CAC102 CAMERA & CAPTURE

This subject introduces students to the foundations of photo imaging so that they can develop the technical and creative skills required to operate a digital camera under a range of conditions Students will receive feedback on their images and learn to give constructive criticism to their peers, enabling them to start seeing and thinking like a photographer. This subject serves as a solid foundation from which to pursue further specialised photography skills.

DIM103 DIGITAL IMAGING

The purpose of this subject is to establish principles and practices for working with digital images and assets. This includes understanding their technical properties and parameters, as well as using various software tools for managing their cataloguing, editing, processing and storage. Students will research and experiment with various manipulation and enhancement strategies in the pursuit of a personal creative style that can be applied to images captured in this and other subjects.

ILL104 INTRODUCTION TO LIGHT & LIGHTING

This subject introduces students to the properties of light as well as its evaluation, measurement and control. Students learn fundamental lighting techniques, including how to identify and manipulate the quantity, quality, direction and colour of light.

DC100A THINKING VISUALLY

This subject serves as an introduction to communicating with imagery, from initial concepts and quick sketches through to more sophisticated visual responses, utilising a variety of media. With an emphasis on exploration within historical, practical, and technical parameters, ‘Thinking Visually’ aims to enable the student to effectively articulate ideas through both drawing and photography. Students will develop skills in observation, idea generation, and effective visual communication through a combination of theoretical studies, observational drawing and material experimentation

DCX101 DESIGN CONTENT

Design Context is a foundational subject that introduces students to the designed world and their place within it. Students are encouraged to explore the interconnected nature of design and its capacity to inspire change, drive progress and navigate complex challenges. Through observation, research and iterative approach students will develop a series of creative responses that demonstrate an awareness of the value of design and its ability to create meaningful interactions for people, communities and their environments.

MED106 MEDIA & DOCUMENTARY

This subject provides students the opportunity to develop idea generation techniques through the medium of editorial and social documentary work. Photo essays are developed and critiqued in reference to external editorial needs, requiring students to translate the written word into dynamic and thought provoking images. Students are challenged to understand client needs and utilise effective working strategies.

CMW107 COLOUR MANAGEMENT & WORKFLOW

In this subject the students further explore advanced digital image techniques and a suite of graphics programs related to the photo imaging industry. They will also gain extensive knowledge into colour theory and colour management workflows, and manage colour consistency from capture through to output in a digital production environment.

DPO109 DOMESTIC PORTRAITURE

Students further develop their understanding of light through the medium of portraiture and also explore the use of artificial lights to the next level. Students also investigate working with “live subjects”. Students are required to plan and carry out a professional shoot incorporating pre-production, planning and client management. Students will be introduced to the principles and concepts of personal branding, marketing and pricing in the field of Domestic Portraiture

DIG104A MOTION DESIGN

This subject introduces the foundational theory and practice of motion graphic design and live action camera production. The unit introduces basic skills in concept development, asset creation, 2D animation and compositing suitable for motion graphic production. The process of developing a live action video piece is also introduced, from preproduction through to post-production, and including fundamental sound design principles. Students will gain basic skills in camera-based production including basics of lighting, sound recording and editing.

CPR110 CAREER PREPARATION

This subject explores the role of the photographer and associated skills and knowledge required to engage in this profession. Students are also encouraged to enhance their professional approach towards their photographic practice by appraising both current and emerging trends and technologies within the industry.

