Bachelor of Arts in Product and Craft Design

Purpose

The purpose of the Bachelor of Arts in Product and Craft Design is to provide learners with intellectual credibility by fostering the ability to apply and evaluate key terms, concepts, facts, principles, rules and theories in design. The qualification will develop the skills and competencies inherent in the Design fields, from analysis, synthesis and evaluation of a problem through the process of research, realisation, visual communication and commercialisation to produce competent artefact solutions.

The qualification will encourage learners to undertake research appropriate to the design and design fields, preparing them for postgraduate studies. The qualification will provide detailed knowledge in design, communication, technology and critical studies and understand how that knowledge is applied to the field of design. The qualification will lay a coherent foundation in the basic principles and practices of design. Creative thinking, design thinking, problem solving, and critical thinking will be fostered to prepare them for industry and/or further studies in Higher Education. The qualification is designed to prepare learners to work as Product and Craft Designers in the design field.

This qualification recognizes the significant overlap in the competencies and skills of designers as well as the need to deepen the discipline-specific capabilities and skills of designers. Built on a foundation of generic design skills and competencies, this qualification provides specialisation pathways in the practice of product, furniture, jewellery and craft design. The qualification will provide learners with foundational knowledge, understanding, abilities, and skills they will need for further learning towards becoming competent in practicing design. The focus is to provide the learner with an introduction to theoretical modules while honing their technical knowledge.

On completion of the qualification, qualifying learners will be able to

• Solve basic design problems through the design of prescribed artefacts by applying fundamental knowledge of design criteria using skills of analysis, synthesis and evaluation.
• Provide evidence of self-evaluation against the criteria of design in learner design projects.
• Provide evidence of contributions made by the individual learner in group design project scenarios.
• Use written and verbal communication to demonstrate basic knowledge of the development of the field of design and its relationship to other fields of knowledge.
• Design a range of visual communication outputs using fundamental skills to explain basic design project solutions.
• Act in accordance with ethical and professional standards of the design school.

Rationale

The institution identified product and craft design as a strategic growth area for the country. The qualification will produce a sufficient number of graduates in the design field, enhancing local leadership and expanding innovative, knowledge-based economies and scholarly activities.

The qualification will target learners who completed the National Senior Certificate and met the minimum requirements to enter a Bachelor's degree. The qualification also caters for the education and training of designers as designated by the Department of Higher Education in the Classification of Educational Subject Matter (030299 Design and Applied Arts, Other).

In line with this, the qualification is consistent with the Department of Education's description of a Designer as someone who:

• identifies, researches, and creatively solves basic problems pertaining to the function, manufacture, and sale of designed artefacts.
• performs services relative to design using basic specialised knowledge including design analysis, conceptual simulation, aesthetic considerations, material selection and processing.
• prepares basic computer-aided design (CAD)/computer-aided manufacturing (CAM) outputs, technical drawings and documents relative to the design of artefacts that enhance the quality of life and protect the health, safety and welfare of the public.

Graduates of the qualification will acquire the comprehensive knowledge and skills necessary to apply in product and craft design within the broader industry. Consequently, this qualification creates opportunities for graduates to make meaningful contributions to both society and the design industry. Learners will gain a solid foundation in design practices to pursue further studies at the post-graduate level or enter the design industry.

The qualification was developed in collaboration with relevant stakeholders, including academic peers from both private and public universities, as well as industry employers. The qualification will increase access and will foster diversity within the industry, contributing to the advancement of product and craft design as an academic field. The qualification will also further the academic design discipline, which has its roots as a vocational discipline. The qualification will address the national move to reinforce the Design professions' alignment with established internationally, notably in European countries. The qualification articulates vertically into the Bachelor of Arts Honours and horizontally into other Bachelor of Arts programmes, allowing learners to pursue further qualifications.

The qualification will be offered in three delivery modes, namely contact, distance, and online provisioning, to extend offerings and open new avenues to provide essential teaching and learning for an uncertain future. The hybrid mode is inclusive of a diverse learner body and relevant mode of delivery in a world upended by the Covid-19 pandemic. The qualification will expand offerings and enable wider access to critical future teaching and learning, as well as make the profession more accessible to persons who do not have the financial resources to attend classes on our campuses or online. The availability of the qualification across all modes of delivery will help learners who are physically or geographically unable to attend contact-based qualifications get access to higher education. This opens up higher education to a broader range of learners.

Recognition of Prior Learning (RPL)

The institution follows the policies on the Recognition of Prior learning and Credit Accumulation and Transfer. The assessment of a learner's prior formal, informal, non-formal or experiential learning forms the basis of these policies.

