Curriculum Man and Identity. head coordinator tutors. Marty Lamers Saskia van Gelder. Bart Hess Niels Klavers Helen de Leur Shirley Muijrers

Transcription

1 Curriculum Man and Identity head coordinator tutors Marty Lamers Saskia van Gelder Saskia van Gelder Annet Haak Bart Hess Niels Klavers Helen de Leur Shirley Muijrers Arie Vervelde Mariëtte Zinsmeister content Mission and qualities Competences by year Programme Objectives Working methods Supervision Assessment Assessment criteria Internship Quality Assurance appendices

2 Mission and qualities of Man and Identity Taste, attractiveness, intuition, imagination and sense: these words are often heard in conversations between students and Identity tutors. Identity students are often held accountable for their feelers for what is brewing beneath the surface of everyday life. They are equipped to identify from a large amount of social phenomena precisely those influences that will affect the taste and style of tomorrow. This includes not only future fashion in clothing, but also other industrial products. The students are streetwise and curious about everything around them: art, fashion, music, theater and film, but above all interested in every newness. They like to be ahead and have a penchant for the unexpected. They possess natural character and individuality, to which the department greatly appeals. Man and Identity considers itself within the academy as the department where students should have the quickest response related to the zeitgeist. Identity students have a high sensitivity and a great sense of the senses. Their passion is to make things of everyday life more attractive. Identity designers shape the future sense of taste and aesthetics. As mentioned, Identity designers impose a substantive basis and aesthetic design with which designers in other sectors continue to work. Their guide encourages and helps other designers in the development and implementation of ideas and concepts. They develop for example materials that can later be turned into products by others; they design an image which for instance motivates a car manufacturer to market a smaller car or a concept for the content of a magazine, as well as the editorials. Identity designers consider the design of style, inspiration and trends as their final product. In other words: We do not design clothes, but we create new material silhouette concepts to dress yourself. We do not design furniture, but we certainly design contours, new ways of sitting, hanging or lying down. Identity students have a great sense of the senses. They feel, see and know why something is topical, why something is pleasant or not and why you prefer one thing on your skin above the other. They forefeel how people want to live in the future and they imagine what forms and materials are important. Identity designers are often active in the early stages of the design process, the phase in which image and sphere are determined, in which materials are developed and in which the spirits are prepared for new trends and fashion. They are the vanguard, inspire and educate other designers and manufacturers. In this area, one can be employed as trend forecaster for color and material for fashion and interior design or as concept creator / designer for fashion and interior products such as collections of fiber, yarn, fabric, pattern, curtain, carpet, wallpaper or accessories. Within the range of products developed within Identity, a large place is given to Soft Materials, with textiles as important technique. Many Identity designers also work in the final stages of design, where the product is provided image, to which the user feels more strongly addressed. Styling, photography and film and audio visuals play a major role. Possible Identity occupations are: magazine stylist, trend illustrator, strategy and communications consultant, designer of exhibitions / stands / trend forums / concept stores, retail stylist and visual merchandising designer. The strength of the department Man and Identity lies in the freelance teachers, who are connected with the actual design world. They teach students to have a different look on the existing by experimenting with materials, forms, applications and establishing unexpected connections. They are the ones teaching students not to fear dilemmas or deadlocks. They teach students to be busy with many topics at the same time, a typical feature of the work with which Identity students will have to deal with in the professional encounter.

