FdA Interior Architecture and Design

• UCAS Tariff Points: 120 - 200
• GCE A Levels: 120 UCAS Tariff points, to include one GCE A level grade C or above
• Irish Certificate: 120 UCAS tariff points, to include 2 x ILC higher at B3
• Scottish Highers: 120 UCAS tariff points, to include 2 x higher at B
• International Baccalaureate (IB) Diploma: Minimum of 24 points (pass) (260)
• BTEC Level 3 Extended Diploma: PPP (120)
• BTEC Level 3 Diploma: MP (120)
• C & G Level 3 Extended Diploma: Pass (120)
• C & G Level 3 Diploma: Merit (160) or a Pass (80) in combination with other qualifications

English language requirements
If you do not have English as a first language, you will normally be required to demonstrate an IELTS overall score (or equivalent) of:

• 5.5 with a minimum of 5.0 in all elements for a Further Education course
• 5.5 with a minimum of 5.0 in all elements for a Foundation degree, Higher Certificate or Higher Diploma
• 6.0 with a minimum of 5.5 in all elements for a degree
• 6.5 with a minimum of 5.5 in all elements for a postgraduate degree

If you have lower scores, you may be accepted onto a Pre-sessional English Language course, which can lead to entry to the appropriate programme of study.

STAGE ONE

• Studio 1 - This module introduces students to generic art and design principles that apply to spatial design. Through a series of investigations students develop an insight into their field of study and the contextual issues that influence art and design thinking and practice. SPATIAL IMAGING: Through a series of studio-based design projects, visual research and practical workshops, the first semester aims to encourage students to initiate a process of exploratory and reflective learning, adopting an experimental and investigative approach when originating, processing and testing ideas. Project content will focus on: art and design principles and theories, the creative process, approaches and methodologies in originating and developing ideas, the identification and interpretation of themes and contexts and the representation and communication of ideas. SPATIAL RESPONSE: Semester 2 introduces students to the notion of the existing site as a physical environment with contextual properties that influence the design process and the definitive outcome of all interior architecture and interior design projects. Site can be interpreted in the broadest spatial design terms of reference to include buildings, street furniture, exterior free-standing structures or installations. Later project work brings a shift of emphasis from foundation projects that encouraged the student to focus on his/her own explorations, experimentations and interpretations in the realisation of the design outcome, to an approach that requires an engagement with the site and an analysis of the various contextual issues that will inform the outcome. Subsequent Design Studio modules will build on these foundation experiences by introducing subject specific contexts, specialist skills and knowledge relevant to interior architecture and design.
• Design Theory - The module introduces students to basic principles of architectural theory such as form, proportion, rhythm, space, habitation, representation and the social impact and demands of architecture and 3-Dimensional design. Students will become familiar with an appropriate language with which to understand and interpret architectural form whilst developing a critical awareness of historical and contemporary practice in the diverse field of design. Furthermore, students will concentrate on the study and critical evaluation of 20th and 21st Century movements in art, architecture and design. Students will continue to develop their research and presentation skills and will be required to formulate and develop their own views, interpretations and ideas based on their own research and analysis of these attitudes. They will also develop writing and presentation skills across digital and non-digital media, including the development and presentation of correctly referenced views, the process of constructing an argument, an ability to contextualise an idea or manifesto and to summarise effectively and correctly written or visual material.
• Technical Studies 1 - In order to realise a design project it is necessary for a designer to develop an awareness of the principles, materials and processes of construction to ensure that proposals are workable in concept, strategy and detail. Also they must be able to communicate creative ideas in a manner understood by other professionals involved with the technical design and on-site construction of a design project. This module introduces students to the technical and practical nature of design practice: the use of measured drawings to explore and communicate the existing site and proposal using industry conventions; the need to tailor the design detail to the user through application of anthropometric and ergonomic data; and an awareness of appropriate use of materials, building services, structure, construction techniques and environmental issues. The module is delivered through practical exercises, supported by seminars and tutorials, workshop sessions and study visits. Students are initially taught hand-drafting techniques which show the value of 2D orthographic and isometric projections to communicate complex forms. In later sessions 2D CAD is introduced as a professional tool for efficient production of site information and communication of proposals.
• Design Communication 1 - The communication strand of the course deals with the atmospheric communication of design proposals The module is designed to develop industry- and sector-appropriate analytical, technological and communication skills. Delivery of the module aims to meet the needs of a diverse student profile and will therefore adopt a flexible approach which will enable all students to reach their full potential and develop useful and useable skills. The ability to communicate narrative and design ideas through the use of semiotics, industry-standard conventions, graphic techniques and verbal presentation is introduced. Students will be introduced to various media and methods – sketching, model-making, collage etc. as well as various digital applications (Photoshop, InDesign etc.) commonly used to communicate design ideas and the atmosphere of a design proposal. The nature of contemporary design practice dictates that graduates must be proficient in use of digital media, not only in order to produce presentation material, but also to investigate and develop the potential of their designs and progress to a realisation of those ideas. Competence in the use and integration of digital media across a number of software applications will be developed in focused teaching environment and reinforced in the design studio projects running parallel to this module.
• Creative Learning - This module is designed to develop the skills required for creative learning which in turn (according to David Spendlove and Dominic Wyse) leads to new or original thinking – the very quality identified by most employers as vital to the creation of innovative design proposals. In order to learn effectively to construct an idea or outcome which is new, original and well-founded, a variety of skills is required, for example: the ability to research; to observe and analyse what you see; comprehension of what you read; the articulacy to explore and express your ideas verbally and in written form; the ability to communicate in visual formats such as drawing or graphics; and to present your ideas clearly and confidently. Organisational skills such as identifying areas for development and planning personal development strategies, goal-setting to achieve your aims, time management and the ability to prioritise appropriately will also lead to efficient, creative learning. In time and with practice, the skills and knowledge from other areas of the curriculum construct or synthesise into new information or ideas. This module aims to deliver and develop these essential skills within a design context to provide the academic and professional skills essential for successful study and employment. The diverse nature of student profiles make it necessary to adopt a flexible approach which is centred on individual personal development needs. It is intended to provide a foundation for the development of graduate level academic and professional skills later in the course.

