This module supports the programme vision point relating to the reading of place (cultural, social, material, ecological, philosophical etc.). The module has a specific focus on the research and communication of place from multiple perspectives. In addition, it introduces students to principles of building conservation and strategies for the adaptation of existing buildings. The module deepens and consolidates the learner's ability to devise design strategies that respond to existing contexts (places) and buildings; and to critically research, frame, and write about their design intentions. The module builds on the content of prior modules such as Design Fundamentals, Interior Architecture Studio 1 & 2 and Context and Visual Material Culture modules.

1. Discuss architectural precedents, theories and principles relating to the conservation and remodeling of existing buildings.

2. Reference conservation terminology and principles underpinning design action in a written design justification.

3. Frame and contextualise a design strategy, referencing focused place-specific research (cultural, historic, ecological, social, material etc.).

4. Source, analyse and reference material, texts and documents from multiple sources and fields to inform an analysis of place.

5. Communicate and justify a creative design response to a focused analysis of place, in a written and graphic design report.

The module aims to develop an understanding of the integral role of architectural technologies in transforming regional and international architecture, through the investigation of environmental science, material science and building servicing in the context of the design of medium scale building types, with an emphasis on how these concepts inform and contribute to design. The module develops the learners understanding of environmental thinking and how buildings integrate and modify the environment. The module introduces environmental principles from site analysis through the building design process to identify strategies for various environmental responses – rural, coastal and town landscapes. The module will provide the learner with knowledge and understanding of energy supply, energy efficiency, eco-ethical specification and renewable servicing strategies as well as the lifecycle and circular economy of materials.The module will introduce the principles of site services and integrated building services within the context of the design process. The module aims to broaden the learners knowledge of materials, their performance and assembly, with emphasis on the external fabric. The module will explore factors affecting human experience and health, perception of space, well-being and comfort (visual, thermal, air quality and acoustic environments). The module will develop the learners understanding of the Building Regulations, with focus on conservation of fuel and energy, universal design and fire safety design.

1. Demonstrate a specialised knowledge of scientific, engineering and technological disciplines with application to the ecologically-sustainable design, construction and maintenance of the built environment and built heritage.

2. Incorporate and/or respond to architectural design requirements taking technical and regulatory constraints into account demonstrating a knowledge of principal methods and technologies for the provision of conditions of access, comfort and protection to all users of the built environment.

3. Demonstrate a general knowledge of mechanical and electrical systems to ensure comfort, health and welfare of people, and the impact these systems have on the design of interiors.

4. Demonstrate a general knowledge of human experiences and perception and the principles, theories and systems pertaining to colour, light, acoustics and other sensory aspects.

5. Display knowledge of different building materials, their properties and possibilities.

6. Understand the inter-relationships of environmental design, the necessary servicing for buildings and material selection in building design.

This module aims to extend the student's interdisciplinary engagement with the arts, deepening their understanding of diverse approaches to creative engagement and broadening their practical experience of creative and representational techniques.

The module engages students from a selection of creative programmes in collaborative interdisciplinary projects led by lecturers from a range of disciplines from the arts, design and architecture.

1. Demonstrate awareness of convergent and divergent thinking; and an awareness of interdisciplinary approaches to creative practice.

2. Interact effectively with others, through collaboration, team work and negotiation.

3. Utilise both familiar and unfamiliar diagnostic and creative skills in unfamiliar contexts.

4. Develop ideas as part of a group through to resolved and accessible outcomes

5. Demonstrate an expanded capacity to work with materials and media.

This module is split into two digital spatial representation elements: SketchUp and Revit. Students will advance their digital skills in SketchUp Pro, focusing on the creation of complex forms, manipulation of components, spatial compositions and visualisations utilising SketchUp plug-ins for photo-realistic rendering. In this module students will also be introduced to graphic representation and communication using REVIT software: from exploring the principles of Building Modelling, through the production of complete 3D interior architectural project models, with introduction to parametric design tools. The learner will work with system family creation/manipulation: wall, floor, ceiling, roof elements, building structure and levels, landscape, stairs, railings, ramps, doors and windows, finishes and schedules.

1. Develop and complete a comprehensive 3D digital interior architectural model, from concept to detailed design stage.

2. Develop photo realistic images from a virtual model.

3. Formulate and extract construction information from the 3D model to produce a series of comprehensive 2D annotated drawings.

4. Manipulate a variety of components and system families for a specific interior architectural project.

5. Manipulate levels, structure, materials and create a complete site model.

This module is studio based and responds to the programme vision point:'designing for human needs' that highlights design factors that contribute to human wellbeing. The module consolidates the students' understanding of the design process as applied to a range of interior spaces to a level where they can synthesise all of the relevant and disparate factors, influences and requirements within an interior design solution.

In this module, students typically engage in voluntary collaboration with a local charitable, community or environmental organisation and/or live client to identify their needs, before designing interior designs, artefacts or interior improvements. Students engage in more than one design project in this module and at least one of the design projects will involve group work. This module develops learners' ethical awareness, resourcefulness, technical knowledge and legislative knowledge, along with their organisational, collaborative and design leadership skills.

Typical functional typologies might include health care; community centres or educational designs. The module is supported by the concurrent module: Environmental Psychology for Design.

1. Collaborate in identifying a local need and developing a design brief in response to an interior design problem, in cognizance of local social, cultural and ecological issues.