RPL for access

• The policy caters to learners who have not met the automatic admission requirements, namely a National Senior Certificate (NSC).
• Applicants are first screened for eligibility, which checks whether they have some experience over and beyond the NSC.
• Applicants are given a brief detailing the evidence to submit as part of a portfolio of evidence to determine that they have the necessary competencies to succeed in the undergraduate programme. This is typically a basic drawing exercise and an assessment of English proficiency.
• As per regulation that only 10% of a cohort of learners may be RPL learners.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification.
• For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access into a Bachelor's Degree studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access into a Bachelor's Degree studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Art and Design, NQF Level 5.

And

• Art/Design portfolio.

1. Demonstrate an ability to identify, analyse, evaluate and critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
2. Demonstrate knowledge of self-evaluation against the design criteria in learner design projects.
3. Demonstrate the ability to identify, evaluate and address own learning needs in a self-directed manner and to facilitate collaborative learning processes in group design project scenarios.
4. Use written and verbal communication to demonstrate basic knowledge of design development and its relationship to other fields of knowledge.
5. Design a range of visual communication outputs using fundamental skills to explain basic design project solutions.
6. Act in accordance with the ethical and professional standards of the design school.

1. Demonstrate an ability to identify, analyse, evaluate and critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
2. Demonstrate knowledge of self-evaluation against the design criteria in learner design projects.
3. Demonstrate the ability to identify, evaluate and address own learning needs in a self-directed manner and to facilitate collaborative learning processes in group design project scenarios.
4. Use written and verbal communication to demonstrate basic knowledge of design development and its relationship to other fields of knowledge.
5. Design a range of visual communication outputs using fundamental skills to explain basic design project solutions.
6. Act in accordance with the ethical and professional standards of the design school.

Associated Assessment Criteria for Exit Level Outcome 1

• Solve basic design problems through the design of prescribed artefacts by applying fundamental knowledge of design criteria using skills of analysis, synthesis and evaluation.
• Resolve complex problems in the design brief
• Discuss a non-prescribed conceptual development and refinement process in the analysis, synthesis and evaluation of the design brief.
• Innovatively apply manufacturing design criteria in business environment and society issues.
• Apply changes and adaptability to assess the impact of changes on design criteria systems.
• Manage the design process in unfamiliar and variable contexts.
• Choose appropriate solutions for unfamiliar and new design product contexts
• Design mass-produced product/interior or exterior furniture/wearable jewellery/hand-made low-volume production craft artefact activities to solve real-world design problems.
• Independently apply the integrated analysis, synthesis and evaluation design criteria.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify, evaluate and address own learning needs in a self-directed manner, and facilitate collaborative learning processes
• Design mass-produced product/ interior/exterior furniture/ wearable jewellery/ hand-made/low-volume production craft solutions against the design criteria
• Take full responsibility for own work and make informed decisions in the use of resources within the designed, manufactured artefact sold for profit contexts.

Associated Assessment Criteria for Exit Level Outcome 3

• Provide evidence of full accountability in a mass-produced product/ interior/exterior furniture/ wearable jewellery design group project.
• Evaluate types of knowledge and explanations within the product and craft design practice.
• Adequately defend design choices with physical and theoretical evidence
• Apply design thinking in independent viewpoints
• Develop appropriate information gathering process in the product and craft design context and
• Independently validate, evaluate and manage the information sources.

Associated Assessment Criteria for Exit Level Outcome 4

• Defend mass-produced products/ interior or exterior furniture/ wearable jewellery design theories and examine the relationship with other fields of knowledge.
• Develop and communicate ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse
• Apply a range of methods of enquiry in mass-produced product/ interior or exterior furniture / wearable jewellery and/or wearable jewellery design practice.
• Select and apply a range of methods to resolve problems or introduce change within a practice
• Present orally, in print or electronically via the internet at a professional level.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply a range of concept simulation methods, processes and techniques to Design-Make-Test.- Refine for hand-made/low-volume production craft solutions.
• Use advanced two-dimensional analogue and digital drawing techniques to create, logically evolve, conceptually simulate and communicate design ideas.
• Apply advanced three-dimensional analogue and digital modelling techniques to create, logically evolve, conceptually simulate and communicate design ideas.

Associated Assessment Criteria for Exit Level Outcome 6

• Act ethically and professionally in a mass-produced product/ interior or exterior furniture/ wearable Jewellery/ hand-made/low-volume production craft design environment.
• Make decisions and act ethically and professionally, and justify those decisions and actions, drawing on appropriate ethical values and approaches within the production craft design environment.
• Adhere to professional practice and ethical norms.

INTEGRATED ASSESSMENT

The institution has a Teaching and Learning Policy, Assessment Policy as well and Distance Learning Policy. The teaching and learning strategy is tailored to design education with a focus on project-based learning and integrated assessment that largely mirrors the integration of applied and conceptual skills in the execution of design projects in the industry. This strategy is appropriate for developing the holistic and trans-disciplinary thinking skills and the complex problem-solving skills expected of designers in the future of professional practise. Additionally, an emphasis on constructivist models of learning and a balance of theory and practice, in both the curriculum and amongst the academic staff. The teaching and learning strategy is further supported by detailed and comprehensive integrated assessment strategies that address both academic research and the full design process.

