Bachelor of Branded Environments

This unique design course produces designers who specialise in bringing brands to life in a 3D environment. Differentiate yourself with a nationally recognised qualification and a professional calibre portfolio from one of the best know names in the industry.

The world’s top brands are increasingly using commercial spaces to make extraordinary design statements.

Practising as an informed, cutting-edge designer with in-demand skills, this unique course produces designers who specialise in bringing brands to life in a 3D environment. Differentiating yourself with a nationally recognised qualification, the design work you do throughout your study will contribute to a professional portfolio – your passport to a serious design career.

Key Study Outcomes:

About the School

Billy Blue College of Design courses are delivered by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Read more about Billy Blue College of Design

Billy Blue College of Design

Course Delivery

Can’t find what you’re looking for? Contact a Course Advisor

Workload and Assessment

No. of timetabled hours per week:

Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.

Typical assessment includes:

Practical assignments, research projects, presentations and reports

Subject Information

This subject continues the exploration of the theory and practice of interaction design for digital media. The subject covers core research and concept development methods for interaction design. Students will focus on interpreting and structuring information content for interactive non-linear presentation and delivery, and will also focus on visual aspects of interface design and the ways in which visual design affects end-user experience.

Design Studio 2 offers an introduction to the building blocks of creating and developing brands and is designed to give students a broad understanding of the stages and methodologies adopted in the brand development process. The subject draws on the theory and practice that sits behind brand creation. It covers the broad spectrum of brand development, values, trends and branding techniques, as well as fundamentals such as brand positioning and brand architecture. The subject also explores the relationship between branding and audiences, cross-cultural influences and shifts in consumer behaviour. Students must first understand and apply the fundamentals of branding and then go on to use that knowledge as the basis for developing and progressing a brand. This theoretical and practical subject will equip students with the knowledge and insight with which to build their own branding expertise.

The subject introduces the student to various aspects of the elements of design, e.g. materiality, form and shape, colour, positive and negative space etc. utilised in creative problem solving. Initially students are introduced to a design development process, from the tangible to the digital; through paper model making with its inherent skills development and risk taking, then on to further digital development using newly introduced software. Concurrent, weekly, individual homework tasks focus on understanding and appreciation of materials, their many varied uses, properties and the manufacturing processes related to them. Students will make incremental progress towards choosing a material in which their individual design can be realised. The submission will include a material and colour folio. The final submission will be a model executed in an appropriate material with its function/usage contextualised with all relevant information gleaned throughout the trimester.

This introductory subject places design process and practice within the context of a chronological survey of major historical eras of influence. Students are encouraged to engage with the historical socio-political movements influencing design trends of each era through research and reflection. Academic skills (research, referencing, essay writing, and sentence structure) and design software skills are taught in weekly lessons. Students use the academic and software skills to document historical research and generate creative responses to the themes of historical eras.

This subject examines the way design ideas are generated. Students will explore concepts of assimilation, synthesis and transformation and will develop an understanding of reflective design practice. A foundation language of experimentation, risk-taking and problem solving is introduced, combined with theories of ideas generation and their transformation into a design outcome. In addition, students will investigate a variety of methods and techniques to understand design innovation through individual and group exploration and analysis.

This subject advances students’ understanding of publishing design in both traditional and contemporary applications. Students will use their understanding of basic typographic settings, page composition and layout to explore advanced typographic setting, workflow and content editing. Students will be challenged to consider the ‘voice of type’ and develop a greater appreciation and understanding of how content is read and viewed through a variety of mediums. They will embrace traditional bookbinding and construction methods alongside screen based, digital applications to realise design outcomes. Students will work both individually and in small teams, reflecting the experiences and structure of a publishing team. Through lectures, workshops and tutorials, students will investigate methods and techniques central to publishing design, considering content generation, document sequencing, publishing terminology and advanced typographic settings crucial to a comprehensive understanding of contemporary publishing design.

This subject introduces students to the theory and practice of Information Design. Students will visualise both quantitative and qualitative data from a variety of sources via linear and non-linear typography, signs, icons, pictograms and mapping techniques. They will explore theories and practical approaches that examine instructional systems, methods to convey instructions and complex information systems. Working individually students are required to research a number of given topics. They will analyse and process this information within the context of the LATCH organisational system, demonstrating their knowledge via the design of a series of visual graphics that dramatise both the research they have conducted and the skills they have gained.