2. Manage the design research process and apply artistic and design principles in the context of broader cultural and social perspectives.

3. Collaborate and negotiate design ideas and production methods professionally, within a multidisciplinary group including users/stakeholders, consultants and contractors.

4. Demonstrate an awareness of specification and costs relevant to design proposal.

5. Integrate legislation, codes of practice, and health and safety within a design solution.

6. Provide creative and innovative design leadership during part of the research, design and/or production of a functional and aesthetic interior.

7. Synthesise physical, contextual, social, cultural and aesthetic meaning in the conception and generation of interior spaces in response to an agreed brief.

8. Communicate design ideas through visual, verbal and written methods, utilising appropriate media and graphic techniques.

9. Integrate systems of form, elements, furniture, surfaces, materials, colour and light in the design of spaces.

10. Collaborate purposefully and respectfully within a team, managing between the different roles, responsibilities and interests in the design and production process.

This module focuses on the relationship between place, identity and interior architecture by exploring ideas of physical geography (both the building and its context), climate and cultural memory, through the adaptive re- use of a building of cultural and historic interest.

The module draws on the content of concurrent modules that examine the re-reading of place as well as strategies for adaptation and re- use of built heritage. This design module incorporates design project(s) with multiple spaces, functions and both vertical and horizontal circulation.

1. Synthesize the design research relating to physical, climatic, contextual, social, cultural and aesthetic meaning in the conception and generation of a design solution.

2. Apply contextual design strategies related to key issues of place in the creation of design proposal(s).

3. Identify and respond to user needs and experience of the interior environment.

4. Integrate functional spatial planning and horizontal and vertical circulation in a design project of medium complexity and scale.

5. Employ principles, theories and systems pertaining to colour, light, acoustics, materials, forms and other sensory aspects in the coherent design of a multiple space design.

6. Communicate design clearly through visual, verbal and written methods, utilising appropriate media and graphic techniques.

7. Integrate legislation, codes of practice, health and safety, universal design and ecological and sustainability requirements within the design solution.

8. Demonstrate the ability to work independently in a self-directed manner, through a comprehensive portfolio of design development work.

This module provides an accessible introductory bridge between the fields of Environmental Psychology and Design. Factors influencing human perception, experience and well-being within place are introduced along with key underlying principles and supporting theory. Lectures introducing such theory and principles are complemented by assignments that strengthen understanding of both personal environmental experience and of specific implications for design. These activities include (i) experiential mapping and (ii) a detailed functional case study analysis.

The module extends and consolidates knowledge of environmental psychology acquired during prior modules such as Interior Architecture Studio, Design Fundamentals and Visual Material Culture.The theory and activities within this module strengthen students understanding of the psychological relationship between place, activity and human experience, deepening their design sensitivity in anticipation of practice.

1. Discuss influential theories and developments in the human sciences and psychology and their implications for design.

2. Map and reflect on selected aspects of human behaviour and/or perception observed in a live setting.

3. Identify and interpret the design factors influencing human health, psychological well-being and efficiency for a specific functional setting.

4. Research and identify the ethical implications and parameters of a defined research activity.

5. Interpret personal design concerns considering information sourced independently from the human sciences.

The module allows the learner to apply a cumulative series of practical studio and workshop assignments based on learning from Architecture Technologies and Environment 2 to a studio design project. Students must consider options for environmental management and control of both passive and mechanical systems for cooling/ventilation and heating, air quality and moisture management. Each learner must integrate a servicing strategy into their studio project. Students must consider acoustics, thermal comfort, glare, solar impact, indoor air, occupancy and health, and apply the outcome of external fabric analysis completed in Semester 01 to their studio project.

1. Integrate environmental management strategies within a design (namely passive or mechanical systems, heat, water and electricity), using appropriate drawing, modelling and testing methodologies.

2. Use appropriate diagraming and text to communicate the impact of an internal environment (of their own design) on human health, thermal comfort, air, moisture, and daylight control.

3. Use appropriate orthographic drawings and 3D diagramming to explain the layout and spatial impact of building services on the design of an interior environment.

In this module learners enhance their multimedia manipulation of complex images, drawings and presentations. They refine their existing skills acquired in earlier modules such as (Digital Media for Design I, II and III) in relation to graphic software such as AUTOCAD, Sketchup: Photoshop, In-Design and REVIT. They also develop their skills in relation to:

Presentation composition: The precise graphic expression of design ideas; The effective choice and appropriation of multi-media and trans- media options; and the creative and fluent integration of hand- based media with multiple digital platforms.

1. Refine the atmospheric and expressive qualities of interior images using light, materiality, texture and image composition.

2. Augment the dynamic and atmospherically expressive qualities of interior images through the creative integration of site context, text, entourage and people.

3. Create and modify lights and lighting systems to effectively convey light and shadow solutions within a CAD programme.

4. Generate photo-realistic design images from CAD models and enhance them within image editing programs.

5. Produce realistic animations and walkthroughs within a CAD programme.

6. Compose multimedia presentations which clearly express and embody design intentions.

7. Crossreference design information accurately and coherently across a complex integrated presentation package and/or presentation.

