88316 Furniture Context and Language

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Description

This subject focuses on the broader more contextual issues of furniture design through an analysis of space and the environment, and related human behavioural issues. Through a review of key designers and their designs throughout history, an appreciation is gained towards the precedents of design and their significance in developing new directions. Cultural analysis is undertaken to understand the impact of the dynamic change in society and its impact on furniture design. The relationship of form, function, structure and aesthetics are explored in a series of exercises and projects. An understanding of ergonomics is imparted through lectures and the design of full-scale mock-ups of projects.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Demonstrate understanding of the professional discipline of furniture design
2.	Explore design possibilities through sketches and mock-ups
3.	Ensure technical accuracy and care as appropriate to furniture design
4.	Understand the relationship of form, function, ergonomics, structure and aesthetics
5.	Demonstrate a clear and progressive work method

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Effective visual communication skills (C.2)
Effective tangible 3D representation (C.3)
Demonstration of versatility, curiosity and imagination (I.2)
Demonstration of aesthetic sensibility (I.3)
Accuracy, rigour and care (P.2)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

This subject uses an inquiry-based learning strategy that involves students researching and developing their own solutions to complex design challenges. The subject uses design professionals as studio leaders and lecturers to ensure the design process and strategies taught are relevant to current professional practice in a global context. Students work to develop research-based understandings of product user contexts and experiences, drawing on material developed within and between classes. Individual design propositions that reference these research-based understandings are iteratively developed by students over the course of the semester.

Studio leaders offer ongoing, in-class support and guidance for the development of these product design propositions. It is therefore imperative that students attend all classes. Regular verbal feedback is provided in class by peers and studio leaders. Formal feedback will be provided by studio leaders in response to student in-class presentations of Assessment Tasks.

It shall be the student's responsibility to record any feedback provided in studio. During presentations, students will be expected to actively participate in collaborative peer review feedback exercises. Students will also be supported by the level 2, Faculty Workshop in the construction of presentation models and/or prototypes. Grades, marks and feedback on task submissions will be provided through Canvas.

Content (topics)

This subject addresses the following issues and topics:

a. Furniture design history

b. Ergonomics

c. Cultural analysis as it relates to furniture

d. Form-generation and exploration

e. Model-making techniques

f. Structural exploration as it relates to form

Assessment

Assessment task 1: Concept Development

Intent:

This task introduces students to contexts and narratives surrounding Furniture design. Furniture design often seeks to address more than a functional requirement of a seating surface, but often embodies artistic, cultural, social, technological and material ideas.

The task is divided into three submissions:

1a) 3x Self-directed briefs and context moodboards.

1b) 5 x 1:5 Sketch Models

1c) 1 x 1:1 Cardboard Mockup

Your sketch models created in part 1b are to relate to at least two of the briefs/contexts created in part 1a. Your 1:1 scale Cardboard Mockup is to relate to one of the sketch models created in part 1b.

Please note: All due dates are listed in the program.

Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.2, I.2 and I.3

Type:

Design/drawing/plan/sketch

Groupwork:

Individual

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
1a: Clarity of briefs, relevance of ideas/context and cohesiveness of moodboards.	33	1	C.2
1b: Versatility, curiosity and imagination demonstrated in the series of sketch models.	33	2	I.2
1c: Degree of aesthetic, ergonomic and functional sensibility achieved in your 1:1 scale mock-up.	34	4	I.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Final Prototype

Intent:

This task develops students' skills in turning a furniture design concept into a functional design proposal.

Submission requirements:

Produce a 1:1 scale Final Ptototype.

Please note: All due dates are listed in the program.

Objective(s):

This task addresses the following subject learning objectives:

1, 3 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.3, I.2 and P.2

Type:

Design/drawing/plan/sketch

Groupwork:

Individual

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Level of aesthetic sensibility shown in the proportions, shape and balance of the prototype.	10	1	C.3
Level of technical understanding evident in the construction of your prototype.	50	3	P.2
Level of innovation evident in your negotiation of form, function, ergonomics, structure and aesthetics.	40	4	I.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Product Brochure

Intent:

This task requires students to create a product brochure of their design proposal.

Submission requirements:

- Maximum 6 pages in length.

- Uploaded to Canvas.

Please note: All due dates are listed in the program.

Objective(s):

This task addresses the following subject learning objectives:

4 and 5

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.2 and I.3

Type:

Journal

Groupwork:

Individual

Weight:

20%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Degree to which your product brochure communicates the essence of your design.	50	4	I.3
Level of skill and technique demonstrated in the presentation and communication of ideas.	50	5	C.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

References

Dreyfuss, H. The Measure of Man: Human factors in design (Whitney Library of Design, New York, 1967).
Pheasant, S. T. Ergonomics: Standards and Guidelines for Designers (British Standards Institution, Great Britain, 1987).
Lesko, Jim Industrial Design-Materials and Manufacturing Guide (John Wiley & Sons, Canada, 1999).
Fiell, Charlotte & Peter, Chairs (Taschen, Italy, 2001).
Baker Fiona & Keith, Twentieth-Century Furniture (Carlton Books, London, 2000).
Byars, Mel, The Best Tables, Chairs, Lights – Innovation and Invention in Design Products for the Home (Rotovision, Switzerland, 2001).
Hanks, David A & Hoy, Anne Design for Living – Furniture and Lighting 1950-2000 (Flammarion, Paris, 2000).
Ashby, M. & Johnson, K. (2002). Materials and Design: The Art and Science of Material Selection in Product design. Burlington MA: Elsevier Butterworth-Heinemann.

Other resources

Support
Students MUST obtain a copy of the Generic Faculty Subject Information Booklet. The Booklet is to be read in conjunction with this subject outline.
This booklet contains the following information:
Student services
• Student support and other information
Policies related to teaching and learning
• Assignment submission/presentation
• Late and incomplete assignments
• Late Penalties
• Grades
• Academic integrity and cheating
Process related to teaching and learning
• Feedback process
• Return of assignments
• Attendance
• Extensions and Absence
• Special Consideration
• Faculty Academic Liaison Officer
• Student access to teaching spaces
• Pin access and other guides
• Environment Health and Safety
• First Aid personnel within the Faculty

The Generic Faculty Subject Information Booklet will be available in both hard copy and electronic format.
Copies will be placed outside the Student Centre (Level 4, DAB Building) for the first two weeks of each semester and teaching period. The electronic version of the booklet will be continuously available via UTS Online and the DAB website: http://www.dab.uts.edu.au/courses/subjects/index.html