Course and Module Catalogue

The aim of the course is to provide students with a rich opportunity to develop their academic skills, confidence and determination to enable them to succeed on degree courses within the School of Arts and Humanities. In order for this pre-foundation year to function as the ‘zero’ year of a … For more content click the Read More button below. The course seeks to make the student aware of the variety of routes into art and design; equip them student with the necessary concepts, principles, and techniques relevant to the degree course that follows, and introduce the student to the working practices and facilities available to them in the School of Arts and Humanities. In addition to this the courses aims to: To provide a simulating and intellectually challenging educational framework where the creativity of design and associated attributes are developed and encouraged as an integrated discipline within clearly defined parameters related to the broad area of spatial design. To develop a professional and qualitative understanding and sensitivity towards the relationship between the topics and issues described in the Programme Specification Document. To offer a design course which enables the student to develop their creative potential and design ingenuity by addressing progressively more rigorous and intellectually demanding concerns, which are relevant to interior design industries. To develop a range of creative, professional, intellectual, and personal skills and attributes that are relevant to spatial design and that are transferable to a wide range of situations. To offer courses which respond flexibly to the requirements of the interior design industry by evaluation, renewing and updating course content and its relationship to both a national and international market place.  

At pre-foundation level the course embraces a wide range of activities and modes of learning, including scaffolded learning environments within a studio culture.  The creative and communal nature of many of our learning strategies ensures that pre-foundation students will feel part of a dynamic, creative and interdependent learning community.  This … For more content click the Read More button below.  The course provides a broad based approach to design experiences and the development of an awareness and understanding of fundamental principles related to the multi-disciplinary subject of spatial design Unlike many other design disciplines, interior design students do not have the opportunity to generate prototypes or actual full size finished ‘products’ using specific materials and ‘building methods’.  The nature of the subject is such that the end product is communicated through such methods as design drawings, technical drawings, specifications, visual story boards, sample boards, 3D work and modelling, written reports etc.  The learning strategy is, therefore, directed towards the integration and manipulation of this particular methodology. Involvement, where possible on 'live' and 'sponsored' projects is encouraged throughout the course in order to provide opportunities for practical and theoretical integration of the nature of spatial design and the role and responsibilities of the Interior Designer. A holistic approach is taken towards nurturing and developing inter-personal skills and working in a co-operative way with others throughout all stages of the course in an integrated manner which reflects the nature of interior design practice.  Various strategies to support this approach are adopted, including participation in meetings, arranging and holding consultation with other people, evaluation studies ‘de-briefings’, peer-group tasks, tutorials, ‘office’ studio, organisation and engagement, negotiation, collective endeavour and collaboration with various people, agencies and outside organisations. Encouragement will also be given to helping students develop and establish a personal approach to design enquiry and to recognise the importance of a personal ‘signature’ in the communication of information and design ideas within both a vocational and intellectual context. Formative assessment is included in each module, normally half way through the delivery of the module. Formative assessment is an intrinsic part of Art & Design education and includes tutorial group feedback and interim crit. assessment and feedback. A range of assessment methods is adopted to test the learning outcomes within each module.  Usually, assessment is by presentation of a portfolio of design work, written assignment, or seminar presentation either individually or in groups.  The criteria for assessment are stated in the modules; students will obtain feedback related to these criteria.  The course is structured so that, as the student progresses through it, assessment becomes more focused on the student’s ability to selectively obtain, critically analyse and present information.  In line with University policies, these include the formative and summative assessment statements. In order to ensure uniformity of marking, second marking/moderation of assignments is routinely undertaken on samples from the top, middle and bottom of the spectrum of grades.  In addition, all assignments from intermediate and honours level modules will be available for moderation by the external examiner. Teaching methods will include lecture, group tutorial and seminar activities integrated with practical activities in studios and in workshops.  Students will undertake individual and group project work supported by staff guidance and will also undertake directed unsupervised study.