Learners receive a brief for a project. The brief includes the aims of the project, the intermediary or progress to be done, the final output to be submitted for assessment, and the assessment criteria. The brief supports problem-based and project-based learning by presenting a design problem or research topic to be addressed. The intermediary work assists learners in the process, allowing for formative feedback. Additional narrated presentations, video content and lecture notes are available for download to support the learning embedded in the individual project.

Formative and summative assessment

All assignments are assessed and returned to learners within three weeks via the online learning platform to provide formative continuous assessment. These marks are separately captured by academic staff on the learner information management system. Learners submit a full portfolio of all work completed at mid-year and end of year. The portfolio is reviewed to determine that the marks awarded are fair. The results of the portfolio reviews, as moderated, comprise the official summative results that appear on the learners' academic transcript. Criterion-based assessment is used for assessment. This means that all assessment activities and learning outcomes are measured against assessment criteria and that these, in turn, relate to the skills, knowledge, and values to be obtained through the learning process. Three assessment methods, namely, continuous, formative and summative assessments, are used to obtain fair and transparent assessment.

Formative and continuous assessment provides learners with feedback on the progress they are making. This feedback takes the form of marking schedules, verbal critiques of learner work or written feedback on essays, assignments and projects. The assessment of all work is completed in accordance with the assessment criteria listed on a marking schedule. The marking schedules are returned to learners so that they are informed about the reasons for the assessment decisions. Learners can accordingly monitor and evaluate their performance. In addition, 'crits' of work are conducted in a studio where examples of work are discussed in-depth with the full class for demonstrative purposes. Included in formative assessment is the notion that a diagnostic assessment process is used to determine whether learners have any gaps in their learning. Where this is the case, a suitable approach to address these gaps will be developed, and reference to the Academic Support Policy will prevail.

Summative assessment establishes what a learner has achieved at the end of each project, module, year and programme of study. This form of assessment is reflected on a separate portion of the marking schedules as marks for subjects. Subject marks accrue throughout the year towards an end-of-year aggregate. Subject marks and, therefore, the aggregates are reassessed at portfolio assessments, then both internally and externally moderated to ensure that they are a true reflection of the learner's ability.

Self and Peer assessment is used for learners to examine their own work critically so that a sense of self-reflexivity is developed as their academic career progresses. This is manifested in studio critiques where learners are given the opportunity to comment on their own and peers' work in terms of the relevant assessment criteria. Learners must think about and evaluate their work independently and in teams to succeed in the workplace.

An integrated assessment is a single brief or project that has multiple subject outputs. Integrated assessments are designed to mirror the industry, where a single project requires outputs across a variety of subject areas to be integrated and resolved holistically. The primary method of teaching is supervised project-based learning with a high degree of individual and personal consultation provided to learners as part of their everyday learning. These arrangements allow for academic support to be integrated into the classroom and for the lecturer to respond immediately to any evidence that learners are struggling, either individually or collectively, in any way.

The teaching methodology for the practical aspects is project-based, whilst written assignments such as summaries and essays are used for the theoretical aspects. Briefs vary from 2 to 4 weeks in length, totalling 12 assignments over the year. Given that lecturers are allowed to adjust the briefs, deadlines and outputs depending on the progress of learners, for example, in response to unexpected poor performance in particular areas, the length and, therefore, the number of projects may vary. For the Critical Studies subject, learners are expected to submit two assignments (summaries or essays) per quarter.

Given that the primary teaching method is project-based learning with regular online interaction, formative feedback is continually provided at both the individual and group level. This may be in writing or verbal. Each project and assignment is formally assessed, and the results are returned within three weeks. Assessment is conducted against a marking sheet which details the assessment criteria. The mark sheet thus gives detailed feedback on the various aspects of the work that are assessed.

In the case of the Integrated Studio, design projects are assessed against the three practical

subjects/modules of Principles and Theory of Design, Visual Communications and Technology and Professionals Practice. The average number of assessments for studio is two projects per term and 1 or 2 projects for the enrichment classes, which are assessed against either Visual Communications or Technology and Professional Practice. In the case of the Critical Studies classes, each term culminates in the submission of an essay or equivalent assessment opportunity with smaller tasks set during the term to assist learners in developing their essays. The term's work then adds to a weighting of 1, with the essay normally weighted at 0.6 and the enrichments task together at 0.4. Projects are only assessed against the subject or module of Critical Studies. This project breakdown per term is largely repeated throughout the year, building towards the summative assessments at mid-year and end of year.

Copies of the marking schedules with the written feedback are then returned to learners via the online learning platform within three weeks. Additional feedback to learners may be communicated to learners verbally or in writing after assessment as a debrief or as an introduction to the next project. Learners can rework and resubmit projects for improved marks based on the feedback received. Details regarding the resubmission of theoretical and practical projects