08 06 15 introduction to year 3

time to design – its christmas

Do you remember
the first time you sat
on an aeroplane and
it was about to take
off?

What do you
want from the
3rd
year of your
course?

take control of your learning
advice...

feedback..........
There is a desire for shorter deadlines so that
you do more work.
Somehow the responsibility for the
amount of work you do is somebody
else’s. You could organise this in your
learning agreements – set yourself
short projects with precise deadlines –
take control of your learning!

planning
organise your time
it really is about
time management

timetable
activity 1 2 3 4 5 6 7 8 9
Research
Testing
Sampling
Final pieces
Creating
presentation
Presentation
Pecha Kucha
Trip
advice...

connections to time-manage
Your interests –
art history, music, dance, writing, general history,
geography/place, contemporary practice, science
Stuff to do –
Lists, aims and objectives
Projects –
Set by NUA
Set by you
Practical stuff –
Coming in, using workshops, equipment, printing, exhibitions..
Competitions –
Research –
Writing – reflection, report, promotion
Visits –
Placements, part of research
Opportunities yet to arise…………………………..
Life ‘other than your practice’ – travel, breaks

finish your research report
over the Christmas break
advice...

recognise the value of
research and how it can
support your practice.
advice...

record
use a reflective journal
blog
advice...

learn
Photoshop
and
Illustrator
advice...

formulating your
approach to your learning
within year 3
why what how

ask yourself questions
lots and continuously

what do you want from your work?

what do you get from your work?

you and your work – BA7
• 15 weeks to make work.

you and your work
• The first 15 weeks of the year are about
you developing what you want to.
• Up to 2 weeks after Christmas.

you and your work

•It is about you identifying, developing
and following a research path in both your
practical and textural work.

you and your work
•You will need to consider how to use
your time effectively as you cannot get
this time back.

you and your work
•Learning agreement
•Thinking about the future?
•How do you want to use your time?
•What do you want to learn?

thinking
• writing/reflection/projecting
• This is you working out what you propose
to do and thinking about what to do next.

presentation
• Pecha Kucha
• This is you presenting what you propose
to do and us helping you decide on what
to do next.

presentation - reflection
• Pecha Kucha 20x20
Is a simple presentation format where you
show 20 images, each for 20 seconds.
The images advance automatically and
you talk along to the images –
consider them as prompts.

reflection
• Preparation.
• We are very enthusiastic about this task
and its relationship to learning within the
course.

reflection
• This has been conceived as a way of
supporting your presentation skills.
• You will present your initial intention - after
which it is anticipated that you will go on to
further develop your work and practice - this
is so that you can now focus.
• You will be getting responses from your
cohort and tutors - this is feedback
and
You need to consider it - this is reflection.

you and your work
•Supported by individual tutorials alongside
developmental and skill based workshops.

you and your work
It is envisaged that this time will involve you in -
•Research - Deciding on your path(s) of interests
and supporting your thinking.
•Context - looking around at the work of others
and where work is seen - shops, galleries etc.
•Experimenting - trying stuff out by using skills
and techniques.
•Testing - making stuff, including final piece(s)
•Reflection - on what you have done and then
presenting it to others.

you and your work
• It is expected that you will make a body
of work for yourself - all of these
activities - research, context,
experimenting, testing, final completed
pieces and reflection are your work.

NSS
How you judge
the course and
the staff – are we
doing our job?

NSS
• Students have the option of responding:
• Definitely agree
• Mostly agree
• Neither agree nor disagree
• Mostly disagree
• Definitely disagree
• Not applicable

Strongly
Agree
Agree Neither
agree nor
disagree
Disagree Strongly
disagree
The member of staff explained things well 1111111
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The member of staff made the subject interesting 1111111
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1 1
The member of staff was enthusiastic about what they were teaching 1111111
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1
The unit was described clearly 1111 1111111
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11111111 11
I understand the key areas of study this unit will cover 1111111
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1
I understand what the course staff will be looking for at the assessment
point
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The criteria to be used in marking has been made clear 1111111
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111 111
With the information given in the session today I am able to write a
learning agreement.
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11
I have received sufficient advice and support with my studies 1111111
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Any changes in the session have been communicated effectively 1111111 NA
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The session was well organised and run smoothly 1111111
1
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As a result of this briefing I am able to undertake the unit 1111111
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1

• Direct students to specific content in the
presentation – slide numbers.
• Remind students that presentations are
posted on moodle.
• Point students to appropriate areas of
course documentation.
• Offer individual tutorial support.

