DE1217 - Northumbria University Contextualisation

Fletcher, A. (2001) The Art of Looking Sideways. Phaidon.

Guerin, P. (2005) Creative Fashion Presentations. Fairchild Books.

Johnson, M. (2002) Problem Solved: A Primer in Design & Communication. Phaidon

McAlhone, B. & Stuart, D. (1998) A Smile in the Mind: Witty Thinking in Graphic Design. Phaidon

Newark, Q. (2007) What Is Graphic Design? Rotovision

Olins, W. (2004) Wally Olins On Brand. Thames & Hudson Ltd

Schmitt, BH. (1999) Experiential marketing: how to get customers to sense, feel, think, act. New York: Free Press.

Shaughnessy, A. (2005) How to Be a Graphic Designer: Without Losing Your Soul. Laurence King.

Visocky O'Grady J & K. (2006) A Designer's Research Manual. Rockport.

Wheeler, A. (2006) Designing Brand Identity. Wiley.

The syllabus will include the following:
* Project briefing
* Research into and around the given topic area
* Demonstration of a thorough development process leading towards
a final solution
• Demonstration of presentation skills including:
1. The ability to analyse and dissect the research and development work,
2. Sequence information in order to develop a compelling narrative
3. Compile the narrative into a final presentation
4. Verbal and visual delivery of presentation
5. Physical presentation of final boards

These will result in:
• A thorough body of analysis, research and experimentation
• A final presentation finished and presented to an appropriate standard

1. To build upon the introductory skills and disciplines of previous levels of study with a priority given to the development of the individual's portfolio.
2. To continue and to deepen the intellectual content through greater degrees of analysis, research, experimentation and development of ideas in the responses to practical briefs.
3. To develop a wider and deeper understanding of approaches to graphics design
To introduce a professional context, particularly with regard to communication and presentation skills, to the development of the individual's work.

Upon successful completion of the module you will be able to:

- Identify appropriate research and show evidence of critical design development and aesthetic analysis
- Show evidence of experimental and/or innovative thinking in the resolution of a design problem or issue
- Demonstrate the ability to initiate and manage their own learning, evaluate their own progress, exercise reflective and critical self-analysis.

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Blackboard
E-learning facilities

‘Having Conversations’ is a project based experiential learning module that is supported by a range of group and one to one delivery, online presence and conferencing with UK based staff.

The module will introduce the students to the online learning platform.

The first main module delivery and feedback period is via a dedicated integrated week of teaching and assessment sessions in semester 1. (Usually mid semester). During this week students, working individually, or in groups, will visit a Museum or Gallery and use research techniques to enable them to respond to the brief in a well-informed, meaningful and structured way. This will include studio teaching, seminars, lectures, group tutorials, directed and independent learning. The project brief will be introduced through a briefing session where the brief can be fully explained and students will have the opportunity to ask questions.

The brief will ask students to use advanced research and analysis methods in order to develop a response to the site appropriate to their area of study.

Students will then undertake self-directed work, individually, or in their designated groups to develop responses before the second week of delivery occurs in semester 2.

In semester 2, tutors will spend 1 week with students helping refine projects through studio teaching and seminars. Students will then deliver a final presentation of the completed work to staff and students.

The second main module delivery and feedback session is via a dedicated integrated week of teaching and assessment sessions in semester 2. (Usually mid semester). This will include studio teaching, seminars, lectures, group tutorials, directed and independent learning. Students will be helped to refine projects through studio teaching and seminars. Students will then deliver a final presentation of the completed work.

Peer evaluation is introduced within formative assessment in order to
engage students as active learners through their participation in the assessment process - encouraging them from the outset of their studies to
develop critical judgment skills and understand their role and responsibility to reflect upon and manage their own learning.

Tutor supported group activities will take place to facilitate students' development in the areas being studied in the module and allow for formative feedback. Verbal feedback is designed to help students to identify areas of success and/or development to be considered during this and other projects.

a Summative assessment and rationale for tasks
The project brief/s supporting the module will identify the assessment criteria and submission requirements appropriate to the topic of the project. The assessable elements will consist of a project presentation, which will enable students to demonstrate the process and research skills developed throughout the module.

b. Additional formative assessment – detail of process and rationale
Tutorials and staged reviews with tutors 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.

c. Indication of how students will get feedback and how this will support their learning
Feedback will be delivered verbally at during the assigned delivery weeks, where discussion will clarify future direction. Upon receiving summative assessment students will receive a Pass/Fail reflecting achievement against the learning outcomes of the module. Students are encouraged to take ownership of their learning by recording feedback in order to reflect upon it as they engage in subsequent learning.
Please note: there will be formative and summative feedback given for each module during the delivery week session and online following the submission of module work.

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