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  2. What is Design For? [DES5310]

Faculty of Education and Arts

School: Communications and Arts

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    What is Design For?

  • Unit Code

    DES5310

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines the role of design and the designer in a contemporary globalising culture. It frames design as an interdisciplinary skill and as a social practice. Using a range of historical and theoretical perspectives the role of the designer and the function of design are examined. The unit raises questions about the responsibilities of the designer and the purpose of design, and provides the student with a range of critical methods to assess them.

Equivalent Rule

Unit was previously coded VIS4310

Learning Outcomes

On completion of this unit students should be able to:

  1. Determine the central principles of contemporary design philosophies drawing upon a sound knowledge and understanding of recent national and international developments that impact upon design and the designer.
  2. Discriminate between the varying theoretical positions and historical trends that have impacted upon the role and functions of designers.
  3. Formulate a personal critical position about design practice that is founded on the theories, approaches and strategies of design in the service of clients and key stakeholders.
  4. Investigate and evaluate the relationship between ideology and function in the work of a designer.

Unit Content

  1. Design as function.
  2. Design as ideology.
  3. Design as process.
  4. The ethics of design.
  5. The role of the designer.

Additional Learning Experience Information

Lectures and seminars.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Tutorial PresentationIntroduction to research topic30%
AssignmentTopic analysis70%

Text References

  • ^ Twemlow, A. (2006). What is graphic design for? (1st ed.). Hove: Rotovison.
  • Smith, C. (2007). Design for the other 90%. (1st ed.). New York: Assouline.
  • Roberts, L. (2006). Good: Ethics of graphic design. (1st ed.). Worthing: AVA Publishing.
  • Heller, S. (2003). Citizen designer: Perspectives on design responsibility. (1st ed.). New York: Allworth Press.
  • Berman, D. (2008). Do good design: How designers can change the world. (1st ed.). New York: Peachpit Press.
  • Bell, B. (2008). Expanding architecture: Design as activism. (1st ed.). New York: Metropolis.

Journal References

  • Walker, S. (2009). Following will o' the wisps and chasing ghosts: Design centred research, sustainability and the bottom line. The Design Journal. 51-64.
  • Wood, N., et al. (2009). A tacit understanding: The designer's role in capturing and passing on the skilled knowledge of master craftsmen. International Journal of Design. 65-78.
  • Holliday, K. (2009). Whose City Hall is it anyway? Architecture and identity in New Orleans. Journal of Urban Design. 24-31.
  • Crossley, L. (2003). Building emotions in design. The Design Journal. 35-45.
  • Allen, F. (2009). Border crossing. International Journal of Art and Design Education. 296-308.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

DES5310|1|1

Faculty of Education and Arts

School: Communications and Arts

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    What is Design For?

  • Unit Code

    DES5310

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines the role of design and the designer in a contemporary globalising culture. It frames design as an interdisciplinary skill and as a social practice. Using a range of historical and theoretical perspectives the role of the designer and the function of design are examined. The unit raises questions about the responsibilities of the designer and the purpose of design, and provides the student with a range of critical methods to assess them.

Equivalent Rule

Unit was previously coded VIS4310

Learning Outcomes

On completion of this unit students should be able to:

  1. Determine the central principles of contemporary design philosophies drawing upon a sound knowledge and understanding of recent national and international developments that impact upon design and the designer.
  2. Discriminate between the varying theoretical positions and historical trends that have impacted upon the role and functions of designers.
  3. Formulate a personal critical position about design practice that is founded on the theories, approaches and strategies of design in the service of clients and key stakeholders.
  4. Investigate and evaluate the relationship between ideology and function in the work of a designer.

Unit Content

  1. Design as function.
  2. Design as ideology.
  3. Design as process.
  4. The ethics of design.
  5. The role of the designer.

Additional Learning Experience Information

Lectures and seminars.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Tutorial PresentationIntroduction to research topic30%
AssignmentTopic analysis70%

Text References

  • ^ Twemlow, A. (2006). What is graphic design for? (1st ed.). Hove: Rotovison.
  • Smith, C. (2007). Design for the other 90%. (1st ed.). New York: Assouline.
  • Roberts, L. (2006). Good: Ethics of graphic design. (1st ed.). Worthing: AVA Publishing.
  • Heller, S. (2003). Citizen designer: Perspectives on design responsibility. (1st ed.). New York: Allworth Press.
  • Berman, D. (2008). Do good design: How designers can change the world. (1st ed.). New York: Peachpit Press.
  • Bell, B. (2008). Expanding architecture: Design as activism. (1st ed.). New York: Metropolis.

Journal References

  • Walker, S. (2009). Following will o' the wisps and chasing ghosts: Design centred research, sustainability and the bottom line. The Design Journal. 51-64.
  • Wood, N., et al. (2009). A tacit understanding: The designer's role in capturing and passing on the skilled knowledge of master craftsmen. International Journal of Design. 65-78.
  • Holliday, K. (2009). Whose City Hall is it anyway? Architecture and identity in New Orleans. Journal of Urban Design. 24-31.
  • Crossley, L. (2003). Building emotions in design. The Design Journal. 35-45.
  • Allen, F. (2009). Border crossing. International Journal of Art and Design Education. 296-308.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

DES5310|1|2