3 Competences by year Below you will see the relative importance of various competences by year: Identity pays in the respective years specific attention to the following competences and assesses the results in the different modules / years specifically with regard to these competences, though without neglecting the others. year 4 year 1 year 2 year 3 the programme The programme largely focuses on learning how to analyze. Analysis is slightly more important than the purely cognitive. By analyzing, the student examines the origin, appearance, and the perception of a product. As well as the circumstances by which the perception of that product can be influenced. The product can even be a (new) experience. In the research and analysis, the student trains sensitivity and intuition by taking idiosyncratic positions and by examining his own perception and that of others. This research may cover the experience of large projects such as hotels, airports and hospitals, but also those of consumer products. The work leads to products such as: - Forecasting with respect to for instance fashion, beauty, events, hotel and retail concepts. - Material developments including Soft Materials like fabrics and designs, but also plastics, laminates, wood, concrete and paint. - The design of 3D products including jewelry, shoes, bags, wallpaper, carpet and crockery. - Audiovisuals for the visual industry, such as advertising, theater, film and television. From the beginning, Man and Identity appeals to the independence and perseverance of the students. Students work on new ideas and concepts through experimenting and reflection. Identity encourages this is by organizing workshops and excursions to various European cities like Paris, Stockholm and Antwerp, to give students a broader professional and fashionable look on the world. During workshops, they experiment for instance under the guidance of a stylist, makeup artist or a photographer, with materials, skills, shapes and imagery. In the second year, reflection deepens and more attention is paid to the communicative power. Besides the development of concepts, materials, semi-finished and finished products, communication of the design to the user and his perception of the product, is important.

4 Objectives A characteristic feature of Identity is diversity. Through a variety of tutors, students get acquainted with numerous approaches to the tasks: experimenting, applied, analytical, methodical, free, with focus on micro level or on society as a larger context. Assignments are mostly abstract and require an applied research approach. Concept development is the final product of free concept assignments. Applied assignments result in effects of shape and material. And that points directly at a major objective of Identity: to teach students to think about the way they can communicate the results and analysis of their research with clients and users. Identity stands or falls with the way in which students are able to express their ideas and concepts visually and verbally. Module 1 and 2 emphasize on research using many short assignments. The student learns to recognize the versatility of Identity and develops its own capabilities and converts it into a personal signature. In module 3 and 4, the student enhances knowledge and skills. The assignments are more practical in nature, often in collaboration with industry, and appeal to a larger extent to his/ her independence and communication skills to use and operate the project. Identity spends more and more attention to cooperation with the industry. Collaborations with Friends of the Academy play a major role. Working methods Students usually work individually on an assignment. Occasionally, Identity works with an overarching theme, but usually each tutor hands out his/her own assignments. Working methods: short and longer assignments, group and individual discussions, workshops, and excursions. Group discussions are all about joint reflection and developing self-criticism, because students see each other s work and then formulate their own opinions. supervision Every tutor of Identity teaches one day every other week. This allows the department to use a greater diversity of professionals / tutors. Each semester, students have a different group of tutors as mentors, always a mix of fashion, interior design, 2D, 3D, abstract and applied product. The mid-term, informally assessing mid-semester, is in fact a discussion meeting between the student, head and coordinator. During this meeting, the work, progress and approach with regard to the coming semester block is discussed individually. A special form of guidance is exam guidance. In their examination semester, students receive an elective and mandatory assignment. The aim is to work out the mandatory assignment in collaboration with the industry. From the start until the green light assessment on 2/3th of the semester, students will come together every two weeks under the guidance of one or several tutors. In addition, students each month hold an official presentation of their work in the presence of the head and some tutors, after which comments on progress and outline are given. This comment is put down in writing by the head. The tutorial team and students can always consult this report at a later stage. The department considers the final exam as a highly concentrated hands-on phase within the department. For specific substantive questions, students can always appeal to the head and tutors. assessment Below, 3 forms of assessment are described: - semester assessment - green light-assessment during the exam semester - internship assessment At a semester assessment, students will present their work orally to the head and a full tutorial team. They then have the opportunity to express themselves with work that they consider as most successful and work that they consider as least successful. The assessment is aimed at both the result as the process that the student has experienced. Identity also considers the assessment as an exercise in verbal presentation of own work. Following the student presentations, the tutorial team led by the head of Identity will view the complete work and executes the actual assessment, without the student being present. Then each student will receive feedback en groupe. Afterwards, students will have the opportunity during an informal gathering to further discuss their performance and any improvement with tutors. At the green light assessment, each student presents the final results of the first assignment as well as the elaborated draft of his or her second assignment to the head and the tutors. In that assessment, the student will hear whether his / her assignments have sufficient graduation potential. The assessment is broadly consistent with the semester reviews, although the bar is higher and the requirements are stricter. The head and coordinator evaluate a possible internship of a student on the following points: - vision and qualities of the company where the internship took place - presence of a design team - the extent to which the internship suits the opportunities and aspirations of the student. After the internship, the internship company assesses the student. Identity assesses the internship based on an internship presentation that every student has to hold in the presence of all module students and some tutors. Internship presentations take place twice a year. Major assessment points are: degree of sophistication and sensitivity that the student shows in his or her work, individuality and personality, color and materials. See also below under the section on assessment criteria.

