BACHELOR S DEGREE IN DESIGN PROGRAMME DESCRIPTION Adopted by the Board of KHiB on 27 October 2011 1. THE PROFILE AND OBJECTIVES OF THE STUDY PROGRAMME The goal of the Department of Design is to educate cutting edge designers who with boldness, empathy and insight develop functional and strong design solutions for a changing world. Graduates with a Bachelor s Degree in Design should have fundamental and broad design competence and be capable of carrying out complex design assignments. The programme ranges from technical know-how to conceptual and strategic skills. The bachelor s programme offers specialisations in visual communication and furniture and spatial design / interior architecture. Because the bachelor s programme is offered by an art academy, it emphasises aesthetic subjects and interdisciplinary cooperation. At the same time, the students will acquire market and professional competence. The study programme is based on the courses offered by the Department of Design, but students can also combine these subjects with elements from the full range of courses offered by KHiB. Students are responsible for their own learning and are expected to actively seek out and make use of knowledge. Students are expected to acquire knowledge, skills and attitudes that will enable them to work in a creative, innovative and systematic manner on design assignments, both independently and together with others. Problem-solving based on functional analyses of different uses and user groups is fundamental to the study programme. One of the most important goals is that students should learn to analyse the needs of users, clients and society, and improve their ability to develop ideas and concepts in order to be able to come up with complete design solutions that meet the needs of the future. Practice-based tuition and learning is combined with relevant theory, enabling students to develop their ability to reflect critically on their own work and view it in a wider societal, cultural and historical context. The bachelor s programme is based on close contact between students and teachers who are involved in design research. Students will meet active designers right from the start of their studies and will be given assignments that require independent and innovative work. Through their studies, students will develop academic and ethical integrity and learn how to present their own projects, which is an important precondition for collaboration and dialogue with practitioners from other subject areas. The programme is rooted in the development of Norwegian society, which is increasingly influenced by international developments. The bachelor s programme therefore emphasises design issues relating to globalisation, sustainability and ecology. 1
1.1 Learning outcomes On completion of the Bachelor s Degree in Design, students are expected to be able to realise and communicate their design intentions at a professional level develop and carry out projects by combining relevant tools, techniques, methods and expressions to create coherent design solutions reflect critically on their own and others design practice and place it in a wider social context based on relevant theory work purposefully, creatively and independently in design processes and be capable of initiating their own projects develop design solutions that display a willingness to experiment and an ability to empathise with the user s situation familiarise themselves with relevant design-related research and use it in their own design solutions take responsibility for their own academic development communicate orally and in writing about design-related issues, also targeting groups outside their own academic environment. 2. ADMISSION REQUIREMENTS Admission to the Bachelor s Programme in Design is based on ability and experience. This is assessed on the basis of a two-part entrance exam and interview. Every year, specific assignments are prepared for the two subject areas in which specialisation is offered. Applicants are considered on the basis of a number of criteria, including creativity, ambition, maturity in relation to design, social awareness, form and colour skills, drawing skills, the ability to think analytically and conceptually, the ability to communicate orally and in writing, and cooperation skills. The Admissions Committee carries out an overall assessment of each applicant, with particular emphasis on his or her development potential in relation to design. 3. CONTENTS, STRUCTURE AND SUBJECT AREAS The bachelor s programme is a full-time study programme worth 180 credits, corresponding to a nominal length of study of three years. 2
The programme offers specialisation in either visual communication or furniture and spatial design / interior architecture. The students choose their specialisation during the application process. The department emphasises cooperation between the two subject areas. Interdisciplinary projects, which have a central place in the study programme, help students to understand the breadth of the design field. From the second year, KHIB s individual education plans enable students to combine these subject areas with other courses offered by the academy. The bachelor s programme in design addresses a field and professions that are constantly developing, and new course combinations could therefore be relevant. It is a fundamental requirement that each student s course of study forms a functional whole. Both subject areas regard design as problem-solving as a fundamental issue. The study programme emphasises the whole person and a broad understanding of social contexts. Aesthetic, social, technical, functional, conceptual and strategic aspects are therefore integrated in the programme, which is based on designrelated