This subject provides an introduction to the fundamental theory and practice of moving image and 3D design and production. Students will be familiarised with a basic set of tools and techniques for creating moving image sequences and 3D visualisations. Fundamental moving image, screen language and spatial design concepts are introduced, and students will use these concepts in conjunction with basic production techniques to communicate and convey narrative. The subject also introduces concept development techniques and materials specific to the development of motion and 3D design outcomes.

The aim of this subject is for students to develop and employ Major specific skills to discover and define a design problem followed by the development and delivery of an outcome whilst employing collaboration and negotiation skills. Every individual works towards prototypes, instigated and critiqued through group collaboration. The construct of this subject is “Problem Based Learning*” (PBL). Students work in groups towards an individual solution as a result of critique and research as a basis for PBL. In allocated groups, individual knowledge and skills are brought back to the groups for discussion and sharing. During these collaborations students benefit from the knowledge and skills and critique of the other group members. The PBL process is staged in 2 sets, students are assessed on their 1) collaboration skills; 2) individual research skills; and 3) individual project solution reached at the end of the subject. *Problem-based learning (PBL) is a method of learning and teaching which allows students to focus on how and what they will learn. An unfamiliar problem, situation or task is presented to the students (by the lecturer or tutor) and students are required to determine for themselves how they will go about solving the problem. This usually occurs through small group work and allows students to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem. PBL is a studentcentred approach to learning that encourages students to be selfdirected, interdependent and independent as they attempt to solve the set problem.

The aim of this subject is for students to develop and employ their digital skills to answer to, and present a design outcome whilst developing collaboration skills. The project outcome focuses on the digital application of the design solution. This can be by means of 3D printing of the prototypes and/or digital augmentation of a physical 3D environment or 2D document. The construct of this subject is “Problem Based Learning*” (PBL). Students work in groups towards the digitised solution. In allocated groups students bring their individual knowledge and skills back to their groups for discussion and sharing. During these collaborations students benefit from the knowledge and skills of the other group members. The PBL process is staged in 3 sets of 8 steps and students are assessed on their 1) collaboration skills; 2) individual research skills; and 3) group project solution reached at the end of the subject. *Problem-based learning (PBL) is a method of learning and teaching which allows students to focus on how and what they will learn. An unfamiliar problem, situation or task is presented to the students (by the lecturer or tutor) and students are required to determine for themselves how they will go about solving the problem. This usually occurs through small group work and allows students to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem. PBL is a studentcentred approach to learning that encourages students to be selfdirected, interdependent and independent as they attempt to solve the set problem.

The subject introduces business practices such as costing, time management, value engineering and general models of monetising and valuing output typical of a variety of design industries. Case study analyses’ of a typical design industry business practices, domestic and international, acquaint students with the differences and similarities that exist. Students learn about contractual agreements, and where appropriate become familiar with international shipping and distribution terms as well as an introduction to design copyright laws. Initial overview of time allocation practices and the creation and understanding costing terms such as: Bill Of Material (BOM) /Scope of Work / Deliverables used in typical projects is followed by application. Students plan a project from start to finish through to the development of an appropriate project management plan for their particular industry such as time management charts with typical dependencies highlighted and costed.

This subject expands practical and theoretical understanding of Information design and introduces concepts of wayfinding systems. The challenge of navigating three-dimensional spaces, in conjunction with the consideration of time-based issues are also introduced. Screen-based interfaces and environmental contexts form a key part of this unit as students explore the role of the narrative within the sequenced delivery of information. Working as individuals and in small groups, students will research various non-digital and digital information environments. They will analyse their data and apply knowledge to develop solutions to the navigational problems they have identified. They will dramatise their findings and design an instructional system to facilitate implementation of their outcomes.

This subject encourages students to analyse and evaluate the effectiveness of contemporary corporate identity and branding systems. Students will develop a deeper understanding of the elements that make a successful brand, challenging the misconception of identity marks as the sole component of a modern brand. Typography and its applications are central features within this subject, providing a level of consistency within a myriad of often, unrelated components. Through lectures, tutorials and practical workshops, students will explore alternative brand touch points and create unique visual expressions withina diverse framework. These strategies and developments will manifest themselves in a variety of environmental and communication pieces, including stationery, advertising communications, signage, way-finding and vehicle livery. Students will work individually to investigate methods and techniques that can be used to establish a coherent visual language across a variety of mediums. Central to their experience will be the notion of what a brand is and how the designer can add value to business through visual and non-visual components. Students will embrace the function of typography as a vehicle to communicate in literal and abstract terms, developing their understanding of tone of voice, hierarchy structures, and material selection and specification.