5 Assessment criteria 1. The requirements for each assessment - Development from mid-term and previous module / Design mentalities - Originality / Signature / Innovative / Awareness / Diversity / Opinionate - Newer Time-Contemporary / Fashionable / Stylistic / Spherical / Aesthetic - Color Sensitivity / Corrosion / Tactility / Sensory perceptions - Visual power - Communicative competence - Poetry, Frivolity and Sexiness Individual students are assessed on the whole package. This total is balanced with constructive criticism and by its development after the previous assessment time. Realization Lessons and supervision ensure an end result. Since at least six to seven assignments will be presented, we will look at the overall picture. The feedback has been previously described. Module specific requirements Previously described. Requirements Are defined in individual contracts with mutual tutors. After the assessment, evaluation forms need to be completed and can be consulted by the students. This is an oral assessment. As mentioned earlier, each student has the option to inquire and to request additional explanation from the head and each tutor at the end of the assessment day. The student can also ask for feedback any time! Documentation The assessment forms can be consulted by students and other interested parties. The minutes of the department are available internally for tutors and are forwarded to other departments in case students change their study programme. Objectives Our learning objectives are determined by the entire team. Each semester, we have department meetings about whether to adjust the learning objectives and which assignments to link to these objectives. Graduation and assessments are concrete moments of reflection for the department which show us where we stand! internship Man and Identity sees the internship primarily as a bridge between school and practice, and as an opportunity to broaden the professional look of students. The choice of the internship is primarily a matter of the student; taking into account the criteria stated Internship Assessment. Of course, the student can optionally appeal to the network of tutors or head. The coordinator and head ultimately judge the appropriateness of the choice of internship. Identity has set itself the target to arrange internships at well-established larger companies in order to provide the student with an even more realistic picture of the practice quality assurence As already discussed, the department Man and Identity values versatility. The relatively large tutorial team ensures a range of different jobs and a diversity of opinions, positions and views on the field, on the role and function of the designer. In addition to five more or less permanent tutors, the team changes depending on the need for certain (time) disciplines. The department can respond quickly and flexibly to developments in society and to changing needs of students. Prior to the semester, usually after an assessment, the head, coordinator and tutors consult about the composition of the tutorial team: which diversity and project topics will be required? Marty Lamers is the head of the department and responsible for its quality. Twice a year, the whole team comes together outside school and discusses the formulation of the final mandatory assignment, progress, quality, plans and ambitions for the coming year and for next semester. This moment is also exploited for mutual contact and coordination between the tutors that will teach the same group of students in the following semester. The head makes minutes of each mid-term meeting and assessment. For each student, a file is put together which the department can always consult at each new assessment. Where necessary, additional meetings are organized during the academic year if progress or quality require so.