development work and research at the Department of Design. Communication is emphasised in both subject areas. Drawing, form and colour are important, in addition to complementary subjects such as market understanding and methodology. In-depth study involves more than just developing greater knowledge and skills in a limited part of the field; students must also develop an in-depth understanding of the complexity of design assignments. The theoretical part of the programme places design in a broader context and provides analytical tools for use in practical work. The level of knowledge and reflection required to be at the front of developments in design means that the study programme must include extensive theory. The theoretical part of the programme is designed to ensure a continuous dialogue about design and the designer s role in contemporary society. Design history is an important part of the theoretical component, which also presents the complex context in which design work is carried out: changing social structures, different ways of life and ways of thinking, economic conditions, technological development and the wider design, art and cultural history context. Emphasis is placed on current tendencies. Image and communication theory and media studies are important elements of the theoretical component of the programme. 3.1 Furniture and spatial design / interior architecture The bachelor s programme emphasises breadth. The students work on projects in different parts of the subject area, giving equal weight to furniture and spatial design as to interior architecture. The bachelor thesis allows for greater in-depth study in one of the two main areas. 3
The strength and uniqueness of the subject area lies in its understanding of the connection between a space and the furniture and other elements in it. This means that the furniture and elements must work at both the visual and functional level in relation to their surroundings and in relation to the users. In the same way, the space should form a visual and functional setting around the furniture and elements, and around the people who use it. Great emphasis is placed on developing solutions for important areas of society, such as healthcare, education, transport and recreational activities, and for different types of workplaces. The students are trained in a wide range of assignments and learn to see them as part of a bigger, functional whole. In spatial design / interior architecture, students work experimentally, freely and realistically on projects in private and public environments, in big and small buildings, and in outdoor and indoor spaces. In furniture design, students work in the same way on designing items of furniture as individual products, as product families and as whole collections for industrial production. They also work on developing different types of structures and products, of a fixed or movable nature, that relate to the space and its functions. In connection with courses and projects, students work on spaces and architecture, interior components and furniture in the form of both scale models and full-size models. The courses include subjects such as technique, construction and material studies, in addition to marketing and methodology. The development of projects is also related to identity and profile design, using spaces and products as part of the overall marketing of an enterprise or organisation. Emphasis is placed on developing ideas and concepts, function, aesthetic design, details and technical solutions that together form a whole. Assignments and problems must be defined, analysed and solved both in theory and in practice. Solutions are developed through an open process, using a wide range of methods, based on a thorough examination and analysis of the user s needs and the situation in which the solution will be used, with the emphasis on visualising ideas and developing prototypes. First year of study The first year of study involves basic training in tools, techniques and methods. Through courses and assignments, emphasis is placed on theory, ideas development and experimentation in the subject area. Students are given training in carrying out design processes and presenting solutions. The teaching focuses on cooperation and the designer s social responsibility. Courses in drawing, form and colour are closely integrated with the other teaching. 4
Design is placed in a historical and social context through lectures and seminars. Ethical challenges and the role of the designer in a changing world are emphasised. Written assignments and discussions are an integrated part of the theoretical component. Second year of study The second year of study is more project-based, with greater complexity and a wider range of design assignments. Formulating problems, analyses, concept development and strategy are given greater emphasis. Students work for prolonged periods on assignments in public and private environments, with opportunities for in-depth study and experimentation. Producing and communicating content has a central place. The second year of study includes a practical placement period in a design enterprise or architects office. Ergonomics, perception, material studies, sustainability and the environment are important topics. Both the process and the final result are emphasised. The students are given an introduction to and will use a wide range of design methods, not least as a way of developing insight into and an understanding of user groups and situations. They work on projects that shed light on the challenges involved in different areas of contemporary society and the society of tomorrow. The theoretical part of the programme places design work in a wider cultural and social