LICA101: Fundamentals: Contemporary Arts and Design

• Terms Taught:
  • Michaelmas Term Only
  • Full Year Only (you must also take the appropriate LICA102 module)
  NOTE: For the Full Year option, the student will need to specialise in either Film, Theatre or Art (Design is not available in this instance) 
• US Credits: 4 Semester Credits
• ECTS Credits: 8 ECTS Credits
• Pre-requisites:
  • No Pre-requisite
  • For the Full Year option, student will need to specialise in either Film, Theatre, or Art (Design is not available in this instance)

Course Description

This term introduces students to university-level study of the arts and design, and their contexts and interrelations. In this first block, during the first term, students on the Art, Design, Film and Theatre programmes will work together in mixed seminar groups to explore the different ways in which creative practitioners respond to the world around them, focusing on three significant themes. They will be introduced to the key critical concepts used by academics to write about the creative work produced by practitioners engaging with these themes.

This will be taught through a conventional combination of weekly lectures and seminars. Each lecture will be delivered by two colleagues from different programmes, to provide students with an indication of the variety of approaches that can be taken to each topic.

Educational Aims

• Understanding of how to identify and locate appropriate primary objects of study (for examples films, plays, designed objects or artworks)
• Understanding of how to identify and locate appropriate secondary critical material on art, drama, design and film
• Understanding of the importance of selecting appropriate research and analysis methods for the study of art, drama, design and film at undergraduate level
• Understanding of the medium-specific conventions through which meaning is made and conveyed in art, drama, design or film
• Knowledge and understanding of some key critical and theoretical debates regarding art, drama, design or film
• Understanding of the importance of presenting research findings in a clear and well-supported way, following academic presentational conventions

Outline Syllabus

• Week 1: Introduction: Research in the Arts

Block 1: Primary Sources and Argumentation.

• Week 2 “Lancaster University seen through Two Primary Sources.”
• Week 3 “The Idea of the University Through the Arts”
• Week 4 “What does an Argument do?”

Block 2: What is A Secondary Source?

• Week 5 “Criticism and The North”
• Week 6 “Critically Revisiting Visions of The UK”
• Week 7 “Writing An Essay About The West”

Block 3: What Does Creative Research Do Today?

• Week 8 “Creative Research: Using Art to Explore What People are Like Today.”
• Week 9 “Art as Research Environment”
• Week 10 “Artistic Research Doing Things in the World”

Assessment Proportions

• Journal 100%

LICA200: Critical Reflections in Creative Arts

• Terms Taught:
  • Full Year Course
  • Michaelmas Term Only
  NOTE: If you are studying with us for a Full Academic Year and you select a course that has full year and part year variants, you will not be allowed to take only part of the course.
• US Credits:
  • Full Year Course - 8 Semester Credits
  • Michaelmas Term Only - 4 Semester Credits
• ECTS Credits:
  • Full Year Course - 15 ECTS Credits
  • Michaelmas Term Only - 7.5 ECTS Credits
• Pre-requisites: Familiarity with twentieth century art history with a good understanding of the major movements and their aims. 

Course Description

LICA 200 will explore a number of key interdisciplinary philosophical and cultural concepts which will enable you to analyse, engage with, and reflect upon artworks in your own discipline, and to thus establish a common set of concepts which can be shared by students from all of the different subject disciplines in LICA. These interdisciplinary concepts will be referred to in Part II modules particular to LICA’s different subject domains, but also within the suite of new half-unit modules which can be taken by students from across of all LICA disciplines.

Educational Aims

This module aims to:

• Develop analytical and critical skills in the study of contemporary art and creative works (design objects, buildings, installations, paintings, sculptures; documentaries and films; sound works, scores and musical performances; and dance works, plays and theatre performances) relevant to each students specific subject discipline (Art, Film, Design,Theatre)
• Make students aware of analytical and critical skills specific to other subject disciplines
• Develop appreciation, knowledge and understanding of key theoretical concepts common to the analysis of all contemporary artworks from all artistic disciplines and forms.