This module provides a knowledge‑based grounding in the professional and ethical roles of the designer. It examines the role and importance of effective communication and marketing and their application to the creative industries. The module introduces students to the broad principles of entrepreneurship, examining the role and importance of business in the design industry. The student's confidence in critical and analytical thinking develops through design discussion and debate that involves the student relating their views to the ideas and work of others. Students develop their professional communication skills in the preparation of a digital portfolio of work, a digital design profile and curriculum vitae.

1. Demonstrate an understanding of the relationship between the professional field, the market, and the media.

2. Discuss and compare examples/models of best practice in their design occupation, both nationally and internationally.

3. Reflect upon their own work and professional aspirations in the context of contemporary and historical practitioners and debates within the creative discipline.

4. Consolidate and prepare a professional portfolio of design work and CV that best represent a brand identity and position in the design world, building a profile as a designer.

5. Communicate an understanding of the opportunities available in the profession, identifying a strategy for marketing themself in that area.

The module requires students to spend the full semester at a partner university of their choice. The objective is that students study interior architecture and design in a different country and develop an understanding of the culture of interior architecture and design in the host country. Students are required to take a range of modules amounting to a total of 30 ECTS. They must choose a core interior architecture and design studio module and other modules that are aligned to the aims for the year as outlined in the programme document.

1. Demonstrate knowledge of interior architecture and design practices in the host country

2. Expressa critical understanding of how cultural impacts on interior architecture and design and on their own practice.

3. Pass all module assessments required for 30 ETCS credits as set out by the partner institution

An introduction to fine art printmaking. The learner will be introduced to the basic principles underlying printmaking and to its historical and artistic contexts. Learners will explore visual ideas through a themed project. Workshops will be based on the teaching and practice of a specific skill set, namely mono-printing, carborundum and dry-point techniques. Basic workshop procedures will be introduced. Students will become familiar with a range of printmaking tools, materials and processes.

1. Understand the basic principles of fine art printmaking and be versed in the range of printmaking techniques covered in the semester.

2. Have some understanding of the potential of printmaking as an art-making strategy.

3. Produce, interpret, manipulate and develop imagery through the exploitation of basic printmaking processes and techniques.

4. Be capable of working safely and effectively in the printmaking workshop.

This programme aims to challenge and broaden the students knowledge of colour and composition within the two dimensional picture plane. This subject equips the student with a diverse range of experience in working through working with water based mediums, collage and mixed media on a variety of scales.

1. Have begun to understand core concepts and to develope technical skills in the use of colour, tone and composition.
(Have engaged with analytical, observational processes and begun to produce a body of work).

2. Have begun to illustrate through the keeping a visual journal, concepts related to composition, colour and their own related research and ideas.

3. Have begun to explore a range of making through a variety of media and scales (and to gain knowledge of heath and safety and good working practices within the studio environment).

4. Have begun to develop coherent methods to formulate responses in addressing themes and to have begun to make initial connections between their own work and related historical and contemporary practice.

This module will focus on photography from the practical aspects of making single images to the realisation of full photographic projects. Students will be introduced to the work of practitioners, both historical and current, with a view to their critical and creative contexts. The project briefs will encourage students to develop projects responding to both directed and open briefs.

1. Produce photographs that express intended meanings and concepts.

2. Produce photographic projects which form a coherent whole.

3. Demonstrate stronger photographic skills andforms of image manipulation.

4. Integrate photography into their wider practice and research.

5. Deliver critical response to own work and that of others, both written and in class.

The primary aim of this module is to enable the student to establish basic visual fluency via three-dimensional building and sculpting techniques from various materials. During this semester the emphasis will be on developing ideas through exploration and experimenting with sculptural media. The objective is to introduce students to basic building and sculpture techniques by exploring clay, biomaterials, and various building materials. 3D construction methods using found objects and mixed media, installation and modes of display as well as material creation will also form part of the methods used. The classes will also include research and discussion about contemporary artists who work with these media and processes. All the research, explorations and developed ideas will be kept in a visual diary and will form part of the continuous assessment. The module aims to develop a good vocabulary and understanding of basic sculpture-making techniques and the development of techniques, materials, concepts and experimental work.

1. Recognize the value of broad and well-informed research, ensuring they have referenced relevant material, contemporary artwork and techniques relating to their works within a Fine Art context.
2. Exemplifying and explore through a set of basic techniques and processes involved in the manipulation of sculptural and 3D materials and a variety of building methodologies used as a means of three-dimensional creative expression.
3. Exercise efficient practices when handling all materials, paying attention to issues of health and safety when working in the Sculpture + 3D Studio, with all materials, tools and equipment for construction and preparation.
4. Give evidence of an understanding in basic building, development and application of materials used and skills in relation to techniques.
5. Show development in individual qualities and creative exploration within this subject matter, via the Visual Diary, research, samples and exploratory work.

The fundamental aim of this module is to introduce the student to a direct 'site specific' engagement with the living landscape, establishing a closer forum by which the student can foster a dialogue with their natural surroundings. Consequently by way of making work which addresses site specific engagement, the student will gain a closer relationship and have cultivated a stronger empathy to this surrounding geography.

Sculptural in its focus this module will propagate and expand the students building skills, setting out to engender a knowledge of the character and properties of natural found materials, whilst simultaneously asking them to identify a understanding of their sense of place.

Over the semester it is hoped, through the use of seminars, workshops, site visits and basic fieldwork that the students awareness of 'site specific' possibilities prosper and broaden; redefining their notion/understanding of what sculpture is or can be?