context. Writing assignments and discussions during reviews and in other forums develop the students ability to analyse and formulate design problems and to explain processes. Third year of study The third year of study is project-based, and students are challenged to demonstrate independence and innovation in developing solutions to design problems. Emphasis is placed on setting realistic assignments in cooperation with different users, where the focus is on developing complete solutions. Collaboration with others in complex, interdisciplinary projects is a key element. The students develop independent projects in which they are challenged to come up with unconventional solutions and to communicate and justify their choice of ideas and solutions in project presentations addressing different target groups. The students acquire knowledge and skills that develop their professional selfassurance, enabling them to function and present professionally well-founded arguments in teams and interdisciplinary working groups. The students will also initiate and be in charge of processes in projects that challenge their ability to empathise and to develop innovative solutions. 5
Presenting own projects at exhibitions and similar events is an important part of the third year. The theoretical part of the programme emphasises social development, cultural phenomena and the environment. Writing texts in which the students place their own design work in a broader context and reflect critically on it is an important element. For the exam project, the students can choose to emphasise either furniture design or spatial design / interior architecture. Students carry out an independent, realistic project of a high professional standard in which they must demonstrate both skill with details and the ability to see the big picture. 3.2 Visual communication The core areas of visual communication are written, visual and interactive communication with users. Students develop products in 2D, 3D or for the screen, both static and movable products. The strength and distinctiveness of the subject area lies in its understanding of the connection between different methods, communication channels and media. Students are encouraged to develop creative solutions and a critical approach to solving communication challenges. Although practical skills are an important part of design, design is also much more. Design also involves the use of new technology, materials and form, and the designer must be interested in different types of assignments. Three learning and work areas are therefore emphasised: Form, typography and image understanding Expressive and conceptual ways of thinking Process and methodology. Visual communication emphasises breadth, and it is possible to study elective subjects in depth from the second year. In-depth study of different parts of the subject area is based on a comprehensive approach and increasing mastery of complex issues. Visual communication is a creative process that includes functional, aesthetic and ethical issues. The subject area aims to produce visual communicators with an interdisciplinary orientation who, in their work on developing services and products, focus on the needs and wishes of different types of users. The designer not only designs products but also processes and systems, in a dynamic process and through interaction between sender and receiver. 6
The students need to understand the past to be able to develop visions for the future. Each area in visual communication requires extensive insight into historical and current practice, and a critical attitude to communication in social, cultural and political contexts. Ethical and ecological aspects are also important. The teaching in the study programme is project-based and includes projects initiated by students, external projects and joint projects. The subject area offers both theoretical and practical project assignments, as well as interdisciplinary projects within the design department or in collaborations across the academy s departments. Individual follow-up is emphasised, but the students also work in groups. The study programme comprises tutoring and group reviews at which exercises in critical reflection and presentation techniques are given priority. The teaching includes guest lectures at which nationally and internationally respected designers engage in dialogue with the students. Students are also encouraged to choose practice placements, participate in external assignments and take part in national and international exhibitions and competitions. First year of study The first year of study largely consists of short exercises and assignments involving different media and forms of communication, with the emphasis on formal/compositional issues, methods and important computer programs. Courses and assignments emphasise the development of ideas and experimentation. Students practise carrying out design processes and presenting solutions in a teaching programme that provides practical experience of cooperation. Through lectures and seminars, design work is placed in a historical and social context. Ethical challenges and the role of the designer in a changing world are emphasised. Written assignments and discussions are an integral part of the theoretical part of the programme. Second year of study The second year of study is more project-based, involving greater complexity and a wider range of design assignments. Greater emphasis is placed on formulating problems, analyses, concept development and strategy. Students work for prolonged periods on assignments that provide opportunities for in-depth study and experimentation. Great emphasis is placed on developing and communicating design solutions and professional attitudes. The programme gives students an opportunity to develop their own repertoire of form and style. The students are given an introduction to and will use a wide range of design methods, not least as means of developing insight into and an understanding of 7