• Instant feedback - within the day.
• Students feel they are listened to.
• Able to address the needs of the individual.
• Specific issues - individual needs but also
transparency for the whole group.
• Sharing information staff – students.
student – student.
• Dissipating fear.
• Different ways of presenting content to
students with differing levels of understanding.

feedback usually within 6 hours -

How do we go
about this thing
called design?
A model of good practice

research testing sampling designing finished pieces

why
why do you do what you
do?

how
tone - how do you go
about doing what you do?

what
what interests you?
art history
music
dance
writing
general history
geography/place
contemporary practice
science
reading
popular culture

TO ROLL
TO CREASE
TO FOLD
TO STORE
TO BEND
TO SHORTEN
TO TWIST
TO TWINE
TO DAPPLE
TO CRUMPLE
TO SHAVE
TO TEAR
TO CHIP
TO SPLIT
TO CUT
TO SEVER
TO DROP
TO REMOVE
TO SIMPLIFY
TO DIFFER
TO DISARRANGE
TO SHAVE
TO OPEN
TO MIX
TO SPLASH
TO KNOT
TO SPILL
TO DROOP
TO FLOW
TO SWIRL
TO ROTATE
TO SMEAR
TO FLOOD
TO FIRE
TO IMPRESS
TO INLAY
TO LIFT
TO CURVE
TO SUPPORT
TO HOOK
TO SUSPEND
TO SPREAD
TO HANG
OF TENSION
OF GRAVITY
OF ENTROPY
OF NATURE
OF GROUPING
OF LAYERING
OF FELTING
TO COLLECT
TO GRASP
TO TIGHTEN
TO BUNDLE
TO HEAP
TO GATHER
TO ARRANGE
TO REPAIR
TO DISCARD
TO PAIR
TO DISTRIBUTE
TO SURFEIT
TO SCATTER
TO COMPLEMENT
TO ENCLOSE
TO SURROUND
TO ENCIRCLE
TO HIDE
TO COVER
TO WRAP
TO DIG
TO TIE
TO BIND
TO WEAVE
TO JOIN
TO MATCH
TO LAMINATE
TO BOND
TO HINGE
TO MARK
TO EXPAND
TO DILUTE
TO LIGHT
TO REVISE
TO MODULATE
TO DISTRILL
OF WAVES
OF ELECTROMAGNETIC
OF INERTIA
OF IONIZATION
OF POLARIZATION
OF REFRACTION
OF SIMULTANEITY
OF TIDES
OF REFLECTION
OF EQUILIBRIUM
OF SYMMETRY
OF FRICTION
TO STRETCH
TO BOUNCE
TO ERASE
TO SPRAY
TO SYSTEMATIZE
TO REFER
TO FORCE
OF MAPPING
OF LOCATION
OF CONTEXT
OF TIME
TO TALK
OF PHOTOSYNTHESIS
OF CARBONIZATION
VERB LIST
RICHARD
SERRA
67-68
TO CONTINUE

contemporary practice
the work of others
what interests you?
materials
process
work
methodology
influences

your making - contextual framework
process/materials political
personal critical/theoretical
historical geographical
institutional cultural

what
what are your core ideas?

focus & briefs
• 15 weeks
• Developing what your work is, could or
should be.
• Using your research and body of work
to address 4 set briefs

what
what do you want to of
achieved in 15 weeks?
this could form part of your
learning agreement

focus
• Towards the end of the initial 15 week
block we think it may be time to focus
what it is that you do, what you are
interested in, to hone skills and develop
techniques and processes.
of focused work for yourself.
• Becoming an expert.

briefs
• 4 set briefs
• Project – Home
• Project – Body
• Project – Digital Collaboration
• Project – Space
• An opportunity to make to specific issues, solve
problems, present and work in teams.
• You will be making your own work
simultaneously.

Research report
• Consider your interests.
• What do you want to spent time
researching?
• How might this relate to and
support your practical work?

Final project
• BA8
• This is time to make work that will be
your BA final project.
• 12 weeks

Final project
• BA8
• Learning agreement
• Thinking about the future?
• How do you want to use your time?
• What do you want to learn?

focus
• It really is time to use this12 week block
to focus what it is that you do, what you
are interested in, to hone skills and
develop techniques and processes.
of focused work for yourself.
• Become that expert.

presentation
• Pecha Kucha
• This is you presenting what you propose
to do and help you decide on what to do
next.

Mid Year Exhibition
• Exhibition – inside/outside building

degree show
• What is this for?
• Presenting yourself
• Becoming public
• Becoming professional
• What next?

New designers
• Opportunity
• Visibility
• Timing

http://lucykenttextiles.tumblr.com/

http://jessicajanetextiles.blogspot.co.uk/

what
what does success look
like?

how
how do you achieve
success?

what next
how do you want to live
your life?

what
focus on the issues you
wish to pursue
identify your learning
needs

what
define the scope and
nature of the study
identify access and
resource issues

what
what do you want to
achieve?
what are you going to do
about it?

how
how are you going to
achieve what you want
to learn?

practical
timetable
what can you actually do
in the time you are willing
to give to your learning –
be honest

practical
budget
how much are you actually
willing to spend over the
year?

practical
ability
do you need to learn new
skills to achieve?
write them down.

timetable
activity 1 2 3 4 5 6 7 8 9
Research
Testing
Sampling
Final pieces
Creating
presentation
Presentation
Pecha Kucha
Trip

plan of the year
may june july aug sep oct nov dec jan feb mar apr may
activity
deadlines

Word doc -97 – 2003 - Name Degree Show Proposal

deadlines
• Keeping to deadlines
• Following instructions
• Developing systems and structures
formatting, mistitling or sending after
deadlines.

the beginning of the end
now this is not the end. it is not even
the beginning of the end. but it is,
perhaps, the end of the beginning.
Churchill

08 06 15 introduction to year 3

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08 06 15 introduction to year 3