STAGE TWO

• Studio 2 - This module addresses two fields of study that increasingly define the contemporary practice of interior architecture and design: the ADAPTIVE REUSE or re-modelling of buildings and NARRATIVE SPACE. The module presents continuity with the Design Studio 1 in Level 4, through the progression to a more specific engagement with the building within an interior architecture and design context. In NARRATIVE SPACE we will explore expressive areas of spatial design such as exhibitions, museums/galleries, film and television, events or collaboration with other creative disciplines. At one scale this may involve working on the building’s interior, considering elements of the immediate environment when inhabiting a space such as planning, surfaces, materials, lighting and furnishings. At another scale this will involve proposing structural interventions to the interior and exterior of the building, considering building construction and interior detailing, as well as wider social and environmental issues. In ADAPTIVE RE-USE, analysis of the context goes beyond the immediate exterior/interior physical attributes of the building and its surrounding environment requiring an empathic reading and sensitive response that brings out its innate character in the adaptive reuse proposal. Students are encouraged to develop a sense of the responsibilities placed on architects and designers though the consideration of the issues surrounding: community, user groups, demographics, and sustainability. The focus is on narrative spaces that may be within an adaptive reuse programme or in the public realm where similar agendas are applicable.
• Theory Blender - The module provides a platform for the support and enhancement of interdisciplinary research addressing contemporary issues, theories and philosophies. Students will study topics that influence and inform the design process such as politics, science, social science, technology, urban planning, sustainability and the arts in order to develop a holistic awareness of the current context. Students are expected to research, reflect and challenge the work of contemporary designers and theorists in order to develop their own research interests across different disciplines. The assessments will include collaborative projects and practical pieces of work.
• Technical Studies 2 - FdA Version - This module is designed to develop knowledge and skills of technical and practical aspects of construction and design in the built environment at a level appropriate for a junior position in design practice. Students are introduced to and start to apply knowledge related to mandatory areas of building design such as legislation or the integration of building services. The latter part of the module is intended for students to use knowledge and skills to pragmatically resolve the design against a number of real-world constraints connected to a live project. The information, skills and knowledge developed in this module is explored and applied through design projects worked in the linked Studio modules.
• Design Communication 2 - Students will develop their proficiency in the use of graphic, visual and plastic techniques. They will be introduced to industry-standard digital media, including 3D computer modelling and rendering, and manual techniques in order to further improve their skills as 3 Dimensional designers able to produce compelling and legible presentation material. These skills, which build on those introduced in Design Communication 1, will be presented in a focused teaching environment and developed by the students’ own work in design studio projects running parallel with this Module. This module is intended to further develop scholarly and professional communications skills in an integrated way in the context of the built environment, design and academic sectors. It is intended that module will allow subject specific benchmark standards as defined by the Quality Assurance Agency for Higher Education (QAA) to be incorporated.
• Design Focus - FdA Version - This module addresses the diversity of the Interior Architecture and Design Sector by providing students with the opportunity to develop a focus in their design practice. Students will develop integrated scholarly and professional skills in the context of their career aspirations, industry sector and academic discipline. In continuing with their personal development planning students will gain a deeper understanding of the need for the development of professional and managerial skills within their industry sector and the development of research skills appropriate to their academic discipline. Students will learn through work via the integrated work placement element which will provide an opportunity for them to experience a real professional environment and reflect on their time observing the processes used in practice. The Module acts as predecessor to students’ career paths after graduation as well as providing a basis for students’ academic progression to an Interior Architecture and Design Degree. It also provides the opportunity for students to develop and design their self-promotional package (including portfolio of work, website and business identity) which will help them seek employment in the near future.