DE5037 - Investigating Interior Design Contexts

Through this theoretical project-based exploration you will research and critically analyse a series case studies. A programme of collaborative sessions will engage you in open discussion, encouraging you to critically consider examples of significant design and the importance of key influences on concept generation.

You will gain knowledge of key design influences through experiential and research driven learning via a combination of presented case studies and critical discussion. You will begin within a series of collaborative discussions which will allow you to experiment with ideas and opinions relating to established design examples. You will then be encouraged to research topics and ideas shared within these sessions and implement within your own conceptual projects. Finally, you will be encouraged to critically reflect upon the narrative you have created during further open discussions, with a focus on ethical, social and/or sustainable aspects.

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 independent learning 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 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:



Select and appropriately apply a range of research methods and approaches in the development of creative approaches to design. (RESEARCH)



Demonstrate creative thinking, research, analysis and experimentation through written research documents. (WRITTEN)



Intellectual / Professional skills & abilities:



Articulate, justify and share directional design research and development through sketchbooks or other prescribed communication formats. (COMMUNICATION)



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



Analyse and debate contemporary and contextual design issues from economic, environmental, ethical, historical, political and social perspectives. (CONTEXTUAL)

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; a visually rich project report weighted at 60%, and a group presentation weighted at 40%.



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.

Introducing Interior Design Contexts (or equivalent experience)

Interior Design for Wellbeing

Investigating Interior Design Contexts invites you to look beyond the aesthetic to consider how successful design projects can positively effect well-being and wider social impact. As aspiring designers, it is important to understand that successful design does not begin with a clean slate, design always draws its inspiration from somewhere - influenced by history, culture, society, natural or man-made environments and the outcomes of design that have gone before. It is our job to make something even better.

Design is a form of storytelling. Investigating Interior Design Contexts continues to help you construct robust narratives that guide, justify and support your design work. designers as storytellers. Establishing the contexts that comprise the design situation you are working with is essential when generating ideas for successful design projects, following the ethos of ‘the more you look the more you will find’.