This module provides students the opportunity to perfect their communication skills with regard to progression into industry/practice and/or further academic study.
Students will review and evaluate their position as a graduate designer ensuring that they are competent and confident in all aspects of academic, industry specific and professional standards for the communication of design ideas and strategies. The student will also develop communication strategies for self-marketing.
The module content will guide students to appraise their employability, by facilitating the identification of entry points and requirements into the industry, the evaluation of self-marketing and communication strategies and self-review of abilities.
The module will comprise of both group and individual study and assessment, and will culminate with the design and building of the final graduate exhibition.
This module further develops and applies advanced knowledge of the technical and practical aspects of workable, beautifully resolved design proposals.
The module integrates research, technological & environmental issues, experimentation and practical knowledge to develop and support the dissertation design project.
Students are encouraged to adopt an analytical and creative approach to resolving relevant, conflicting elements such as client / end-user needs, legislation, inclusivity, environmental implications, structure, materials, construction techniques and processes, efficient servicing, cost and durability of finishes, all whilst maintaining the aesthetic and functional intentions of a live project.
Students produce a comprehensive professional quality working drawing package which acknowledges current legislation and contemporary issues. The package includes general arrangement drawings, services drawings, detailed areas, construction drawings, detailed sections and design details. A research report supports development of the design details.
- Module leader: Stavros Dendrinos
This module is a general introduction to contexts in Art and Design. It aims to present a practical argument for the study of history and theory, using the divergent and dynamic interests and enthusiasms of the course teaching staff as a source for examining the ideas underpinning creative activity. The module will demonstrate by example what is involved in drawing inspiration from leading artists, designers and movements. Through their presentations the staff will model the study habits of researching one’s passion and understanding the wider context of those by whom they are inspired to enrich their own practice.
In this module students will be introduced to the structure and developments in the history of world art and will become familiar with different approaches, readings and interpretations of art history presented through five themes: -
Religion/ Myth/ Magic
Economic and Social Revolution
Property and Commerce
Applied and Decorative art
Using case studies - particular articles, events or controversies, students will be introduced to some wider ways of thinking theoretically, reflecting upon and writing about art and design.
The aim of this module is to provide the student with the knowledge and understanding of the relationships between the client brief, context appraisal and design process that relate to the design of landscape and garden sites in both bound and unbound contexts. Students will explore the social, cultural and psychological issues relating to the site context as well as apply site investigative techniques to a range of sites. Site investigative techniques include: vegetative surveys; technical and functional surveys; and appraising, evaluating and communicating information through drawings, reports, presentations and design projects. Students will explore the relationships between analytical and conceptual design processes and formulate aesthetic and functional messages and meaning for the development of landscape and garden design projects.
- Module leader: Steven Terry
This module acts as a platform for experimentation using design processes in order to produce creative solutions to challenges defined by emerging issues in architecture and interiors. Building on the practical, intellectual and conceptual skills that are developed in Studio 3 and 4, students will work in groups and individually in order to develop a given project brief working in a collaborative manner. Live collaborations with professionals from the design sector or other disciplines is strongly encouraged.
Students will work closely with academics and industry professionals in order to analyse an idea, then define the challenge, develop a proposal, seek the appropriate tools in order to solve it and finally deliver and evaluate the outcome. Competition briefs might be used as a way to set the design brief. Students will design and fabricate a part of their design proposal and will demonstrate an understanding of the use of appropriate materials and construction
techniques used for this task.
The module aims to address the diversity of the Interior Design sector by engaging with a variety of projects according to the interests and skills of student cohorts and current practice in the creative industries.
- Module leader: Dejan Mrdja
The Design Thesis is intended to enable students further to develop their design skills by undertaking a substantial project in which they have the opportunity to explore in depth a major design proposal from concept to presentation, dealing with specific issues of interest and importance and developing proposals to a high standard. The Design Thesis is also designed to develop independent learning, self-reliance, work planning skills and a professional approach to the design process. Interior Architecture and Design students will develop their understanding of their specialism through a self-directed project that responds to social, cultural, economic, historical and architectural contexts relevant of their chosen site. They will apply the results of their investigative research carried out in this and linked modules: these may be contextual, theoretical or conceptual in nature and should directly inform the design project. Students will extend their knowledge of three-dimensional and spatial design in the development of a fully resolved design project. In addition they will be expected to develop their presentation skills to produce presentations of professional standard through hand and CAD drawings, models and other modes of design communication appropriate to their proposal.
This module comprises the written research element of the Design Thesis module. Students develop an interrogative approach and critical examination of their chosen subject for their Design Thesis, the theme of which could be identified in the Design Focus Module in Level 5. They will be expected to analyse, test and evaluate their prior learning of history and art and design theory in order to develop a well-argued and original design rationale /concept for their Design Thesis.
Students will compose a written dissertation which will act as a feasibility report for their final design project in the Design Thesis Module. They will address the contextual issues surrounding their chosen subject of focus, including appropriate precedent studies, theories that apply in the development of their brief, analysis of the existing building and context,
sustainability issues and relevant regulations and policies.
- Module leader: Jill Raggett
This module considers design at the garden scale providing students with there search skills, knowledge and practical application for appraising the contextual issues of wider landscapes. Students explore the physical, social, cultural and psychological issues relating to site context to include surveying techniques such as linear, topographical, & vegetative..
