi, B MIT Press. 978-0262700740 02627007431994 and 1999


266Architecture in existing fabric: planning, design and building.

Cramer, J Published by Birkhäuser 978-3764377526 0073405000 2007

267Blur: The making of Nothing. Published by Harry N.

Diller. E & Scofidio. R, Abrams, Inc 978-0810921238 0810921235 2002

268Constructing Architecture: Materials, Processes, structures: A handbook

Deplazes, Andrea Birkhauser 2 978-3764386313 3764386312 2005

269 El Croquis monographs. El Croquis 9788488386809

270 The Yokohama Project. Foreign Office Architects Actar 978-8495951182 8495951185 2002

271 Sendai Mediatheque. Ito, T. Actar 2003272 Теория и история

архитектуры: Избранные сочинения

Габричевский А. Г.

Киев 5-8238-0151-3. 1993

273 Морфология искусства Габричевский А. Г.

Аграф 5-7784-0167-1 2002

274 Биография и культура: Документы, письма, воспоминания

Габричевский А. Г.

Москва 978-5-8243-1619-3

2011

275 Основы архитектурной композиции: Учебное пособие

Иконников А. В.,Степанов Г. П.

Москва 1971

272

276 Архитектура города: Эстетические проблемы композиции

Иконников А. В.

Москва 1972

277 Пространство и форма в архитектуре и градостроительстве.

Иконников А. В

Москва 5-484-00424-1 2006

278 Архитектурная физика В.К. Лицкевич, Л.И. Макриненко, И.В. Мигалина

273

Documents

kasipkor.kz · Web viewLectures, interviews or panel sessions supported by still or moving images; Quizzes, debates and other types of interactive activities or questioning; Seminars,