Outline Syllabus

This course provides an introduction to critical theory in the arts and its application to aesthetics and art. The structure of the course is six three-week blocks, following an introductory lecture:

• Block 1. Aesthetics and Formalism: The lectures and workshops in this block will look at how we describe and analyse works of art, especially in relation to different art forms, and how different disciplines can learn from each other. Students are also introduced to the main developments in aesthetics, from Plato to Kant and onto various kinds of formalism and contemporary means of analysing artworks.
• Block 2. Phenomenology: The lectures and workshops in this block celebrate and consider the lived experience that artists and audiences have of an artwork, and in particular places bodily experience at the heart of the ways in which artworks attempt to understand the world. The sessions ask: what is the relationship between the viewer or listener who experiences an artwork and the artwork itself? What is the relation between intuition and concept? Is it possible to reflect on the pre-reflective sensations that a listener or viewer has of an artwork as it unfolds through time in the gallery, performance space or concert hall? The sessions test methods by which it is possible to describe how an artwork might distil the essential qualities of its source material, how it is possible to describe the viewers or listeners consciousness of that artwork, and the hidden meanings which are disclosed through both processes of description.
• Block 3. Semiotics, Structuralism and Deconstruction: The lectures and workshops in this block look at the idea of the artwork as a system of signification, using the principles of semiology (i.e. the science of signs). Originally applied to linguistics and anthropology, semiology offers a powerful set of tools with which to understand and engage with works of art in every discipline from the visual arts to music to dance and performance. More recently it has also come to inform the work of practitioners in all fields. No attempt to understand the debates and issues in contemporary arts can take place without a basic grasp of this area.
• Block 4. Class and Society: No attempt to understand contemporary culture and the arts can take place without engaging with the work and influence of Karl Marx. Though originally concerned mainly with questions of economics and politics, Marx's ideas have been employed in powerful ways as means of understanding the relation between art and broader social structures and relations. The lectures and workshops in this block introduce the most relevant concepts of Marxism and looks at some of the ways in which they have been used in relation to the arts in the work of authors such as Louis Althusser and David Harvey.
• Block 5. Feminism, Queer Theory and Gender: Among the more pressing questions asked by theorists in relation to art is how our experience of artworks, whether as producer or consumer, is inflected by gender and sexuality. Some of the most powerful analyses of art have been motivated by such questions. The lectures and workshops in this block will introduce students to the basic concepts underlying those analyses as well as some of the ways they have been mobilised in relation to art and culture.
• Block 6. On Difference: Questions of race and ethnicity, like those of gender and sexuality, have also become a means by which some of the presumptions underlying the arts have been questioned and deconstructed, especially as a reaction to the dominance of white, western cultural ideals. The lectures and workshops in this block engage with some of the principle debates and ideas in this area, especially as they relate to difference, race, and post-colonialism in art and culture.

Assessment Proportions

• Coursework: 50%
• Exam: 50%

LICA240: Design Interactions

• Terms Taught: Michaelmas Term only
• US Credits: 4 Semester Credits
• ECTS Credits: 7.5 ECTS Credits
• Pre-requisites: Students should have some background in Design

Course Description

This module provides a theoretical foundation for design interactions. In particular this module introduces a general framework for designing interactions between people, products and places. It explores design interaction by posing three questions: How do you do? How do you feel? How do you know? The module provides students with a broad historical and theoretical understanding of design interactions.

Educational Aims

This module aims to:

• Develop students' ability to evaluate and select appropriate design tools and processes for the purposes of designing interactions.
• Introduce and develop knowledge and understanding in the theory and practice of design interactions.
• Develop students' awareness of the principles and processes for designing and evaluating interactions.

Outline Syllabus

The syllabus adopts a broad approach to design interactions and aims to develop students understanding of the historical and contemporary concepts underpinning the discipline. These include interaction design principles and methodologies, interaction design guidelines, interaction design and interactivity issues, evaluation techniques, along with a historical context for interaction as a design discipline.

