First Year

Unit 2: Design Exploration

This unit consists of a series of small scale spatial design projects in our shared course project site. Each project introduces a key spatial design skill, ranging from traditional hand drawn orthographic drawing and workshop skills, to exploration of the notion of narrative and sequence, to latest digital and time based media skills. You will be expected to master these skills and explore how they inform the design process and design solution. Through critical reflection on the skills learned, you will be expected to start developing your own design process and language.

Common to all projects is the notion of site and the importance of developing skills to survey, map and record both physical and ephemeral site conditions, as a basis to propose new interventions in these sites. The projects combine team and individual working. This unit runs parallel to the induction unit.

Unit 3: Design Intelligence

This unit deals with the research, development and resolution of a spatial design project in response to an interior and spatial design brief. The brief will be concerned with an existing complex public and social site condition. The unit will start with a series of quick spatial design exercises to explore the design brief. Following this, you will be expected to undertake a thorough analysis of a site using skills developed in the previous unit, and to develop an individual line of inquiry, building on ideas and interests developed throughout the year.

There will be a focus on spatial organisation and how a planning strategy can organise a sequence of spaces. You will develop the notion of a ‘design process’ in response to a design brief. The project will be developed using a variety of media- drawn, constructed and digital. You will explore spatiality through the use of orthographic drawing and develop knowledge in the use of computer skills for design, presentation and communication. In the final phase you will focus on detailing a building fragment that is demonstrative of the design intent, through sectional models, orthographic drawings and diagrams. The project will conclude with each student having a portfolio that displays rigorous investigation and evidence of a well considered and thorough project proposal.

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