Through this format/delivery it is hoped to cultivate a stronger awareness and understanding of contemporary site specific responses. Typical areas to consider are the Land Art Movement, Art and Ecology, Ecosophy and other such fields of practice which fit this type of engagement.

We will examine the role of 'artist as advocate (environmental)', provoking such questions around 'what is a sustainable art practice' and/or 'how is such a consideration valid in contemporary visual arts today'? It is hoped that these and many other such questions will be addressed through both the seminars and the making process.

1. Realize the value of a broad and well informed Fine Art research; ensuring they have referenced relevant historical and contemporary artists in support of their choices. This must indicate a strong personalized engagement, with a clear sense of their individuality present in this research.

2. Achieve a high level of resolution within their finished work.

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3. Understand how to site their work appropriately, in a manner which activates the works main concerns or narratives, illustrating clearly they understand the character of their chosen space.

4. Record the evolution of their chosen making process and deliver a suitable format(s) in the documentation of their work

This subject aims to give the student a high level of professionalism in relation to their working practice. Emphasis is placed on developing communication skills both written and verbal, to confidently promote practice. Appropriate skills to make applications for a variety of opportunities will be developed through workshops and seminars and group work. Awareness of a range of practices in relation to exhibiting and promoting work will be delivered through a range of seminars, presentations project work and visits to group studios/galleries.

1.
Have the ability to confidently make appropriate applications for exhibitions and related career opportunities.

2. Be familiar with a range of modes for presenting and promoting their practice.

3.
Be confident in documenting and cataloging a body of work to a high standard.

4.
Reflect on and evaluate their own art practice in relation to relevant careers and opportunities.

This module has been developed to provide the learner with the knowledge and skills associated with Technical Drawing and Model Making for practitioners of Theatre Design. The skills are intended to concisely and clearly communicate all needed specifications to transform an idea into a physical form. The learner shall be able to interpret and communicate designs and ideas in 2D and 3D. The learner will further develop skills in CAD for Theatre Design including 3D computer modelling.

1. Request plans, elevations and technical specifications of a nationalperformance space.
2. Use plans and translatesametoexecute an AutoCAD plan and elevationofa performance space.
3. Use plans and translate sametoexecute a detailed 3D model of the designated performance space.
4. Produce an AutoCAD ground plan and elevationof the set design, as well as 3D modelling of set elements.

5. Use digital media to capture theatrical moments illustrated within theconstructed 3D model for presentation and portfolio purposes.

This studio based module further prepares the learner with specialist skills for exploring the nature of scenography from research and design through to full production. Skills of analysis, exploration and interpretation of written texts in the context of theatre design are expanded. Texts are explored through reading, discussion and in-depth analysis to expand imaginative responses. Practical exercises are advanced to demonstrate how 'action' is the basis of design. Field trips are arranged to nurture investigative and research skills. Students learn how to encounter a physical performance space. Visual research is particularly encouraged. Skills in rendition are developed. Learners use two and three dimensional forms to express their interpretation of text and present to their peers. Learners design for plays in specific venues and work with budgets and collaborate on a realistic basis to achieve a finished and, in collaboration with others, a fully realised design.

1. Develop in-depth exploration and interpretation of the written text in the context of design for performance along with advanced research skills
2. Recognise scenography as a reflection of the emotional world of the play
3. Explore the use of space for the physical and imaginative requirements of the text
4. Produce a portfolio of scenographic designs that will include research, moment drawings and scale models for a prescribed play in a specific theatre venue
5. Develop critical abilities in research of histories of art, culture and visual representation
6. Develop the ability to work in a team and within a budget and time frame to fully realise a design for production

In this module, students engage as practitioners in a simulated Interior Architecture Office, responding to a design brief, client needs and an existing building in the context of sustainability and social inclusion. Students engage in a design project that develops a clear understanding of user/ client's requirements, taking the project from initial stages through to specification, costing and production drawings. This module affords students who have not secured a work placement an opportunity to address equivalent discipline specific learning outcomes. The student engaging in this module will also complete a selection of elective modules from across the Yeats Academy of Arts, Design and Architecture.

Interior Architecture and Design Studio Office: Spaces for All aims to offer the student the following opportunities: To engage in Interior Architectural or Interior Design projects within a design practice modelled setting, participating in work practices, procedures and organisational structures that might typically be encountered during an Interior Architectural work placement. To explore, learn and apply the principles of inclusive design and focus on sustainable design solutions. To apply the knowledge and skills gained throughout the course in a relevant workplace modelled setting (including design, representational, procedural, technical, budgetary, legislative knowledge and skills);
To develop their organisational, collaborative and design skills necessary to function as an effective team member in an Interior Architectural design office setting. To foster their interpersonal skills, problem-solving skills, teamwork, practical skills, self-confidence and self-reliance, commercial awareness, and maturity.

1. Collaborate or witness the identification and development of a design brief in response to a design problem that addresses client needs, social justice and climate emergency.
2. Collaborate and negotiate design ideas and production methods professionally, within a multidisciplinary group including users, manufacturers and suppliers

3. Demonstrate an awareness of specification, materials resourcing, costing and production techniques relevant to design proposal.
4. Integrate sustainablepractices andrelated technical knowledge, as well aslegislation, codes of practice, and health and safety requirementsinto the proposeddesign solution.