The syllabus frames interaction design through key three questions: How do you do? How do you feel? How do you know?

• How do you do? What type of interaction is performed? e.g. continuous (steering wheel) or discrete (switch), real or virtual.
• How do you feel? What human senses are engaged? e.g. McLuhan considering senses through medium (hot and cold).
• How do you know? Knowledge and understanding of possible interactions. i.e. Maps and Paths (Lynch), Affordances: e.g. Gibson, Norman, Gaver.

In addition the syllabus will explore interaction design techniques e.g. Verplank's idea-error, metaphor-scenario, model-task, display-control and visual communication, visual hierarchies, and information design.

Assessment Proportions

• Essay: 75%
• Presentation: 25%

LICA241a: Design Visualisation

• Terms Taught: Full Year Only
• US Credits: Full Year Only - 8 Semester Credits
• ECTS Credits: Full Year Only - 15 ECTS Credits
• Pre-requisites: None

Course Description

Course Description

The module explores the ways in which designers use visualisation and visual thinking in design projects to develop ideas, explore possible interventions and communicate possible futures. The module introduces students to a range of tools for creating visualisations, challenging participants to put these tools to work in exploring a range of contemporary design issues. The module is divided broadly into two parts, the first is dedicated to exploring a range of 2-dimensional approaches to communicating design ideas, drawing on theory and techniques from graphic design and information design. The second part of the module introduces further visualisation tools appropriate for representing 3-dimensional objects and spaces, and for developing data-driven and dynamic visualisations. The module is delivered via lectures and workshops, the latter divided between session held computer laboratories and design studios. Through the module students will develop a practical understanding of visualisation tools, exploring applying these tools to exploring contemporary design issues and communicating new design concepts.

Indicative content for the module includes:

• Visualisation tools and techniques and their relationship to design practice
• Iterative and disruptive approaches to design visualisation
• 2-dimensional, 3-dimensional and dynamic visualisation tools, techniques and methods
• Design process, conceptualisation, generating ideas and developing visualisations
• Visualisation exercises and evaluation

Outline Syllabus

Topics to be covered include:

• Design Thinking and its relationship to design practice
• The design process, conceptualisation and generating ideas (introduction to a range of design methods and tools and divergent and convergent thinking)
• The design brief and establishing design criteria
• Design exercises
• Evaluating design concepts and design critique

Assessment Proportions

• 100% Coursework
• 40% Essay(s)
• 10% Presentation (Assessed)

LICA241b: Design Visualisation

• Terms Taught: Michaelmas Term only
• US Credits: Michaelmas Term only - 4 Semester Credits
• ECTS Credits: Michaelmas Term only - 7.5 ECTS
• Pre-requisites: Students should have some background in Design

Course Description

The module explores the ways in which designers use visualisation and visual thinking in design projects to develop ideas, explore possible interventions and communicate possible futures. The module introduces students to a range of tools for creating visualisations, challenging participants to put these tools to work in exploring a range of contemporary design issues. The module is divided broadly into two parts, the first is dedicated to exploring a range of 2-dimensional approaches to communicating design ideas, drawing on theory and techniques from graphic design and information design. The second part of the module introduces further visualisation tools appropriate for representing 3-dimensional objects and spaces, and for developing data-driven and dynamic visualisations. The module is delivered via lectures and workshops, the latter divided between session held computer laboratories and design studios. Through the module students will develop a practical understanding of visualisation tools, exploring applying these tools to exploring contemporary design issues and communicating new design concepts.