The theoretical base of this subject will focus on developing the students’ understanding of the complexities of designing a retail environment whilst appreciating the growing demand for the application of sustainable design practices – not only in materials and technologies but also in the longevity and adaptability of the final design solution. Students will integrate their knowledge of a retail space, identity design and environmental imperatives into the creative realisation of a project brief. Students will further develop their research skills and apply these to the design of an ‘eco- friendly’ retail project.

The theoretical base of this subject will focus on developing the students’ ability to work with 2D and 3D spatial organisation. It introduces students to the processes of interpreting functionality and planning within a 3D space. The subject is designed and delivered from an interior designer’s perspective and draws on the students’ experience of such spaces and their understanding of visual communication in spatial environments.

This subject develops conceptual and practical knowledge and skills in experience design for interactive and online media. Students will use common experience design research methods to analyse audience and content requirements. Students will work through concept development, prototyping, validation and testing phases to improve and refine a user experience design in relation to the requirements of a specific client brief. Throughout students will develop their knowledge and skillset in terms of creating usable and user-centred interactive design experiences.
es.

The purpose of this subject is to develop understanding of the benefits and challenges of working within a team. In this subject students will complete and present a large- scale retail design project to reflect the requirements of a client and the opportunities of an existing retail space. As part of this process, students are required to demonstrate an understanding and appreciation of the concepts, processes and issues related to communicating with a client, developing a retail space and creating a collaborative presentation. Students will be required to maintain a visual diary to provide evidence of progression in their research, idea development and integration. Students will also be required to conduct and minute weekly meetings. Students will be required to pitch their presentation to their retail client at the conclusion of the subject.

This subject gives students the opportunity to:

  • work as an intern within a professional design studio for a period of time or
  • participate in live incubator projects supplied by industry professionals.

This experience encourages students to build relationships within their design industry and exposes them to the rigors of the real world design practice whilst building their confidence in their chosen field.

This subject also aims to cultivate a broader understanding of professional design industry portfolios, exploring contemporary styles and methods of presentation as well as analysing employment target markets. This is enhanced through self-directed research that assists students to acquire an understanding of the specific needs and preferences of industry in their chosen area of interest.

Students will be offered the opportunity to work within a professional design studio experience for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will be matched to an appropriate mentor at the placement site and monitored by an academic in the discipline of study.

Here for good. We believe society is best served when our students, faculty, and our entire organisation use our collective skills and experience to create positive and lasting change. Our students and graduates are improving lives and making our world better. Our institutions are providing the critical skills, knowledge and support to help make this happen. Social Enterprise is an exciting theoretical based subject driven by the desire to create positive change through entrepreneurial activities. By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities, Social Enterprise empowers students to conceptualise, develop, and propose new ventures that focus primarily on social change for good. In addition, this subject helps students understand and analyse different entrepreneurial business strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy.

This subject focuses on defining the value of design in modern business. It embeds a systematic process for leveraging relationships between design and business processes and encourages students to think through design to exceed user’s needs. Students must understand and influence how people give meaning to things, by transforming ideas from conception to innovative business strategies. Students can generate unique user- centred offerings, build emotional brand engagements and gain insight into all aspects of establishing a unique and viable business. Students are required to conduct research, analyse and define an entrepreneurial and commercially viable opportunity.

This subject covers the scoping, planning, design and delivery of a continuous multi- platform user experience design project. As part of this project, students will develop and integrate promotional and social media strategy. The subject explores agile and iterative design and project management methodologies, and the use of scenario/ story-based analysis to inform the design and development of interactive features. The subject also develops and extends students’ skillset in terms of usability testing and validation processes.

Systems and Documentation 2: Commercial extends the student’s learning and communication of different construction systems for a nominated commercial design proposal. In the case of physical environments, the students are required to complete a full documentation package for their nominated design proposal. In the case of digital environment proposal students are required to extend the communication of their design proposals through additional digital representation techniques: e.g. fly-through, animation, interactive components.

This subject provides students with the opportunity to develop their understanding of relevant design history and theories and their application to change and innovation within contemporary practice.
Central to this subject will be the application of contemporary design thinking in the critical reflection of their own, and their peers, creative output. Students will also gain insight into evaluating design outcomes in response to user feedback. The subject is designed and delivered from an interior designer perspective and draws on the student’s knowledge of design history and innovation.
This subject also draws on the student’s own experience as a design consumer.