FOL111 FOLIO

Students begin developing their folio ready for graduation. Utilising a variety of mediums, students explore how to best develop a folio to present to industry. During the term students have a chance to identify and explore their own personal style and engage in self-evaluation before seeking and applying feedback from industry professionals

COM208 COMMERCIAL

In this subject students are introduced to the main genres of commercial photography. Students consider how to interpret, plan and execute a commercial brief in the context of a client’s needs and expectations. Building on ILL103 (Introduction to Light and Lighting) students further develop their lighting skills for a range of commercial applications

FA202A DIGITAL PRINT AND THEORY

This subject provides students with the opportunity to develop both their textile knowledge and skills in manually and digitally generating original prints and colours for apparel. Emphasis will be placed on the relationship between textile type, print design and garment. Students will develop their knowledge of colour theory and its relationship to fabric and fabric designs. They will be expected to integrate colour in the development of a range of print designs (placement and repeat) for fabric. Students will have the opportunity to develop and print one fabric strike off from their own design. The brief will require students to undertake a small research project to forecast colours and patterns.

FA201A INTERNATIONAL FASHION SYSTEMS

(Pre-requisite FA106A)

The theoretical foundation of this unit develops the student’s understanding of the international fashion systems and the different market classifications that exist therein. Students will develop this understanding through an analysis of the criteria that underpin market segmentation of fashion at the retail, consumer and design level. Students will be required to develop a digitally produced folio with their own design fashion adaptations relevant for specific market segments.

DSO201 DESIGN STUDIO 3

The subject introduces business practices such as costing, time management, value engineering and general models of monetizing and valuing output typical of a variety of design industries.

Case study analyses of a typical design industry business practices, domestic and international, acquaint students with the differences and similarities that exist. Students learn about contractual agreements, and where appropriate become familiar with international shipping and distribution terms as well as an introduction to design copyright laws.

Initial overview of time allocation practices and the creation and understanding costing terms such as: Bill of Material (BOM) /Scope of Work / Deliverables used in typical projects is followed by application. Students plan a project from start to finish through to the development of an appropriate project management plan for their industry such as time management charts with typical dependencies highlighted and costed.

FA203A TECHS AND SPECS FOR FASHION

This subject develops the students’ approach to and the application of knowledge and skills when answering a given brief placed in a commercial context. Students will be required to experiment with the idea of subculture to inform their design starting point. The emphasis of the brief is on shape, proportion and ergonomics as students learn how to measure and accurately depict the key details of fashion products.

Students investigate surface design, and a variety of applications, e.g. placement print, embroidery, and repeat print patterns.

Students design a group of garments that relate through style, and usage intended for an identified consumer target market, in response to a given brief.

The outcome of this subject is a portfolio and technical pack typical for a “fast fashion” or niche market environment for offshore production to industry standard.

FA208A ENTERPRISE MANAGEMENT

This subject provides a management framework used by a design team to streamline and monitor the product development process from conception through to production and product delivery. Students will develop their ability to plan projects over the timeframe of a year and allocate jobs in a studio setting. In addition they will critically analyse the typical workflow of several design studios in different settings and evaluate the enterprise management systems that may or may not be applicable for each situation. Students will then develop a series of Excel worksheets that are appropriate to every substructure of the work stream in a variety of design studio settings.

PBL202 PROBLEM BASED LEARNING STUDIO

Problem-based learning (PBL) is a pedagogical approach that enables students to learn while engaging actively with meaningful problems. Students are given the opportunities to problem-solve in a collaborative setting, create mental models for learning, and form self-directed learning habits through practice and reflection. The underpinning philosophy of PBL is that learning can be considered a “constructive, self-directed, collaborative and contextual” activity. The principle of construct positions students as active knowledge seekers and co-creators who organise new relevant experiences into personal mental representations with the help of prior knowledge. This is further reinforced by social theories of learning that advance the merits of social interaction in cognitive development.

The aim of this subject is to trigger student learning with a problem which needs resolution. Students make connections to the challenge by activating their individual and collective prior knowledge and finding resources to make sense of the phenomenon; they also engage in peer learning through small-group discussions and consolidate their learning through reflective writing. Beyond enabling students to make sense of the concepts and subject matter, this learning experience will also help students develop an understanding of themselves and their contexts, and the ways and situations in which they learn effectively.

