DE5035 - Interior Design for Wellbeing

Interior Design for Wellbeing is a project-based experiential learning module. You will learn in design studios, CAD labs and, where appropriate, workshops in order to create a professional design-studio approach.
A studio-based approach encourages you to work interactively with other students. By doing so you engage in peer learning, which is regarded as a critically important factor in the learning process. This will be supported and facilitated through staff-led group tutorials, one-to-one sessions and reviews.

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 design work. Where appropriate, external site visits will support design briefs and your understanding of the interior design process and site enquiry. 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 review presentation of your design project work where you 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 design portfolio, which will enable you to learn through an enquiry-based/problem-solving learning methodologies approach and reflect the accumulation and integration of knowledge accrued over the module.

Support and feedback will be provided by a variety of methods throughout design projects, starting at the briefing and concluding upon submission of each design project. Support includes;



Staff Contact

Module tutors who provide academic support.

Individual staff-student tutorials inform design project direction.

Group tutorials 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 group tutorials and studio activity, practical demonstrations, studio teaching, guided and independent learning new skills are delivered through 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 studio activity.



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 also supports the development of appreciation and evaluation of peers’ work.

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:



Form and utilise design development methods alongside relevant 2D software to document, experiment and test interior design schemes. (R&D x CAD)


Create successful interior design proposals through an understanding of the functional and aesthetic requirements of design in response to a given brief. (DESIGN)



Intellectual / Professional skills & abilities:



Demonstrate the integration of a range of design methods, tools, applications and software to communicate interior design schemes. (COMMUNICATION)



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



Create concepts, proposals or solutions that appropriately respond to clearly identified needs or issues. (CONCEPT)

A design project will be carried out and after submission, a final mark will be given for the module, which is 100% design project portfolio, incorporating 2D and 3D design work.



The assessment and feedback strategy is:



a. Formative Assessment

Project tutorials and staged reviews with tutors and peers will provide an opportunity for critique and formative direction. This will allow students to reflect upon their own work and act upon feedback 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.

Tactics and Strategies for Interior Design

Investigating Interior Design Contexts

The world in which we live is full of complexity. A substantial part of being a designer is the ability to understand, navigate and create new meanings within the unbounded, interrelated and complex situations of our lived reality. Interior Design for Wellbeing will further broaden your contextual understanding of the discipline. Through this practical design project you will explore the role of spatial design - and responsibilities of interior designers - in relation to wellbeing.

Winston Churchill once remarked "We shape our buildings; thereafter they shape us". The decisions we make as designers have long-standing power to influence change, so it becomes crucially important to consider how we combine curiosity and creativity with inquiry and criticality, to design spaces that not just respond to emerging needs, desires, challenges and trends, but become a leading factor in transition towards desirable futures.