The importance of ecological principles, specifically soil and plant sciences are explored and students consider how to present survey and site information. Students will also explore intuitive responses which along with other qualitative and quantative ways of engaging with place, form a basis for formulating aesthetic, and meaningful design proposal
- Module leader: Richard Romang
This module will introduce a number of essential underpinning practices, techniques and skills for the future professional lives of artist and designers.
These will broadly divide into creative tools and practices and tools for the dissemination and publicising of work/career development. The module will begin to prepare them for a careful, structured, approach to creating work and a well informed systematic and competent approach to making sure it is seen and appreciated.
The aim of this module is to develop knowledge and critical understanding of the roles and responsibilities expected of professionals in the creative industries: Students explore contemporary professional practice through personal interaction with a number of design businesses. In light of these visits students are required to evaluate their own skills, knowledge
and personal qualities through reflection on their work, enterprise, employability and opportunities for personal development. In addition, students further develop understanding of studio practice and project management through application to a linked design project.
This module aims to answer the question ‘How has the landscape come to look the way it does?’ and helps develop an understanding of environmental systems and processes. It looks at the impact of human influence on landscape and introduces the designers role in the planning, design and management of change in the built and natural environment.
The module provides the foundation of knowledge required for understanding the contextual issues of landscape providing a basis for the interpretation of natural and designed landscapes and project sites.
The practice of landscape interpretation is introduced through identifying the layers of information that communicate how the landscape has developed its current character and qualities. This includes an introduction to ecological theories and principles, geological influences, biodiversity and the historic development of both urban and rural landscape.
A part of the learning process will be the collection of information from sources such as maps, reports and images and an understanding of how this data can be collated and analysed. Consideration is given to the psychological affect of landscape through narratives, cultural memory and the recording of phenomena through a variety of media.
The module aims to establish a positive and active learning culture in Year 1 with links to future modules.
- Module leader: Richard Romang
This module places plant usage and features in gardens and the designed landscape in historical and contemporary contexts. It explores the ways in which plants are used within garden design with specific reference to the selection and establishment of plants as components of the landscape. An emphasis is placed on appropriate plant selection, not only for design intent and aesthetic value, but with regard to the site, sustainability, ecology and its contribution to biodiversity - including future maintenance needs. The reasons for plants failing to establish in the garden and wider landscape are investigated. The skills of plant knowledge and identification are developed.
- Module leader: Jill Raggett
The aim of the three Skills and Techniques Development modules is to support students in systematically acquiring the required art and design skills and the ability to audit and evaluate the skills they possess in line with the development of their creative work.
In this first skills and techniques development module students will be introduced to skills and techniques and the means to identify a need and find the means and resources to develop what they need to fulfil their creative aims. The module will do this by the simple expedient of a plan to practice a skill regularly and to keep a log of this.
Students will learn how to utilise staff expertise and how-to sites on the web, and how to convene self help, skill sharing and support groups with other students. They will also be able to identify areas of general student interest and concern and negotiate with staff to deliver skills support or book workshops or short courses. Some skill development might be freestanding but much will also arise out of the demands of ongoing studio work.
- Module leader: Michael Szpakowski
The module Spatial Design considers ‘the void’, and the ‘space between’ as an approach to the design of gardens and landscapes a range of scales. The module appraises spatial theory and applies this thinking throughout the function, aesthetics and design intention within particular contexts and places. The module uses a combination of traditional and digital art and design practices and model making techniques as tools to analyse existing space and as methods to explore 3-dimensional and spatial design. Off-site visits and the College's extensive campus are explored to consider real space and time to support studio based learning.
- Module leader: Steven Terry
This module will introduce the working and thinking processes necessary for work in a creative studio context through practical projects backed up by guided research into, and examination of, the practice of other artists, both contemporary and historical. The work will be centered on three core themes in contemporary art and design: Identity and Portraiture; Remix and Appropriation; and Looking and Seeing. The emphasis will be on the enabling possibilities of these themes in order to gently introduce the student to a way of working which is led by the student’s own interests and concerns and by their developing artistic practice. The student led aspect of the module is supported by regular closely guided tasks that aim to: inculcate basic good working practice; monitor skill development; build confidence; and act as a starting point for student-led work.
The role of the tutor in this process is to advise and support the student and to guide them towards formulating objectives that are both ambitious and achievable and then asking the difficult question of whether they have fulfilled these.
This module will develop the working and thinking processes necessary for work in a creative studio context through practical projects backed up by guided research into, and examination of, the practice of other artists, both contemporary and historical. The work will be centered on two core themes in contemporary art and design: Landscape and the Environment and Meaning and Intention. The emphasis will be on the enabling possibilities of these themes in order to develop and broaden a practice led by the student’s own interests and concerns and by their developing artistic practice. The student led aspect of the module is supported by regular closely guided tasks that aim to: support and develop good working practice and student self-audited skill development to deepen confidence and to prepare students for a more independent process in the Studio Practice modules at level 5.
This module introduces the essential skills needed for designers to successfully learn in Higher Education. It considers individual learning styles, time management, how to use the research effectively, academic writing and using the Harvard referencing system as used at Writtle College. Elements and techniques of visual communication, both hand drawn digital approaches are taught and include 2D and 3D visualisations in Photoshop and InDesign as well as colour rendering by hand. 2D AutoCAD skills are taught in the second semester and will be used in the second and third years of the course preparing students for working in the landscape architecture and garden design industry.
- Module leader: Dawn Parke