5. Communicate design ideas (and procedural, technical, budgetary and legislative knowledge) in a comprehensive, clear and accurate Interior Design production package.
6. Integrate systems of form, elements, furniture, surfaces, materials, colour and light in the design of functional and aesthetic spaces.

7. Integrate response to social justice and climate emergency issues in your design

8. Demonstrate understanding of the relationship between people and spaces they inhabit, in the context of interior design.

9. Manage the design research process and apply artistic and design principles with regard toclimate emergency andsocial inclusion..

This module further explores costume design and its role in the process of making theatre and film. Skills in costume design and rendition are further developed. Texts and characters are explored through collaborative exercises with a designer as part of a creative team to inform the process of designing costumes. Preliminary skills in researching visual material and techniques in costume design rendition are further developed; combining elements of colour, fabric textures and visual research. Students will develop an understanding of character in performance in terms of age, social status, occupation etc. and through period or unique fantasy framing. Learners expand their technical awareness of the technical requirements of the actor as well as reflecting on character analysis.

1. Research and source information necessary for costume design
2. Develop an understanding of costume design in relation to the interpretation of individual characters and the overall tone of a production
3. Explore texts in relation to the physical and imaginative requirements of the play and its characters.
4. Produce a portfolio of costume designs that will include research, moment drawings, sketches.
5. Acquire skills in research, visual representation and drawing.
6. Understand differences in designing a costume for stage or screen.

7. Learn to work as part of a creative team, present and articulate designs, enhance communication skills, decision making, problem-solving skills, time management, organising and planning skills.

This module introduces learners to the history of film within the wider cultural, aesthetic, and technological movements/contexts of the 20th and 21st centuries. Learners will study key filmmakers such as D.W. Griffith, Sergei Eisenstein, Leni Riefenstahl, Vittorio, de Sica, Akira Kurosawa, Orson Welles, Lars Von Trier, Paul Thomas Anderson, Paul Haggis, Haifaa-alMansour, Kathryn Bigelow, Alejandro González Iñárritu, for example. Learners introduced to terms and concepts for "reading" of film and to key movements in cinematic history.

1. apply the terms and concepts of film studies to analysis of film text
2. analyse relationship of prescribed films to eachotherand to their cultural, social, aesthetic and historical contexts
3. demonstrate analytical competency in understanding and reading film style in terms of cinematic movements
4. present ideas and lead class in discussion of prescribed film, using film clips
5. construct a writtenanalysis of filmdemonstrating ability to \”read\” filmic elements and to engage in cultural analysis
6. research cultural, aesthetic and historical contexts ofprescribed film as well as research readings/interpretationsof the film text

In this module, students engage as practitioners in a simulated Interior Architecture Office with focus on sustainable practices in making an interior architectural product. Students engage in a small to medium scaled design and research project, to propose a potential solution to a market problem, bringing it from initial stages, specification, costing through to production drawings, with focus on craft and making skills. This module affords students who have not secured a work placement an opportunity to address equivalent discipline specific learning outcomes. The student engaging in this module will also complete a selection of elective modules from across the Yeats Academy of Arts, Design and Architecture.

Interior Architecture and Design Studio Office 2: Entrepreneurship aims to offer the student the following opportunities: To engage in Interior Architectural or Interior Design projects within a design practice modelled setting, participating in work practices, procedures and organisational structures that might typically be encountered during an Interior Architectural work placement. To explore, learn and apply entrepreneurial skills, crafting skills and focus on the role of materials in design of small to medium-sized projects. To apply the knowledge and skills gained throughout the course in a relevant workplace modelled setting (including design, representational, procedural, technical, budgetary and legislative knowledge and skills); To develop their organisational, collaborative and design skills necessary to function as an effective team member in an Interior Architectural design office setting To foster their interpersonal skills, problem-solving skills, teamwork, practical skills, self-reliance, commercial and economic awareness, and maturity.

1. Collaborate inidentifying and developing an interior architectural product in response to an interior design problem,that addressessocial or environmental issues.

2. Research market viability of an interior architectural product, engaging with a multidisciplinary group including users, manufacturers and suppliers.

3. Demonstrate an awareness of specifications, materials resourcing, costing, value engineering and production techniques relevant to an interior design product.
4. Integrate sustainablepractices and related technical knowledge into the proposeddesign solution, with focus on crafting and materiality

5. Communicate design ideas (and procedural, technical and legislative knowledge) through visual, tactile andwritten methods, utilising appropriate media and a variety oftechniques in a comprehensive, clear and accurate Interior Design production package.

6. Integrate systems of form, elements, furniture, surfaces, materials, colour and light and construction in the design an interior architectural product.

7. Demonstrate understanding of traditional, locally sourced materials and their application in contemporary design.

8. Demonstrate team working skills and manage ones own work practice in a professional manner.

This module constitutes an Interior Architecture/ Interior Design practice-based work placement of at least 15 weeks of full-time employment (or the equivalent).

Interior Architecture and Design work-placements aim to offer the student the following opportunities: To engage in Interior Architectural or Interior Design projects within a design practice, observing and becoming familiar with work practices, procedures and organisational structures; To apply the knowledge and skills gained throughout the course in a relevant workplace setting (including design, representation, procedural, technical and legislative knowledge and skills); To develop their organisational, collaborative and design skills necessary to function as an effective team member in the work environment; To foster their interpersonal skills, problem-solving skills, teamwork, practical skills, self-confidence and self-reliance, commercial awareness and maturity.