user groups and situations. They work on projects that shed light on challenges in different areas of contemporary society and the society of tomorrow. The theoretical part of the programme places design work in a wider cultural and social context. Writing assignments and discussions during reviews and in other forums develop the students ability to analyse and formulate design problems and to explain processes. Third year of study The third year of study is project-based, and students are challenged to demonstrate independence and innovation in developing solutions to design problems. The emphasis is placed on joint projects and external projects in cooperation with different users, where the focus is on developing complete design solutions. Collaboration with others on complex, interdisciplinary projects is a key element of the third year of study. The students will also develop independent projects, with in-depth study of individual areas of interests relating to their choice of courses and involving different project-related methods, media and tools. The students are challenged to come up with unconventional solutions and to communicate and justify their ideas and solutions in project presentations addressing different target groups. The students will also initiate and be in charge of processes in projects that challenge their ability to empathise and to develop innovative solutions. Practical training periods have a central place in the third year of study. The theoretical part of the programme emphasises social development, cultural phenomena and the environment. Writing texts in which the students place their own design work in a wider context and reflect critically on it is an important element. In the final exam, the students choose their own topic and independently develop their projects to a high professional level, in which they demonstrate skill with details, an understanding of methods and the ability to see the big picture. 4. TEACHING AND STUDY METHODS The range of teaching methods varies greatly in both subject areas, from courses, project periods, lectures and seminars to workshops and study trips. Individual tutoring is an important teaching method, both as part of projects and in tuition in general, but also in relation to the students own independent work. Project-based work has a central place in all three years of study. The projects include joint theory lectures and periods of independent work. A number of complementary subjects are integrated in both courses and projects. The projects conclude with a joint review at which the students work is presented, and at which they are given feedback and tutoring. All projects include a methodological 8
approach to solutions through analyses of functions and programs. In connection with every project, great emphasis is placed on the students managing the process themselves and on independent development of concepts and solutions. Subject-related dialogue between the students is an important part of the study programme. Seminars and discussion groups led by students play an important role in the development of a shared set of concepts and a critical understanding of the design field. Writing seminars and other ways of developing writing skills are an integral part of the study programme. This helps to improve the students skills in critical reflection and communication and gives them experience of writing project descriptions etc. Both written and oral presentations are emphasised. 4.1. Progress The study programme is based on a progressive model, developing from simple exercises to work on more complex problems. The degree of independence and indepth study increases as the students gain a wider range of know-how, attitudes, skills and competence. From and including the second year of study, students can make individual choices. They are stipulated in an individual education plan, in consultation with the main tutor. The requirement that the course of study must form a functional whole must nonetheless be met. The academic year is organised in periods with joint start and finishing dates across study programmes. This facilitates mobility among the students. During the bachelor study programme, students will participate in many courses and projects with an interdisciplinary profile, including joint courses for both subject areas in the design department, but also across departments. In line with the progressive model, specific learning outcomes have been defined for five semesters. In the sixth semester, the students carry out an extensive independent exam project, and, in the exam, they will be assessed on the basis of the overall learning outcomes defined for the study programme (see 1.1 and 5). Learning outcomes for the first semester: On completion of the first semester, students are expected, at a basic level, to be able to carry out creative experiments use design tools, techniques, methods and expressions describe the distinctive nature of the subject area and the roles of the designer take responsibility for their own learning process under supervision and collaborate with others reflect on the connection between experience-based knowledge and theoretical knowledge. 9