Indicative content for the module includes:

• Visualisation tools and techniques and their relationship to design practice
• Iterative and disruptive approaches to design visualisation
• 2-dimensional, 3-dimensional and dynamic visualisation tools, techniques and methods.
• Design process, conceptualisation, generating ideas and developing visualisations
• Visualisation exercises and evaluation

Educational Aims

On successful completion of this course participants will be able to:

• Demonstrate an understanding of design thinking and its applications
• Communicate an awareness of the different levels of intervention in the application of design thinking and creativity
• Describe a range of design methods, tools and skills
• Apply design thinking via practical exercises

Outline Syllabus

This module will explore the ways in which designers think about and approach design projects through:

• Theoretical concepts
• Via literature review
• Design practice
• Via small exploratory design exercises

This module is dedicated to exploring and experimenting with a wide range of design research methods. Lectures on design research methods are accompanied by a parallel series of small design exercises to enhance the learning by doing.

Assessment Proportions

• 100% Coursework
• 40% Essay(s)
• 10% Presentation (Assessed)

LICA242: Design Management

• Terms Taught: Lent / Summer terms only
• US Credits: 4 Semester Credits
• ECTS Credits: 7.5 ECTS Credits
• Pre-requisites: Students should have some background in Design

Course Description

Design management is the implementation of design as a formal programme of activity within an organisation by communicating the relevance of design to long term goals and coordinating design resources at all levels of activity to achieve the objectives of the organisation. It can perform at operational, functional and strategic levels and acts in the interface of management and design and functions as a link between the platforms of technology, design, design thinking, management and marketing. This module will introduce past, present, and emerging practices, methods and principles of design management. It establishes design management as a managerial tool for future marketing and/or design professionals.

Educational Aims

This module aims to:

• Provide students with an overview of the knowledge and expertise design management brings to organisations
• Prepare students to work successfully with designers on strategic design issues
• Develop an appreciation of the contribution of design management for strategy, product development, customer relationships and internal problem-solving.
• Develop a broad understanding of the importance of design management in commercial, not for profit and public sector contexts

Outline Syllabus

This module provides the historical and practical context for design management and details the role of the design manager. It explores the meaning of designing versus managing and the many ways design managers can contribute to organisations. Students will familiarise themselves with the demands of managing projects, developing design strategies as they link to issues of branding, marketing, and innovation. Indicative syllabus outline:

• Design Management and its Origins
• Key Concepts and Terms in Design Management
• Emerging Practices and Approaches: Managing as Designing
• Managing Change: Product Development as a Vehicle for Organizational Change
• Managing a Design Project
• Design Strategies for Management
• Design Leadership through Visualization, Communication and Facilitation

Assessment Proportions

• Essay: 80%
• Presentation: 20%

LICA244: Design Studio: People

• Terms Taught: Lent / Summer Terms only
• US Credits: 4 Semester Credits
• ECTS Credits: 7.5 ECTS Credits
• Pre-requisites: Students should have some background in Design

Course Description

This module focuses on people as both the recipients and potential creators of design interactions. It applies methods and tools to gain insight, meaning and understanding of the diversity of user groups (the individual, community, young, old, etc.) that may be both designed for and with.

This themed design studio module is taught though a series of design exercises in which students will develop and apply practical design skills in design interactions.

It aims to supplement theoretical courses in design interactions and design thinking by considering how a specific design problem may be explored through a particular lens and/or given constraints. The module develops practical skills in design interactions and enables students to explore user experience and artefact meaning through the development of design responses. This practical exploration is informed by a theoretical understanding of the role that people play in design interactions.

Educational Aims

This module aims to:

• Explore the role of people as the recipients and potential creators of design interactions
• Develop students' knowledge of a range of methods that assist in understanding and interrogating diverse user groups and how this understanding can feed into design processes
• Extend students' skills in the problem discovery and problem solving; and experimentation, iteration and risk-taking

Outline Syllabus

Indicative syllabus includes:

• User experience design: the process of enhancing customer satisfaction by improving the usability, ease of use, and pleasure provided in the interaction between the users and artefacts.
• Emotive design: use of design sues, often operating at a subtle and subconscious level, to reinforce and enhance the way people interact with their surroundings.
• Co-design: a product, service, or organisation development process where design professionals empower, encourage, and guide users to develop solutions for themselves blurring of the role between user and designer.
• Open design: the development of physical products, machines and systems through use of publicly shared design information.
• Personas: fictional characters created to represent the goals, desires and behaviour of a hypothesized group of users.
• Interactions modes: human-to-human, human-to-artefact, artefact-to-human, human-to-human-via artefact, human-to-service, human-to-system.

