Bachelor of Branded Fashion Design

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In this subject, students will simultaneously study the human body and its ergonomics whilst developing the skill of visual representation and communication through the art of drawing. It acknowledges drawing as a fundamental skill of the designer, and its importance in communicating design ideas. Students will cultivate an understanding of human movement, balance, proportion and shape by developing their observational and drawing skills. Students will also develop their ability to visually render various surfaces, fabrics and structures as they learn to understand the manner in which different materials and fabrics drape, shape, change and interact with and on the human body.

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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.

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In this subject students develop foundational design studio practice skills and knowledge in fashion creation. Students acquire specialist practical and theoretical skills and knowledge such as concept development, fabric manipulation and draping. Throughout the subject, students work to develop their conceptual ideas and translate them into a commercial garment design. At the same time students will broaden their understanding of a design studio environment and the interplay between individual and peer responsibilities in a studio context. In addition, students cultivate a broader comprehension of design studio practice through the exploration of 2D and 3D forms and objects. Students gain a deeper understanding of design elements and principles as key design concepts, by conceptualising and producing 2D and 3D design outcomes. The concepts of thermoplasticity, resiliency, dimensional stability and drape are incorporated into this exploration.

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This subject introduces the importance of clothing structure, shape, form, line and volume. A variety of cutting, sewing and finishing techniques and terminology are introduced through the examination of constructed garments and the execution of a variety of sewing samples. Through the analysis of a manually deconstructed garment, students are able to familiarise themselves with the various components that make up a garment and the interrelationships between those components. Using this knowledge, students execute and assemble a self-designed garment that addresses an understanding of the structural purpose and interrelationships of individual pattern pieces. Students will be required to make decisions about the most appropriate construction techniques to use based on the relevant market position. Students have the option of participating in a Sewing Skills program – a series of additional sewing workshops that run concurrently with their formal study. These weekly two hour workshops provide students with an opportunity to further develop their garment construction skills, should they so choose.

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This subject explores the relationship between materials and storytelling. It introduces students to the attributes of materiality and encourages them to re-imagine the possibilities of creating through making. Students will explore the art of paper folding, developing skills and taking creative risks. These results will be captured digitally and altered using the appropriate software. Individual tasks allow students to develop an understanding and appreciation of materials, their many varied uses, properties, and the sustainable manufacturing processes related to them. Students will progress towards determining suitable materials in which to construct their final model with its form and function contextualised and supported by a documented process journal. Their final submission will be a model that reminds us that stories which fill our lives are not only spoken and written but sometimes are best told through craft.

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Design Context is a foundational subject that introduces students to the designed world and their place within it. Students are encouraged to explore the interconnected nature of design and its capacity to inspire change, drive progress and navigate complex challenges. Through observation, research and iterative approach students will develop a series of creative responses that demonstrate an awareness of the value of design and its ability to create meaningful interactions for people, communities and their environments.

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This subject provides the opportunity for discourse on the “meaning” of fashion, branded fashion and clothing. The students will study various texts and historical periods to develop their sensitivities and understanding of the “fashion phenomenon” and clothing behaviour. Examination of several case studies of fashion occurrences will inform the student of the issues, attitudes and foundations that may lead up to the formation of a fashion, the role of the designer in that process and its effect on general dress behaviour as a result. Students research a variety of historical periods and develop a digital design folio depicting clothing of the studied periods in addition to an essay on a chosen historical period. To compliment this study, students will gain digital design foundation skills and techniques used to present their work.

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This subject is twofold e.g. hand drawing and computer drawing skills development. Students develop hand-drawing skills to depict, show their understanding as well as explore technical and construction details for apparel. In addition students demonstrate their understanding of clothing history and fashion by isolating key recognisable garment design elements and principles specific to the identified historical periods. In addition to a folio with hand drawings, students develop a digital folio with fully annotated and proportionally correct garment drawings. In order to transfer their hand skill drawings they are introduced to CAD drawing methods and folio layout specific for branded fashion. By analysing and evaluating their hand drawings they select and synthesis these into a computer generated document.

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This subject provides a management framework used by a design team to streamline and monitor the product development process from conception through to production and product delivery. Students will develop their ability to plan projects over the timeframe of a year and allocate jobs in a studio setting. In addition they will critically analyse the typical workflow of several design studios in different settings and evaluate the enterprise management systems that may or may not be applicable for each situation. Students will then develop a series of Excel worksheets that are appropriate to every substructure of the work stream in a variety of design studio settings.