FA207A ADVANCED DRAPING AND SEWING

This subject focuses on form, shape and internal structure of garment design. Initially students will manipulate fabric on a mannequin to build up a series of forms. These forms will then be developed and technically structured. This process will enable the student to compile their library of basic shape patterns for future use in commercial and industry settings.

Students will extend this practice into an experimentation of fabric manipulation on a dummy to create garments that reflect their own aesthetics. Students will develop these ideas into a series of technical drawings. They will then select one garment from their range for production in fabric of their choice with an emphasis on the technical engineering innovation and design structure

DDD203 DISCOVER, DEFINE, DEVELOP, DELIVER

The myth of innovation is that brilliant ideas leap fully resolved from the minds of geniuses. The reality is that most innovation comes from a process of rigorous examination through which great ideas are identified and developed before being realised as new offerings and capabilities This subject introduces Problem Based Learning (PBL), mapped out as the ‘Double Diamond’, the collaborative process by which the designer’s sensibilities and methods are employed to integrate the needs of people, the possibility of technology and the requirement for business success. In short, Double Diamond approach converts need into demand. It’s a human-centred approach to problem-solving that focuses thinking about meanings instead of features, searching for radical changes instead of improvements and proposing visions instead of satisfying existing needs.

Today, designers across many disciplines share some similar approaches to the creative process. Every design specialist has a different approach and way of working, but there are some commonalities in their creative process. Divided into four distinct phases – Discover, Define, Develop and Deliver – the Double Diamond is a simple visual map which illustrates the PBL approach. In this subject, students examine a range of possible ideas – divergent thinking; before refining and narrowing down to the best idea – convergent thinking. To discover which ideas are best, the creative process is iterative. Ideas are developed, tested and refined many times, with weak ideas dropped in the process. This cycle is an essential part of a good design strategy. Students are introduced to practical design methods – like user journeys, empathy mapping, character profiles – and how they can be used to move a project through the four phases of the Double Diamond. Discover – The first quarter of the Double Diamond model covers the start of the project. Students look at the world from a fresh perspective; notice new things and gather insights.

Define – The second quarter represents the definition stage, in which students analyse and synthesise all of the possibilities identified in the Discover phase. Which matters most? Which should we act upon first? What is feasible? The goal here is to develop a clear creative brief that frames the fundamental design challenge.

Develop – The third quarter marks a period of development where solutions or concepts are created, prototyped, tested and iterated. This process of trial and error helps students to improve and refine their ideas.

Delivery – The final quarter of the Double Diamond model is the delivery stage, where the resulting project (a product, service or environment, for example) is finalised, produced and launched. Thinking like a designer can transform the way you develop products, services, processes – and even strategy.

FA302 PROFESSIONAL PORTFOLIO PRODUCTION

(Co-requisite FA301A)

In this subject, students continue to develop their knowledge of digital applications used for the staging and compilation of folios, look books and technical drawings commonly used in apparel design. Based on their acquired knowledge of the different aspects of showroom, promotional and technical portfolios used in the industry, students will explore nonconventional ways to develop their own staging style for their professional folio for each setting.

The subject is designed from a professional perspective and addresses several requirements. It draws on the student’s ability to visually communicate to the production team the technical aspects of the garments they design and it requires the students to evocatively and adventurously communicate their designs in order to generate sales. In addition, the design look book will enable the student to communicate their understanding of what constitutes a collection.

FA301A COLLECTION DESIGN

This unit provides students with the opportunity to design a coordinated group of branded fashion products that clearly exhibits their relationship through design style, fabric choice and manufacturing techniques. Design work in this unit is underpinned by the theory of coordination in garment design, including the formation of a collection and the relationships of individual items. Students will be required to conduct research within a given target and niche market to identify needs and opportunities; this research is augmented by a search of materials, accessories and manufacturing techniques. The culmination of this unit is a collection of a coordinated range compiled appropriately to typical industry requirements. Students are expected to demonstrate their flexibility and creative problem solving acumen to build a product line within industry confinements.

