Module overview
The Critical Reflection module will continue to expand your ability to apply the independent learning and study skills learned in Part 1. This module will encourage you to engage with, examine and analyse critically your design process and to gain a deeper understanding of the role of recording, reflecting and evaluation in the process of design creation.
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- key theoretical and contextual themes relevant to your ideas;
- how different facets of your work inter-connect: the relationship between context, concepts, materials and techniques .
- the value of critically reflecting upon the development and context of your work
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- identify and select different working methods so as to advance your ideas on different design projects;
- reflect on, research and develop ideas in context
- explore links between your contextual sources and your practice
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- demonstrate organisational skills and time management
- reflect on your ideas and draw conclusions to assist the development of a specialist practice project;
- communicate your ideas in a variety of verbal, written, visual formats,
Syllabus
The Critical Reflection module documents your experience of the development of your ideas in the FD Specialist Practice & Research 2a module (FD) and in the GA Specialist Practice & Research 2a module (GA). It will reflect on and analyse research material collected and document the development of a range of practical and experimental techniques and methods utilised in a project. Your understanding and consideration of the context in which you are practicing, as well as an articulation of how this context informs and/or challenges your practice, should be evident.
Learning and Teaching
Teaching and learning methods
Teaching methods include
- Lectures and seminars
- Introduction to methods and techniques of a reflective journal
- Group critiques and tutorials
Learning activities include
- Reflective writing workshops
- Self-reflection – peer discussion (i.e., what have I experienced?)
- Independent analysis (i.e., what have I learnt from looking at the work of other artists?)
Relationship between the teaching, learning and assessment methods and the planned learning outcomes
Learning in this module promotes independent study and is supported by tutorials. You will be encouraged to reflect on the development of your specialist skills and the decision-making processes in the context of specialist practice.
Self-reflection is critical. This means analysing your ideas, methods chosen to develop your work and the skills selected to realise your ideas within a project. The critical work of the Journal will be evidenced by way of critical commentary and reflective reports contained in your final Journal.
Type | Hours |
---|---|
Independent Study | 114 |
Teaching | 36 |
Total study time | 150 |
Resources & Reading list
Textbooks
Lupton, E., & Miller, J. (1999). Design Writing Research: Writing on graphic design. London: Phaidon.
Jackson, P, Lowe, M, Millar, D, Mort, F (2000). Commercial Cultures: Economies, Practices, Spaces. Berg Publishers.
Armstrong, H. (2009). Graphic Design Theory: Readings from the field. New york: Princeton Architectural Press.
Tschichold, J. (2006). The New Typography. Berkeley: University of California Press.
Bourdieu, P. (1984). Distinction: A social critique of the Judgement of Taste. Routledge & Kegan Paul Ltd.
McCarthy, S., & Venezky, M. (n.d.). (2013). The designer as author, producer, activist, entrepreneur, curator & collaborator: New models for communicating. Bis Publishers.
Sudjic, D. (2009). The language of things. London: Penguin.
Potter, N. (2002). What is a designer: Things, places, messages. London: Hyphen Press.
Clarke, M. (2007). Verbalising the visual: translating art and design into words. Lausanne: AVA Publishing.
Collins, H. (2010). Creative Research: The theory and practice of research for the creative industries. Lausanne: AVA Publishing.
Grady, J., & Grady, K. (2006). A designer's research manual: Succeed in design by knowing your clients and what they really need. Gloucester, Mass: Rockport.
Davis, M. (2012). Graphic design theory (Graphic Design in Context). London: Thames & Hudson.
Lury, C. (2011). Consumer Culture. Polity Press.
Black, S. (2012). Eco Fashion- the Fashion Paradox. Routledge.
Rawsthorn, A. (n.d.) (2013). Hello world: Where design meets life. Hamish Hamilton.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Draft piece
- Assessment Type: Formative
- Feedback: The purpose of formative feedback is to enhance your learning, help you understand how you are progressing and how you can develop in the future. There are no marks attached and it will not count towards your final mark. There will be a variety of opportunities for formative feedback within the module, for example: tutorials, seminars, peer group assessment and self-assessment.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Reflective Journal | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Reflective Journal | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Method | Percentage contribution |
---|---|
Reflective Journal | 100% |
Repeat Information
Repeat type: Internal