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The theoretical foundation of this unit develops the student’s understanding of the international fashion systems and the different market classifications that exist therein. Students will develop this understanding through an analysis of the criteria that underpin market segmentation of fashion at the retail, consumer and design level. Students will be required to develop a digitally produced folio with their own design fashion adaptations relevant for specific market segments.

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The myth of innovation is that brilliant ideas leap fully resolved from the minds of geniuses. The reality is that most innovation comes from a process of rigorous examination through which great ideas are identified and developed before being realised as new offerings and capabilities.

This subject introduces Problem Based Learning (PBL), mapped out as the 'Double Diamond’, the collaborative process by which the designer’s sensibilities and methods are employed to integrate the needs of people, the possibility of technology and the requirement for business success. In short, Double Diamond approach converts need into demand. It’s a human-centred approach to problem-solving that focuses thinking about meanings instead of features, searching for radical changes instead of improvements and proposing visions instead of satisfying existing needs.

Today, designers across many disciplines share some similar approaches to the creative process. Every design specialist has a different approach and way of working, but there are some commonalities in their creative process. Divided into four distinct phases – Discover, Define, Develop and Deliver – the Double Diamond is a simple visual map which illustrates the PBL approach.

In this subject, students examine a range of possible ideas – divergent thinking; before refining and narrowing down to the best idea – convergent thinking. To discover which ideas are best, the creative process is iterative. Ideas are developed, tested and refined many times, with weak ideas dropped in the process. This cycle is an essential part of a good design strategy.

Students are introduced to practical design methods – like user journeys, empathy mapping, character profiles – and how they can be used to move a project through the four phases of the Double Diamond.

Discover – The first quarter of the Double Diamond model covers the start of the project. Students look at the world from a fresh perspective; notice new things and gather insights.

Define – The second quarter represents the definition stage, in which students analyse and synthesise all of the possibilities identified in the Discover phase. Which matters most? Which should we act upon first? What is feasible? The goal here is to develop a clear creative brief that frames the fundamental design challenge.

Develop – The third quarter marks a period of development where solutions or concepts are created, prototyped, tested and iterated. This process of trial and error helps students to improve and refine their ideas.

Delivery – The final quarter of the Double Diamond model is the delivery stage, where the resulting project (a product, service or environment, for example) is finalised, produced and launched.

Thinking like a designer can transform the way you develop products, services, processes – and even strategy.

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Problem-based learning (PBL) is a pedagogical approach that enables students to learn while engaging actively with meaningful problems. Students are given the opportunities to problem-solve in a collaborative setting, create mental models for learning, and form self-directed learning habits through practice and reflection. The underpinning philosophy of PBL is that learning can be considered a “constructive, self-directed, collaborative and contextual” activity. The principle of construct positions students as active knowledge seekers and co-creators who organise new relevant experiences into personal mental representations with the help of prior knowledge. This is further reinforced by social theories of learning that advance the merits of social interaction in cognitive development. The aim of this subject is to trigger student learning with a problem which needs resolution. Students make connections to the challenge by activating their individual and collective prior knowledge and finding resources to make sense of the phenomenon; they also engage in peer learning through small-group discussions and consolidate their learning through reflective writing. Beyond enabling students to make sense of the concepts and subject matter, this learning experience will also help students develop an understanding of themselves and their contexts, and the ways and situations in which they learn effectively.

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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.

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This subject focuses on form, shape and internal structure of garment design. Initially students will manipulate fabric on a mannequin to build up a series of forms. These forms will then be developed and technically structured. This process will enable the student to compile their library of basic shape patterns for future use in commercial and industry settings. Students will extend this practice into an experimentation of fabric manipulation on a dummy to create garments that reflect their own aesthetics. Students will develop these ideas into a series of technical drawings. They will then select one garment from their range for production in fabric of their choice with an emphasis on the technical engineering innovation and design structure.

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This subject develops the students’ approach to and the application of knowledge and skills when answering a given brief placed in a commercial context. Students will be required to experiment with the idea of subculture to inform their design starting point. The emphasis of the brief is on shape, proportion and ergonomics as students learn how to measure and accurately depict the key details of fashion products. Students investigate surface design, and a variety of applications, e.g. placement print, embroidery, and repeat print patterns. Students design a group of garments that relate through style, and usage intended for an identified consumer target market, in response to a given brief. The outcome of this subject is a portfolio and technical pack typical for a “fast fashion” or niche market environment for offshore production to industry standard.