The student's placement is assisted by a workplace mentor together with a member of faculty at ATU Sligo.

Where it is not possible to secure a work placement for a student, alternative module options are offered which address equivalent learning outcomes.

1. Critically analyse the structure ofthe industry andthe role of the Interior Architect/Designer within it in light of their 30 credit work placement experience.

2. Report uponthe professional workflow, project documentationand management involved inthe execution of an interior design project.

3. Communicate in a professional mannerin a variety of situations inthe workplace including client liaison and cross disciplinary collaboration.

4. Reflect critically upon their own practice, learningand initiativewhilst working alone and in teams in the context of the workplace.

5. Compile a portfolio of work, appropriate for a 30 credit workplacement,demonstrating a range of workplace skills appropriate to the field of Interior Architecture and Design.

6. Quantifyanddescribetime in attendance, activities engaged withinand work produced, (appropriate to a30 credit work placement)in a work-placement log book.

This module aims to provide and expand a broad range of drawing skills. The programme offers a series of drawing projects that are designed to engender confidence, develop analytical skills, establish critical analysis to amplify and extend a foundation of practical applications in the drawing medium.

1. Have begun to developed an awareness of drawing skills, sensitivity to materials and understanding of drawing vocabularyand processes.

2. Have acquired a range of drawing skills that address observational, analytical, creative and imaginative processes and concerns within the drawing projects.

3. Have demonstrated an independence and resourceful ability to record, assemble, visually articulate images and ideas in context with historical and contemporary art and artist practices in sketch/drawing books and visual research journals.

4. Have acquired a good standard of studio practice and participated in individual and group tutorials.

Student initiated projects connect studio based art with a larger public sphere. Students identify, research, engage with and respond to an organisation, site or audience that pertains to their interests. The contextualisation and evaluation of these work based projects and experiences and the resulting creative responses and projects aim to broaden understanding of the role that art can play in contemporary society.

1. Organise and manage a relevant and significant self directed activity in the context of contemporary practices.

2. Engage with practical issues pertaining to visual art in the public domain.

(Gain knowledge and experience about the visual arts sector and best practices in arts and cultural management.)

3. Consider the role of visual, verbal and written ways of engaging with their own practice outside of the studio.

(Explore ways of communicating learning in an effective and independent manner through presentations to staff, peers and/or other audiences.)

4. Critically appraise and reflect on their findings by documenting their experience through the keeping of a learning journal.

This module aims to introduce students to the necessary creative and technical skills to produce a simple video project. Students will work individually and in groups from proposal through shooting to video editing.

1. Originate and develop a project proposal for a video production.

2. Shoot a very short independent piece, bearing composition, sequencing and audio in mind.

3. Work within a small group to initiate, organise and shoot a short video on a proposed and agreed topic.

4. Edit the video into a finished form, incorporating titles, transitions, and color grading, including export to final formats suitable for online delivery.

5. Deliver a written reflection on the experience; lessons learned, practitioners they studied, notes on the outcome.

This module will provide an basic introduction to the creative potential, within a fine art context, of digital and lens based media, live art and installation.

The focus of this module will be acquisition of basic technical skills in photography .

Learners will receive an introduction to both film and digital hardware and processes.

Introduction to cameras both film, digital still, and the institutions resources in this area

Introduction to black and white darkroom film processing and printing.

1. Identify College resources including online journals, printing and effective search techniques

2. Understand good workshop practice.

3. Understand the basic operations of a camera including use as a research and documentation tool.

4. Demonstrate ability to participate in group work and external field projects.

5. Demonstrate knowledge of basic darkroom ,film and photographic image processing

Creative Writing Practice will introduce writers to a range of writing, reading, and editing, including playwriting, short story writing and poetry. Learners will gain confidence in the craft and technique of writing as well as establishing their own voice. Learners will be challenged to play, experiment and take risks in their work.

1. write a bite-size play

2. write a piece of flash fiction

3. Write a poem – a haiku/a sonnet/a poem in free verse

4. Examine the craft and technique of various forms of writing

5. Produce samples of writing which mimicwell established writing styles

6. Read a diverse amount of writing across a range of genre

This module aims to introduce students to the necessary creative and technical skills to produce a simple video project. Students will work individually and in groups from proposal through shooting to video editing.

1. Originate and develop a project proposal for a video production.

2. Shoot a very short independent piece, bearing composition, sequencing and audio in mind.

3. Work within a small group to initiate, organise and shoot a short video on a proposed and agreed topic.

4. Edit the video into a finished form, incorporating titles, transitions, and color grading, including export to final formats suitable for online delivery.

5. Deliver a written reflection on the experience; lessons learned, practitioners they studied, notes on the outcome.

Design and the Contemporary World: Design for Social Impact

This programme of study explores conditions, themes and issues in Contemporary Visual/Material Culture with particular reference to Design for Social Impact. This will be done through an examination of a variety of artefacts, systems and social activities. Understanding of developments in economic, political, ideological and cultural forces in the creative industries and related disciplines underpin this examination.

1. Demonstrate an understanding of the relationship between design practices to the production, consumption and reception of Visual and Material Culture.

