The student should be able to display ownership of the "Competencies Space Creator”. As a designer, the candidate should be able to function independently in the occupational field. That does not necessarily mean that he/she should be self-employed or operate as a one-man business. The process of evolving into a designer with generic designer attitude is the primary goal of the course.
The most important demand that an interior architect needs to fulfill, is becoming a perceptive designer. Designers have to develop in a manner in which they can use the acquired skills and developed attitudes in all professional situations and contexts. The designer is however not only required to focus on acquiring and applying practical knowledge. Additionally, he/she needs to be able to implement personal talent and imagination to handle information in a critical, conscience, inventive, creative, and participatory manner as well as place these in a larger social and cultural perspective. He/she should be able to complete and provide new, inspiring ideas in an integrating manner with each new development or changing situation.
The programme creates conditions which supports each studentsideëen artistic and articulation of design concepts to becoming better designers. The main learning objective of the programme is the transformation of becoming a good designer. The basic thought is to offer a possibility to develop oneself in such a way that regardless of the education offered, the individual student could develop itself into a designer who is branded by his/her personality. It is imperative that students build up a broad theoretical and artistic base, which positions them to reflect on their own work and that of others. Moreover, the student becomes aware of his/her own position as a designer. For this reason it is necessary that students have active knowledge of their own fascinations and interests, and learns how formulate it. With this said, it is not the proposition that determines the result, but the studentideëens formulation of the problem definition itself.
This problem definition is stimulated during the programme, by incorporating a broad and intensive offer of critical opinions, current streams, persons, etc. (Context and debate), the student must possess the basic knowledge and skills, which makes it possible for him/her to function as an effective designer.
During the course of the study, the student should display the following competencies:
In the build-up of the course, different domains are distinguished. The main competences are acquired within the following domains.
Artistic technical domain
- Creative competencies
- Capacity for critical reflection
Included in the Artistic/Technical domain, special attention is given to the subjects featured in the clusters: Design 1, Design 2, and Visualization.
Professional/Social domain
- Creative competencies
- Organisational competency
- Capacity for critical reflection
- Communication competency
- Field orientation
- Has the ability to work in teams
The competencies in the professional/social domain are addressed in subjects in the clusters: Design 1 and Design 2, and Visualization, as well as the training period and other practical activities.
Theoretical domain
- Capacity for critical reflection
- Communication competency
- Field orientation
The competencies in the theoretical domain are primarily acquired in subjects in the cluster: Theory Similarly, in the designing and visualization subjects, theoretical basics, background information, excursions, etc.
|
.jpg)
