My current teaching duties are as follows:
Teaching:
First Semester Scholastic Year 2009-2010:
I was responsible for tutoring and guiding Foundation Diploma students in Media Experimentation. This for me was a big challenge because besides the unit being combined with another two units which were delivered by two other tutors, it also involved collaborating with six different workshops. These included the wood, metal and ceramic workshops. Students were also introduced to media, graphics and fine arts. The sessions were mostly tutorial based. Here I helped them develop their ideas related to the topic selected – “Just an Illusion” which were later developed in the workshops. For this unit, the class was made up of 60 students.
For scholastic year 2010-2011, I will also be delivering the unit Information and Research and also Media Experimentation.
I also taught HND2 students 3D Techniques & Processes and Interior Design. Apart from using different teaching methods to deliver the syllabus and meet criteria set by BTEC, I also made it a point to take students on site visits to manufacturing companies in order to help them understand better the different manufacturing techniques. Number of students for these units was 28. This year these subjects will both be taught in the second semester and hence I am not sure as to wether I will be delivering the units myself.
Last year brought about the first degree courses by MCAST in collaboration with Franhoufer. I had the opportunity to shadow a German lecturer for the unit Design for Need – a Cultural Interpretation. Number of students: 21. This year I will be teaching the same unit to the 3D degree students.
Apart from the units stated above, I also taught AutoCAD to foundation and HND1 students as supporting lessons to other units. Due to the limited number of computers, the foundation students had to be split up in 3 groups of 20.
Internal Verification:
This is my second year teaching at MCAST and whilst last year I was not given anynot do any internal verifying duties, this year I am the Internal Verifier for the HND 3D Year 2. Last year I was given the relevant training in order to be able to conduct reviews of assignments marked by other lecturers. I will also be responsible for checking the assignments of subjects I do not teach myself to ensure that they are fair, consistent and applicable to the course outcomes prior to being issued to the students.
Other duties:
For scholastic year 2009-2010, together with another lecturer, I was made responsible for decorating the school with students’ works. I was also responsible for the set-up of the 3D year 2 Hall at the end of year exhibition at St James Cavalier.
Unit Syllabi:
Unit 4: 3D Techniques & Processes
Unit level: H1
Description of unit
This unit provides the essential underpinning skills and knowledge in the basic processes and technology common to the broad area of 3D design. Technological change increasingly affects the processes associated with designing and producing. This unit encourages the development of a positive view of technologically driven change in the light of creative and practical opportunities it presents.
Summary of outcomes
To achieve this unit a student must:
1 Analyse the creative and functional characteristics of technology and processes
2 Demonstrate the creative and functional use of technology and processes
3 Evaluate and analyse the results of using technology and processes.
Content
Technologies: hand tools and equipment, machinery, computer aided, associated with processes, associated with materials, associated with stages of production (eg preparation, processing, assembling, finishing, checking)
Processes: cutting, manipulation, redistribution, removal, joining, finishing
Aesthetic effects: visual, tactile, physical change
Functional advantages: increasing competitive edge, to production process (eg efficiency, precision, consistency), to outcome (eg reliability, performance)
2 Creative and functional use
Situations: artefacts, products, spatial arrangements
Purpose: reduce costs, enhance lifestyle, reduce risk, increase reliability, improve performance
Scale of production: individual one-off, batch, large-scale production
3 Results
Effects: product innovation – on output, quality, cost, health and safety
Feedback: objective, subjective
Assessment criteria: derived from brief, product specification, environmental and safety standards, related to costs, materials use, functional effectiveness
Unit 27: Interior Design
Unit level: H2
Description of unit
In this unit students will acquire the skills and understanding needed to create and modify interior environments for specific purposes. They will develop spatial awareness and competence in working with 3-D formal elements. Students will also develop an understanding of the roles and responsibilities of the professional interior designer, including working within teams of other professionals. They will develop the ability to communicate 3D ideas through a range of visual presentation techniques.