2. Evaluate the link between theory and practice in the analysis of issues in contemporary art and design practices.
3. Research, organise and analyse material, texts and documents relating to Art, design and Material Culture.
4. Communicate a perspective on themes, issues and ideas relevant to contemporary design through written and oral presentations.

5. Demonstrate an awareness of the theories and issues that inform Design for Social Practice

The purpose of this course is to give the student an introduction to law, the Irish legal system and the role of the European Union in the formation of legislation. The student will be introduced to the basic principles of contract law, negligence, product liability and intellectual property law. It is intended that this module will create an awareness of where legal expertise may need to be sought.

1. Demonstrate knowledge and understanding of the Irish legal system, EU law and the administration of justice in Ireland;

2. Apply the fundamental principles of contract law and tort law in a Design context;

3. Analyse key issues in relation to intellectual property in the context of Creative Design;

4. Evaluate salient factors which influence decision making within a legal environment.

This module in painting is designed to facilitate student with skills to employ a sequence of images and processes which will include the use of mixed media and appropriate supports to extend their visual language within the subject area. The fundamental core of this programme is to develop the students connection between ways of manipulating imagery and employing the visual research journal as a tool for research and associated practical applications.

1. Have begun to problem solve through the process of extending media enquiry. (Have demonstrated evidence of key technical skills explored through composition, image and scale manipulation, surface exploration and colour and have gained knowledge and experience of making and preparing a variety of supports for painting.)

2. Demonstrate viaenquiry based learning within research journal, of collecting and collating images and process relating to a theme.

3. Demonstrate an ability to articulatea relationship between independent research and practice and have begun to make connections between own practice and historical and contemporary contexts.

4. Have begun to acquire a good standard of studio practice (and an understanding of related health and safety issues).

This module constitutes an Interior Architecture/ Interior Design practice-based work placement of at least 30 weeks of full time employment (or the equivalent).

Interior Architecture and Design work-placements aim to offer the student the following opportunities:- To engage in Interior Architectural or Interior Design projects within a design practice, observing and becoming familiar with work practices, procedures and organisational structures; To apply the knowledge and skills gained throughout the course in a relevant work place setting ( including design, representation, procedural, technical and legislative knowledge and skills); To develop their organisational, collaborative and design skills necessary to function as an effective team member in the work environment; To foster their interpersonal skills, problem solving skills, teamwork, practical skills, self- confidence and self reliance, commercial awareness and maturity.

The student's placement is assisted by a work place mentor together with a member of faculty at ITSligo.

Where it is not possible to secure a work placement for a student, alternative module options are offered which address equivalent learning outcomes.

1. Critically analyse the structure ofthe industry andthe role of the Interior Architect/Designer within it in light of their60 credit work placement experience.

2. Report uponthe professional workflow, project documentationand management involved inthe execution of an interior design project.

3. Communicate in a professional mannerin a variety of situations inthe workplace including client liaison and cross disciplinary collaboration.

4. Reflect critically upon their own practice, learningand initiativewhilst working alone and in teams in the context of the workplace.

5. Compile a portfolio of work, appropriate for a60 credit work-placement,demonstrating a range of workplace skills appropriate to the field of Interior Architecture and Design.

6. Quantifyanddescribetime in attendance, activities engaged withinand work produced, (appropriate to a60 credit work placement)in a work-placement log book.

Interior Architecture Studio V is the first stage of the student's design thesis. Interior Architecture Studio V and VI consolidate the student's practical and theoretical knowledge and skills in a comprehensive design project, which is central to their graduate portfolio. Rather than pre-defining a vision of the interior for the student, this module encourages students to examine and challenge their own vision of Interior Architecture, as well as their ethical position and responsibility as Interior Architects.

During this module, students identify and research a focus, users, function and physical context for an individual project in consultation with tutors. Students have the option to select and develop a project and site from a list of initial suggestions, or to choose their own, with guidance from tutors. During this module, preliminary phases of the design project are completed from initial research phases through to sketch design.

Studio time is divided between individual tutorials, group tutorials and periodic design reviews. These are time tabled in the students' handbook. Theoretical input and case study demonstrations are provided at the start of each design phase.

1. Identify, research and develop a design brief for a complex interior design problem, demonstrating a personal world view and ethical position as an Interior Architect in relation to social, cultural and ecological issues.
2. Research, analyze and apply relevant information pertinent to a complex interior design project, demonstrating consideration of material, spatial and technical conditions related to physical context, purpose of use and human conditions.

3. Synthesize preliminary studies in a clear design framework and brief, informed by research of functional and perceptual human experience of interior space (including sensory and emotional experience, ergonomics and universal design).

4. Develop an appropriate and informed conceptual approach, strategic design decisions and ‘master plan’in response to the brief, demonstrating a criticalaesthetic understanding of space, colour, light, acoustics and other sensory and functional aspects.

5. Communicate the developing design intentions clearly, expertly and creatively using a range of traditional and experimental modes.
6. Demonstrate skilled use ofboth reasoned and sensate communication processes to abstract, investigate and synthesize affective and functional design intentions.

7. Demonstrate the ability to make reflective, critical design judgements, based on research, analysis and criticism.

8. Demonstrate the ability to manage their design progress and personal learning, setting goals, managing workloads, negotiating limitations and meeting deadlines.

9. Demonstrate the ability to analyze and develop design elements and principles visually and volumetrically.

Research in Art and Design I prepares for the module that follows (Research in Art and Design II) for which students complete a small research project appropriate to their discipline.

