DE4032 - Introducing Design Contexts

Introducing Interior Design Contexts is a theoretical project module that is delivered through studio-based interactive and collaborative sessions. You will gain knowledge of critical historic and cultural phenomena, and key design influences through experiential enquiry-based and research-tutored learning. The module combines tutor-led content delivery with structured exercises and open critical discussion.

You will be supported to research topics shared within these sessions and consider how these will influence your own creation and development of concept for the parallel design project. Finally, you will be encouraged to reflect upon the narrative you have created during further open discussions.

We refer to this studio approach as follows:

Project brief(s) will be introduced through one or more briefing sessions where the brief will be fully explained and you will have the opportunity to ask questions. The module is delivered via a combination of studio teaching, seminars and interactive activities, tutor guided and student-led independent learning.

Formative studio-based feedback will support and guide your learning and the progress of your theoretical enquiry. Where appropriate, guest lectures and field work will support project briefs and contribute to your understanding of theoretical enquiry for interior design practice. This approach will allow you to develop an understanding at both a theoretical and practical level prior to summative assessment.

You will take part in a final presentation of your theoretical project work which will receive final feedback from staff, which you will be required to document and process to advance future design projects and define your own learning. Summative assessment is through the submission of a visually rich project report, which will enable you to learn through an enquiry-based and research-tutored approach, and reflect the accumulation and integration of knowledge gained throughout the module.

Support and feedback will be provided by a variety of methods throughout theoretical enquiry-based projects, starting at the briefing and concluding upon submission of each report. Support includes:

Staff Contact

Module tutors who provide academic support.

Interim individual staff-student tutorials to guide enquiry and methods used.

Seminars and staff-facilitated group discussions enable staff to interact with students and encourage peer learning and support.

Project briefs are normally introduced via a briefing session, where the brief is fully explained and explored by both staff and students.

The eLearning Portal will be utilised to communicate all relevant module information.

Studio Contact Time

Modules are delivered through a combination of lecture supported seminars and studio activity, studio teaching, guided and independent learning new skills are delivered through group workshop activities.

Studio feedback takes place to facilitate students’ development in the areas being studied, to allow formative feedback and the identification of examples of good practice and development areas to be considered.

Independent study hours will be utilised to continue the development and progression of theoretical enquiry.

Peer and Independent Support

Students are encouraged and expected to maintain a personal development plan (PDP) and are encouraged to take responsibility for their own learning.

Studio-based activity supports the development of peer learning, appreciation of peers' work, and ability to critically evaluation one’s own work and that of others.

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

Knowledge & Understanding:



Recall and explain contextual issues, historical movements and design perspectives that shape design practice. (CONTEXTUAL)



Intellectual / Professional skills & abilities:



Apply design approaches and research methods to develop work. (RESEARCH)



Record and annotate design research and development through sketchbooks or other prescribed communication formats. (COMMUNICATION)



Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):



Identify areas for personal interest and professional growth within the design research field evidenced through the production of written research documents. (WRITING)

A theoretical enquiry project will be carried out and after submission, a final mark will be given for the module. Based on a design research project portfolio comprising two components; an enquiry outline weighted 30%, and a presentation weighted at 70%.



The assessment and feedback strategy is:



a. Formative Assessment

Project tutorials and staged reviews with tutors and formative direction. This will allow students to reflect upon their own work and act upon fee peers will provide an opportunity for critique anddback prior to final submission. Verbal feedback is designed to help students to identify areas of success and/or further development to be considered.



b. Summative assessment

The project brief/s driving the module will identify the assessment criteria and submission requirements (deliverables) appropriate to the topic of the project. The assessable elements will consist of a project portfolio, which will enable students to demonstrate the process and technical skills developed throughout the module. In addition studio contact, observations and presentations will ensure tutors are able to assess the learners’ overall performance holistically against the learning outcomes for the module. A single grade will then be aligned to the submission based upon multiple deliverables.



c. Feedback strategy

Feedback will be delivered verbally at the point of each tutorial, where discussion will clarify future direction. Upon receiving summative assessment students will receive a grade reflecting achievement against the learning outcomes of the module. Students are encouraged to take ownership of their learning by recording verbal feedback in order to reflect upon it as they engage in subsequent learning.

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Responding to Interior Design Contexts

Introducing Design Contexts sets out to engage you in the notion of conceptual design and storytelling through a series of detailed case studies, exploring the historical and cultural context behind some of the most impactful contemporary spaces of our time.

As Steve Jobs once said; ‘The most powerful person in the world is the storyteller’. Without storytelling there can be no basis upon which to create a strong concept-driven design project. Successful designers must master the art of storytelling to effectively engage users and give richness and meaning to spaces.

The module will introduce you to a world of iconic design exemplars and significant cultural phenomena to broaden your horizons and support your own conceptual thinking. The objective is for you to establish a broad understanding of key influences and provide context to the study of interior and spatial design, whilst strengthening your own concept generation and subsequent design development.