Summary of outcomes
To achieve this unit a student must:
1 Demonstrate the ability to create and modify interior environments to meet design requirements
2 Show an ability to analyse, clarify and respond to the aesthetic and functional requirements of design briefs and architects’ specifications
3 Demonstrate an understanding of the technical processes involved in responding to an interior design brief
4 Work within a team of professional practitioners to develop an understanding of professional practice.
Content
1 Interior environments
Design processes: ideas generation, development, experimentation, selection, modification,
completion
Research: identification of information sources, selection and interpretation of information, market research, consumer interests and needs, client needs, appropriate cultural, contemporary and historical contexts
Environmental, ethical and ecological considerations: visual effects, public uses, elimination of waste, waste disposal, services, efficiency, implementation costs, maintenance requirements, health and safety, public liability
2 Aesthetic and functional requirements
Analysis of brief: clarification of requirements, initial research and response, possible solutions, proposed alternative solutions
Formal elements: volume, scale, proportion, colour, surface decoration, the spatial relationships between objects and those between objects and the space they occupy
Create designs: social, civic, recreational, entertainment, business and professional use; modification of interior environments
Further research: consultation with clients, potential users, wider public
Presentation: proposed design solutions, use of drawings, CAD, models, audio-visual, video and mixed media
3 Technical processes
Accurate measurement: related to spaces, specification details
Drawings and models: orthographic, perspective, CAD, 3D digital imaging, scale models, furnishing samples
Preparation of specifications: materials, fixtures, fittings, furnishing, working methods and associated sub-contracted processes, construction, furnishing and decorating techniques
4 Professional practice
The designer’s role as commercial practitioner: business skills, time management, budget control, record keeping, planning, communication within team and with clients, general public
Legislation: contracts, sub-contracts, copyright, public liability, health and safety
Costing: estimating, work in progress, completion dates and schedules, penalties, subcontracting
Outcomes and assessment criteria
Outcome 1: Demonstrate the ability to create and modify interior environments to meet design requirements
Assessment criteria:
· complete the design process from inception, through research and development of ideas to realisation
· assess relevant ethical, environmental and health and safety considerations in responding to the brief.
Outcome 2: Show an ability to analyse, clarify and respond to the aesthetic and functional
requirements of design briefs and architects’ specifications
Assessment criteria:
· analyse the brief, conduct appropriate research and propose solutions to the aesthetic and functional requirements
· use appropriate 3D formal elements to develop design solutions
· create designs for interior environments to meet specified purposes, where appropriate undertaking further research
· use appropriate 2D and 3D presentation techniques
Outcome 3: Demonstrate an understanding of the technical processes involved in responding to an interior design brief
Assessment criteria:
· prepare appropriate, accurate orthographic drawings to scale
· prepare specifications for materials, fixtures, fittings, furnishing and any contracted services employed.
Outcome 4: Work within a team of professional practitioners to develop an understanding of professional practice
Assessment Criteria:
· keep thorough records of work experience, team consultations, visits to observe professional practice
· understand and use relevant legislation
· communicate effectively with a range of interest groups and colleagues
· work to cost estimates, specifications, schedules and completion dates.
Scheme of Work – Units 4 – 3D Techniques & Processes
(3 hours per week)
15 Sept: Brief presentation and explanation
22 Sept: Natural Woods – from felling of trees to production
29 Sept: Wood by-products – process of manufacturing plywood, chip board, MDF etc
06 Oct: Visit to C. Fino & Sons
13 Oct: Stone, marbles, granite, slate
20 Oct: Visit to Hal Mann
20 Oct: Visit to Hal Mann
27 Oct: Concrete manufacture processes
03 Nov: Visit to Polidano Bros concrete plant
10 Nov: Metals – forging, casting etc
17 Nov: Glass glowing and other glass manufacturing techniques
24 Nov: Visit to Mdina Glass Blowers
01 Dec: Ceramic Tile Production
08 Dec: Holiday
15 Dec: Plastics
08 Jan: Hand-In of assignment
· 1 hour per week was dedicated to tutorials for guidance on the brief project.