In this module, students are introduced to a selection of innovative research methods and processes appropriate to the culture and practice of Art and Design. Students are introduced to research design and related conventions and issues, including epistemological and methodological contexts, as well as ethical and practical concerns.

Students select an area of focus and review related literature and practice, before identifying the theoretical framework and focus of their own research project. After designing a small research project and presenting a research proposal, they initiate the first iterations of the research.

1. Identify a research question and aligned research method appropriate to the students’s field of art/design or media.

2. Demonstrate critical understanding of contemporary practitioners, theories, concepts, practices and developments pertaining to the area of investigation in a written preliminary literature review.

3. Articulate a theoretical or conceptual framework that underpins the practical and theoretical characteristics of the enquiry.

4. Design a research proposal that acknowledges ethical and practical issues.

5. Competently initiate and negotiate the first iterations/pilot of the applied design research.

This module develops the student's professional, presentation and communication skills. Students develop a reflective and graphic portfolio and curriculum vitae. Students consolidate and present their learning experience and skills, whilst enhancing their self-knowledge and aspirations as Interior architects and designers.

1. Reflect critically upon their own practice and experience in relation to its strengths, weaknesses and related limitations and opportunities.

2. Articulate their potential role and responsibilities, as well as their theoretical and ethical positions and world view within the profession of interior architecture and design.

3. Demonstrate competency in the completionand compilation of an integrated set of contract documentation appropriate to the size and scope of a student design project.

4. Compose and collate a coherent and articulate written and graphic portfolio to a professional industry standard.

Interior Architecture Studio VI consolidates and explicates the student's practical and theoretical knowledge and skills in a comprehensive design project, which is central to their graduate portfolio. This module encourages the student to examine and challenge their own vision of interior architecture, as well as their ethical position and responsibility as an Interior Architect.

During this module, the student must develop and realise the designs that they initiated during Interior Architecture Studio V, from sketch design to detailed design realization and final presentation. Student designs must address function, materiality, detailed design, building regulations, sustainability and user experience, whilst responding creatively to the existing building and context. Designs are communicated multi-modally using both digital, analogue, oral and written means. An accompanying design report provides a reflexive commentary on the design process, its justification and realisation.

Studio time is divided between individual tutorials, group tutorials and periodic design reviews. These are time tabled in the students' handbook. Theoretical input and case study demonstrations are provided at the start of each design phase.

1. Generate a complex and comprehensive interior design in response to a design brief that responds creatively, constructively and ethically to user needs andhuman behaviour.

2. Realise the design of a complex interior at a detailed level, providing aesthetically and sustainably for the comfort, health, safety and welfare of its users, integrating appropriate materials, lighting, mechanical and electrical systems and complying with relevant building regulations and codes.

3. Demonstrate innovative appropriation and mastery of analogue and digital visualization techniques in the communication of design intentions and perceptual qualities (including colour, light, materials and furnishings) at all stages of the design and realization of a comprehensive interior design proposal.

4. Prepare and manage a competent set of drawings, schedules, and specifications as an integrated system of contractual documents, appropriate to the size and scope of the student design project.

5. Demonstrate critical andimaginative engagement with conceptual, and functional ideas in the resolution of a complex design problem.

6. Discuss, justify and reflect on a student design project, its conceptual and contextual framework and design resolution.

7. Demonstrate the ability to respond to personal strengths and needs, exercise autonomy and good working practices, manage personal learning and meet deadlines.

8. Communicate, contribute and negotiate in design decisions in cooperation withthird parties.

9. Generate a complex and comprehensive interior design in response to a design brief that responds creatively, constructively and ethically to the cultural, social and environmental context of the design.

10. Compose and communicate an articulate and focused exhibition presentation using appropriate graphic and written modes.

In this module, students continue the research projects initiated in 'Research for Design and the Arts I. Students conduct an applied piece of small scale art or design research appropriate to their discipline, before communicating the research project and its findings as an exhibition display, an accompanying text and a 4000-5000 essay. Students may work as individuals or groups.

1. Competently apply innovative arts/design research practices and methodologies within an original piece of research.

2. Synthesise research findings using appropriate diagrammatic, visual and textual analysis.

3. Critically discuss research methodologies, practices and findings in light of broader cultural, social and theoretical and global perspectives.

4. Articulate research findings using an original and conceptually appropriate format and composition.

5. Demonstrate critical understanding of contemporary practice in the students and other fields of art/design/media in light of personal enquiry, through a literature review.

This module builds on the students knowledge from prior professional practice modules and/or work experience, providing a knowledge-based grounding in the professional and ethical roles of the interior architect, as well as, the legislative and ethical contexts within which they operate. This knowledge contextualizes personal practice reviewed in the earlier Reflective Portfolio.

1. Discuss the roles, relationships and professionalism associated with the delivering of a professional Interior Architectural design service.

2. Discuss professional, environmental and social ethics in relation to the profession of Interior Architecture/Design.

3. Describe the processes and related responsibilities of the interior architect during design and procurement.

4. Identify and discuss the codes and legislation that would impact on a complex Interior architectural design project (building codes and regulations, health and safety, fire, universal design and accessibility).

5. Evaluateexamples models of interior architectural practice in light of the learner’s own professional identity and positions.