SEN301 SOCIAL ENTERPRISE

Social Enterprise is an exciting theoretically-based subject that is driven by the desire to create positive change through entrepreneurial activities. These activities harness design thinking and problem-solving processes in the realisation of pragmatic, viable project proposals from initiation to client presentation. By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities through systematic research and competitor analysis, Social Enterprise empowers students to conceptualise, develop and propose new ventures and products that focus primarily upon social change for good. In addition, this subject will help students understand and address the practical challenges of working within this environment; to analyse different entrepreneurial business strategies, to explore diverse funding strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy. Social Enterprise enables students to appreciate the power of creativity in problem-solving and the importance of the designer’s role in making a difference and precipitating change.

WIL302 WORK INTEGRATED LEARNING

This subject is designed to provide students with professional experience in an area related to their field of study or the career they are working towards. The aim of providing industry-specific opportunities is to enable students to develop skills that will enhance their prospects of gaining meaningful employment and building their career for the future. Much of the benefit of work integrated learning comes from observation, practicing under supervision and reflection. Work Integrated Learning is an excellent way to broaden the students learning environment while they are studying. It allows them to see first-hand how what they are learning in their degree translates into practice, as well as how ‘real world’ practice relates to what they are learning at University. This subject will develop work ready skills and boost students’ employability while they are studying. There are two work integrated learning options available to students:

Option 1: Internship

Students are offered the opportunity to work within a professional design environment for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of research tasks, conducting interviews and gathering data in order to understand the key concepts in managing a professional design practice with emphasis placed on the operation of the professional design environment.

Option 2: Industry Live Brief

This subject requires students to respond to criteria set within the context of an Industry Live Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. The subject is delivered from a cross discipline perspective and draws on both discipline specific and common design practices. Students are required to work both independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.

FA307A BRANDED FASHION PRODUCTION

(Co-requisite FA306A)

In collaboration with industry, each student is required to develop a product series in response to a brief. Students will be required to research the market and develop a brand and its products for their target group. Whilst they develop their collection, students will need to liaise with the various sections of the industry pertinent to their chosen design theme or market. They will orchestrate the product development and fine-tune the progress towards a satisfactory outcome. The aim of this unit is for students to experience a real industry setting and to produce a small range of products that shows their ability to see a project through from start to finish. In addition, students will further develop their ability to problem solve and clearly communicate with various segments of the industry. Students are required to produce/manufacture a small group of coordinated garments to dress two people, the combination of which should be decided during the project. Each student’s finished product is exhibited during showcase for judging by an industry panel. Students collaborate to exhibit their major work to the industry in a group exhibition.

FA306A TECHNICAL PORTFOLIO PRODUCTION

(Co-requisite FA307A)

In this unit, students are required to apply their advanced computer design knowledge to produce a technical portfolio to communicate the technical requirements of their garments designed in FA307 Branded Fashion Production. The technical portfolio must facilitate communication between the designer and the production team in the fabrication of garments. The outcome is an industry folio of technical documents containing annotated drawings of the entire product range developed in FA306. This document will provide evidence of the students’ understanding and familiarity with the principles and practices of the industry, specifically in relation to communicating a design with manufacturers and in product costing garments. Students will be required to manage their own work, including industry liaison, so that unit deadlines are met. In this module students demonstrate their computer skills and their advanced time management skills. Students collaborate to exhibit their major work to the industry in a group exhibition.

FA305A PORTFOLIO RANGE

The outcome of this subject is the development and production of a commercial marketing and merchandising brand pack, which can be fully digitally produced. Students extend on their brand essence and rationale by using photography, graphic design or digital media design to communicate their brand collateral and product line. In a problem based learning scenario, students work together to provide critique and feedback to the design development of the work of the members of their peer group in order to solve their design problems in view of a product showcase presented to an industry panel.