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Educational and Professional Objectives

Graduation project 'GHBI- Gabriel Holysz Body Instituut' | Gabriel Holysz, Interior Architecture & Furniture Design 2014, Winner Department Award, Winner Schuitema Award

Image: Graduation project 'GHBI- Gabriel Holysz Body Instituut' | Gabriel Holysz, Interior Architecture & Furniture Design 2014, Winner Department Award, Winner Schuitema Award

Collective feedback

At the end of the first and the third block, halfway through a semester, students give brief presentations on their work from the preceding period. These presentations are held centrally and integrally to the team of supervising lecturers, in the presence of fellow students. This is an informal opportunity to receive feedback and should be considered as an informative exercise in reflection and presentation. These presentations may nonetheless result in the formulation of customised goals/objectives for the coming block.

Course reviews

At the end of a semester, prior to the collective assessment, students present work for each course from the preceding period to the relevant lecturer and fellow students. These presentations may lead to custom formulated goals/objectives for the coming block.

Collective assessments

Each semester ends with brief presentations by the students concerning the work from the preceding period. In these presentations, students present (or represent) both the design exercise and the other course exercises. This formal assessment point is informative and intended as an exercise in presentation. Students present their work directly to team of lecturers and the public (fellow students) during the collective assessments. During their presentations, students receive direct feedback on their work, and there is space for dialogue. The student is not present during the ultimate assessment and the internal committee consultation concerning this assessment. The aim of the interaction with the team is to provide insight into the work of the students and their capacity for reflection and formulating common but customised short-term goals/objectives for the coming quarter or study year. This formula helps to safeguard the overall quality of teaching within the department, the input of individual students and the progress and continuity of the study process.

First-year assessment

At the end of the first year (the propaedeutic phase), students receive a binding recommendation regarding the continuation of their studies. Halfway through and at the end of the first study year, collective assessments are held to determine whether students have mastered sufficient design qualities and whether they possess sufficient talent to continue to develop into potentially successful designers. Students are also assessed on their ability to relate to their own social environments through their individual design positions. A complete overview of the competencies to be assessed in the propaedeutic phase is provided in the scheme at the end of this section.

Competencies

During the study programme, students must master the ‘Competencies – Spatial Designer’ specific to IAFD. Mastery implies that students will be capable of functioning independently within the professional field. Their development into well-rounded designers is the primary goal of the study programme. They are trained in such a way that they are able to apply the knowledge and skills that they have acquired in professional situations. This places demands on the designer’s person and personality. Designers who have been trained at the KABK formulate a personal vision on the design profession and their own position within society. They should be able to communicate meanings in surprising and multi-layered ways, in addition to reflecting on developments in the discipline and within society. Proceeding from an inquisitive attitude and independent work processes, students are able to trigger new developments, identify these developments and further develop them by deepening and developing their own vision, mission and body of work. In doing so, they search for any problems inherent in the architectural brief, in order to resolve and translate these in their design. Another feature of great importance is that students become aware of the cultural, social, technological and economic developments around them. Their working methods should be rooted in engagement. Designers who wish to fulfil their roles in a relevant manner must possess a capacity for empathy and an awareness of their audience.

Students learn to develop their own positions as designers and to present themselves accordingly. To this end, they must learn to discover, question, develop, design and represent their own preferences. In addition to an independent mentality and a reflective attitude towards design, this requires sufficient breadth in terms of theoretical and artistic training. Students must be capable of critical reflection, in order to appreciate, analyse, explain and assess their own work and that of others. 

Propaedeutic Year

Creative ability: You are able to develop designs, images or spatial works in which they explore new directions, based on the insights and experiences they have gained in the course of the programme.
Capacity for critical reflection: You are able to reflect on your own work and evaluate its effectiveness and quality.
Capacity for growth and innovation: You are able to acquire new knowledge, skills and insights on a theoretical and practical level.
Organisational ability: You are able to develop your own work processes, and they are capable of documenting and archiving your work.
Communicative ability: You are able to support your choices with regard to sources, materials and/or design solutions.
Environmental orientation: You have broad interest in social and cultural developments, and they are able to recognise different visions on design.
Capacity for collaboration: You are able to realise your goals in consultation with others.

Main Phase, Year 2

Creative ability: You are able to work on design problems, drawing upon your own ideas and artistic ambitions and according to a personal method.
Capacity for critical reflection: You are able to reflect on your own work and that of others, evaluating its effectiveness and quality.
Capacity for growth and innovation: You are able to apply newly acquired knowledge, skills and insights to the development of your own work.
Organisational ability: You are able to adopt an inspiring manner of working and manage your work processes effectively in terms of time management and prioritisation.
Communicative ability: You are able to interpret assignments and provide debriefings in words and images.
Environmental orientation: You find inspiration in social and cultural developments, and they are able to identify them in your own work. They are also able to identify the target group for your work.
Capacity for collaboration: You are able to engage in collaborative partnerships with others, and they are able to employ your talents in collaborative projects.

Main Phase, Year 3

Creative ability: You are able to formulate design problems and apply research in order to develop design solutions.
Capacity for critical reflection: You are able to relate your work to developments within the field and within a cultural and social context, and to take a position in this regard.
Capacity for growth and innovation: You develop personal visions on design based on an open attitude.
Organisational ability: You are able to find balance between subjects, facilitation and production-aimed activities.
Communicative ability: You are able to present and explain your work and methods in a convincing manner.
Environmental orientation: You are able to make connections between your own work and that of others, and between your work and the public. You are able to adapt your work appropriately to your target group.
Capacity for collaboration: You are able to effectively operate in different roles and with different responsibilities within the design process.

Main Phase, Year 4

Creative ability: You are able to develop innovative concepts arising from your artistic ambitions, using research to elaborate them into distinctive images, products, means of communication or spatial designs, and contextualising them in a meaningful way.
Capacity for critical reflection: You are able to consider, analyse, explain and assess your own work and that of others, and are capable of abstracting the outcomes for the benefit of your own work.
Capacity for growth and innovation: Through a continuous process of research You are able to further develop your vision, work and working process, broadening and deepening these, thereby contributing to your chosen discipline and to society.
Organisational ability: You are able to create an inspiring and functional working environment and organise your research, work and practice effectively.
Communicative ability: You are able to present your vision, research and work, engaging in dialogue about it with clients and other interested parties.
Environmental orientation: You are able to relate your own design practice to the artistic and social context.
Capacity for collaboration: You are able to make an independent artistic contribution to collaborative products or processes.


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Last updated: 2016-04-29


   
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