Assessment Proportions

• Portfolio: 25%
• Project: 75%

LICA340: Advanced Design Interactions

• Terms Taught: Michaelmas Term Only
• US Credits: 4 Semester Credits
• ECTS Credits: 7.5 ECTS Credits
• Pre-requisites: Equivalent to LICA240: Design Interactions

Course Description

This course provides advanced theoretical perspectives for design interactions. It builds upon the general framework for designing interactive products and systems introduced in the second year Design Interactions module. It extends the knowledge and understanding of the theory and practice of design interactions in specialised design areas such as Urban, Sustainable, Games, Futures, Service, Collaborative Tools, Virtual Environments, Facilitation, Citizen-led Design.

Educational Aims

This module aims to:

• Extend students' specialist knowledge and understanding of the key issues regarding design interactions.
• Develop students' knowledge and understanding in the theory and practice of design interactions for specific contexts.
• Further develop students' evaluation of methodologies of digital/physical design in relation to the generation and representation of design ideas.
• Develop students' skills in team working and collaborative working.
• Enhance students’ problem solving skills in specific context.
• Extend students' critical and theoretical analysis, reflection and synthesis competencies to a given body of knowledge.
• Develop students' capacities to express their ideas using combined audio and visual media.

Outline Syllabus

The syllabus will consider the design of interaction by examining it in relation to more specialised areas of design such as: Urban, Sustainable, Emotive, Games, Futures, Service, Collaborative Tools, Virtual Environments, Facilitation, Citizen-led Design. It is envisaged that the module syllabus will incorporate five of these themes each year which will allow both the most up-to-date research to be in the module content.

Indicative examples:

• Game Design might consider core concepts such as: defining games and play, play and culture, the magic circle, meaningful play.
• Design Futures may explore the conceptualisation of the design interactions over extended time horizons through the application of user scenarios, design fictions, personas.

Assessment Proportions

• Essay(s): 75%
• Presentation (Assessed): 25%

LICA341: Design Consultancy

• Terms Taught: Full Year Course
• US Credits: 8 Semester Credits
• ECTS Credits: 15 ECTS Credits  
• Pre-requisites: Equivalent to LICA241: Design Thinking or  LICA241b: Design Thinking  

Course Description

The course will provide an understanding of the strategic role of design research in real world contexts. Students will develop skills in the application of design research to address contemporary challenges faced by organisations and society. An understanding of the value of design research will be developed through a group based project with a client.

Educational Aims

This module aims to enables students:

♦ To demonstrate abilities on problem definition:

• Understanding the context and company’s needs.
• Researching issues related with the problem through data collection techniques.
• Analysing the problem using design methods.

♦ To communicate the realities and complexities of design research problems and the research necessary for their solution:

• Arguing with evidences through oral presentation and report writing skills.

♦ To demonstrate proactivity and creativity in their approach:

• Working independently in small groups on their own initiative.
• Discovering gaps for intervention and the creation of value.
• Articulating the value of design research to local and/or non profit making organisations.
• To demonstrate well developed interpersonal skills.
• To display analytical, evaluative and reflective competencies.

Outline Syllabus

Indicative content will include:

Students working in teams to undertake a design research consultancy project that addresses a real world need of an organisation with a UK base. The exact nature of the project is to be determined in consultation with your supervisor but there needs to be sufficient depth and breadth to the project to justify the scale of the project.

Examples of projects may include (provided for illustration only):

• Design Audits
• New Product Development Strategy
• Development of Design Guidelines
• Brand (Re)Positioning Strategy

The module learning mechanisms are:

• Group tutorials
• Lectures
• Workshops

Assessment Proportions

• Essays 25%
• Groupwork 25%
• Presentation 20%
• Report 25%
• Proposal 5%