Learning outcomes for the second semester: On completion of the second semester, students are expected to be able to develop ideas and concepts carry out simple design processes, present and justify their own solutions place design solutions in a historical and theoretical context experiment with different expressions identify and reflect critically on relevant subject-related ethical issues. Learning outcomes for the third semester: On completion of the third semester, students are expected to be able to identify the complexity of design assignments develop design solutions for different user groups, in line with value-based and critical principles analyse important design-related problems, orally and in writing choose and apply relevant methods to different parts of the design process further develop their own repertoire of expressions by varying the use of methods to suit the problem and user group in question. Learning outcomes for the fourth semester: On completion of the fourth semester, students are expected to be able to combine strategic and societal perspectives in their own projects handle complex design projects based on insight into and understanding of the user s situation interpret, transfer and produce content visually, in terms of form or spatially explain and analyse design processes experiment with and study the use of design methods. Learning outcomes for the fifth semester: On completion of the fifth semester, students are expected to be able to initiate and take charge of collective creative processes and demonstrate an understanding of design methods develop independent projects that display innovation and boldness cooperate with others on interdisciplinary projects present and market their own ideas, concepts and projects to different target groups. 10
5. ASSESSMENT AND EXAMS Towards the end of semesters 1 to 5, the students are assessed on the basis of the learning outcomes defined for each semester and the pertaining assessment criteria. The main tutor and another member of the academic staff appointed by the Dean will carry out the assessment, which consists of a conversation based on the student s semester report and an oral description of his/her own learning and work effort. The semester assessment concludes with the student being given structured feedback on his/her own work and progress. The grades pass and fail are used in connection with semester assessments. A student who is awarded a pass grade has achieved the learning outcomes for the semester in question and has thereby also achieved the learning goals as his/her actual learning outcome. Passing the semester assessment is a precondition for further studies in the bachelor s programme and is worth 30 credits. The assessment criteria and specific information about the basis for the assessment are set out in the document Assessment and exams in KHiB s Bachelor s Programme in Design, which is available on the academy s website. 5.1 Exam The bachelor s programme concludes with an exam in the sixth semester. At the start of the exam period, students submit a project description for their exam work to their main tutor. In addition to the design exam project, the student must also submit a written reflection text. In this reflection text, the student must analyse and discuss his/her own design exam project. The Dean may grant dispensation from the writing requirement, in which case the student must demonstrate equivalent qualifications in another manner. The exam will be assessed by a commission comprising two external examiners and the student s main tutor. The exam consists of a presentation and a critical assessment of the exam project, including the written reflection text. The grades pass and fail are used in connection with the exam. A student who is awarded a pass grade has achieved the learning outcomes for the programme and has thereby also achieved the learning goals as his/her actual learning outcome. If the exam work is awarded a pass grade, the work will be presented and exhibited at the bachelor s programme s degree exhibition. 11
At the exam, the student s work will be assessed on the basis of the learning outcomes defined for the bachelor s programme (see section 1.1) and the pertaining assessment criteria. The assessment criteria and specific information about the basis for the assessment are set out in the document Assessment and exams in KHiB s Bachelor s Programme in Design, which is available on the academy s website. 6. PERIODS OF STUDY ABROAD All students are entitled to take part of the programme as exchange students at another institution abroad and they are encouraged to devote at least one semester of the bachelor s programme to this. Exchange programmes with other art academies and participation in international projects and self-initiated collaboration projects contribute to developing a network of contacts that can help the students to make the transition to working life. Bergen National Academy of the Arts strongly emphasises international contact and maintaining a dialogue with impulses from the international art and design arenas. KHiB has collaboration and student exchange agreements with a number of European educational institutions through the Erasmus and Nordplus networks. It will normally be best to take part in student exchanges in the fourth or fifth semester of the bachelor s programme. The period of study abroad must be approved by the main tutor and specified in the individual education plan. In consultation with the main tutor, the Study Administration will help the student to find a relevant institution for the exchange period. 7. EVALUATION OF THE STUDY PROGRAMME The Academy s Quality Enhancement Programme includes an overall evaluation of the study programmes in a five-year cycle. In addition, students and staff participate in regular evaluations of the courses and teaching programmes offered. Regular and systematic feedback of this kind is crucial to KHiB s work on developing the quality of education and the learning environment. 12