6 appendices MODULE 4 MAN AND IDENTITY ASSIGNMENT SASKIA VAN GELDER FASHION forecast fashion products for winter Consider your fashion statement as a general mood that can be applied on various fashion products. Choose your favourite product and translate your colours and material ideas according to the requirements of this product. This proposal is meant to inspire and inform a manufacturer to make a new product range. Think of: body wear, leg wear, footwear, jeans wear, knitwear, prints, beauty products... The form of the proposal will be a book. Planning Bring the results of the research of the product you chose, materials, and other ideas Designing/composing colour card, material proposal, form proposal Designing/composing colour card, material proposal, form proposal Proposal presentation MODULE 4 MAN AND IDENTITY 2011 ASSIGNMENT NIELS KLAVERS ACCESSOIRES Research For a high end fashion label of your own choice design a collection of 3 accessories. Research for the first lesson a label where you like to design for. During the excursion to Paris you collect more information about the label and their accessories line. Also look how the label presents the accessories in magazines and in the shop. Final goal 3 accessories in 3d. ASSIGNMENT BART HESS fashion film Assignment Make a fashion film of the item/items you made with Niels Klavers. The fashion film should enhance your project. Enhance the best aspects of your design in your film. Think for example of: flexibility of the material transformation of the silhouette details of your design etc. Subjects Accessories for a fashion brand Planning 22 nov Workshop Homework: take along your project of Niels, decide which aspects of the design you want to show in your film. During the lesson we will experiment with filming, so bring along a film camera. 5 dec Workshop discussing first tests /during the lesson we work on the film. 20 dec Group meeting Preview film 17 jan. Individual meeting Presentation film module 3 man and identity assignment annet haak A department store requires advice for its interior departments with regard to purchasing and product development Produce a book of ideas for the given product in addition to new products, shape, color, design and materials, it is also about lifestyle / new developments / type of use / sustainability / presentation / packaging / service / etc. - Orient on what is being offered national + international, different price levels, different audiences. watch shops and websites. (Bijenkorf, Hema, le Printemps, Colette, Harrods, Liberty, Barneys, Muji, Pol s Potten and much more. - Collect ideas for this product seek inspiration beyond the product: art, street, fashion, etc. - Create a planning to illustrate what you want to talk about and what you leave out - Make your own additions sketches, manipulations, graphics, material testing, scale models - Think of a presentation that communicates well books, movies, PowerPoint, etc....

7 O sleeping O bathing O candles + candlesticks O pillows + plaids O wallpaper O rugs O stools O drinking coffee + tea O tablecloths + placemats O indoor gardening O lamps (caps) O party / birthday for adults O glasses + decanters O mirrors O notebooks O pastries For the 1st class on October 17: orient on your product and describe a number of directions that you find important. MODULE 1 MAN AND IDENTITY ASSIGNMENT shirley muijrers wallpaper : A pattern design collection for wallpaper made out of paper (part 1&2) 1st lesson + define a concept/bring inspiration/pictures/sketches. + find and bring inspiring paper materials to work with (and fixing materials) + look for interesting existing pattern designs and document them. + think about usage and application of your pattern design collection. + look at existing brands, do research on wallpaper and document it. MODULE 1 & 2 MAN AND IDENTITY assignement mariette FROM CLOTHES TO SPACES AND PRODUCTS 1.present your 5 favourite outfits of the menswear collections you ve seen. Present these in a spectacular and personal way. I want to know the reason why you choose these outfits. Which you like or hate or what else 2.in case of these 5 outfits make the translations to 2 spaces/rooms and 3 products. Think about silhouette (form), materials, image, details 3.so it s a room inspired by your outfit. Where I can see your personal vision and your modern fashionable look 4.for the products think about household articles or furniture 5.the space can have every form. It s what fits with your idea. And give it a function 6.so you make 2 spaces, and 3 products. For the rooms you make models. And for the products you could make scale or 1:1 models 7.at the end you make a presentation of these models in combination with your outfits in pictures or a movie Take the first lesson your ideas, your ingredients for these 5 favourite outfits with you. Good luck. I will see you the 1st of March! Best regards, Mariette Part 1 Lesson 1-6: Designing 10 wallpaper patterns/textures No digital tools allowed, just work with manual tools It will be a coordinated collection (a family). Your collection will contain a variety of pattern designs. Part 2 Lesson 7+8: Finalising and presenting the patterns in an application/presentation. You need to communicate and visualize the usage and application of your pattern designs. for example in film, sketches, photographs, a model, a book.etc).