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This subject provides students with the opportunity to develop both their textile knowledge and skills in manually and digitally generating original prints and colours for apparel. Emphasis will be placed on the relationship between textile type, print design and garment. Students will develop their knowledge of colour theory and its relationship to fabric and fabric designs. They will be expected to integrate colour in the development of a range of print designs (placement and repeat) for fabric. Students will have the opportunity to develop and print one fabric strike off from their own design. The brief will require students to undertake a small research project to forecast colours and patterns.

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In this unit, students are required to apply their advanced computer design knowledge to produce a technical portfolio to communicate the technical requirements of their garments designed in FA307 Branded Fashion Production. The technical portfolio must facilitate communication between the designer and the production team in the fabrication of garments. The outcome is an industry folio of technical documents containing annotated drawings of the entire product range developed in FA306. This document will provide evidence of the students’ understanding and familiarity with the principles and practices of the industry, specifically in relation to communicating a design with manufacturers and in product costing garments. Students will be required to manage their own work, including industry liaison, so that unit deadlines are met. In this module students demonstrate their computer skills and their advanced time management skills. Students collaborate to exhibit their major work to the industry in a group exhibition.

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The outcome of this subject is the development and production of a commercial marketing and merchandising brand pack, which can be fully digitally produced. Students extend on their brand essence and rationale by using photography, graphic design or digital media design to communicate their brand collateral and product line. In a problem based learning scenario, students work together to provide critique and feedback to the design development of the work of the members of their peer group in order to solve their design problems in view of a product showcase presented to an industry panel.

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In collaboration with industry, each student is required to develop a product series in response to a brief. Students will be required to research the market and develop a brand and its products for their target group. Whilst they develop their collection, students will need to liaise with the various sections of the industry pertinent to their chosen design theme or market. They will orchestrate the product development and fine-tune the progress towards a satisfactory outcome. The aim of this unit is for students to experience a real industry setting and to produce a small range of products that shows their ability to see a project through from start to finish. In addition, students will further develop their ability to problem solve and clearly communicate with various segments of the industry. Students are required to produce/ manufacture a small group of coordinated garments to dress two people, the combination of which should be decided during the project. Each student’s finished product is exhibited during showcase for judging by an industry panel. Students collaborate to exhibit their major work to the industry in a group exhibition.

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This subject is designed to provide students with professional experience in an area related to their field of study or the career they are working towards. The aim of providing industry-specific opportunities is to enable students to develop skills that will enhance their prospects of gaining meaningful employment and building their career for the future. Much of the benefit of work integrated learning comes from observation, practicing under supervision and reflection. Work Integrated Learning is an excellent way to broaden the students learning environment while they are studying. It allows them to see first-hand how what they are learning in their degree translates into practice, as well as how ‘real world’ practice relates to what they are learning at University. This subject will develop work ready skills and boost students’ employability while they are studying. There are two work integrated learning options available to students:

Option 1: Internship
Students are offered the opportunity to work within a professional design environment 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 undertake a series of research tasks, conducting interviews and gathering data in order to understand the key concepts in managing a professional design practice with emphasis placed on the operation of the professional design environment.

Option 2: Industry Live Brief
This subject requires students to respond to criteria set within the context of an Industry Live Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. The subject is delivered from a cross discipline perspective and draws on both discipline specific and common design practices. Students are required to work both independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.

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Social Enterprise is an exciting theoretically-based subject that is driven by the desire to create positive change through entrepreneurial activities. These activities harness design thinking and problem-solving processes in the realisation of pragmatic, viable project proposals from initiation to client presentation. By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities through systematic research and competitor analysis, Social Enterprise empowers students to conceptualise, develop and propose new ventures and products that focus primarily upon social change for good. In addition, this subject will help students understand and address the practical challenges of working within this environment; to analyse different entrepreneurial business strategies, to explore diverse funding strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy. Social Enterprise enables students to appreciate the power of creativity in problem-solving and the importance of the designer’s role in making a difference and precipitating change.

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In this subject, students continue to develop their knowledge of digital applications used for the staging and compilation of folios, look books and technical drawings commonly used in apparel design. Based on their acquired knowledge of the different aspects of showroom, promotional and technical portfolios used in the industry, students will explore non-conventional ways to develop their own staging style for their professional folio for each setting. The subject is designed from a professional perspective and addresses several requirements. It draws on the student’s ability to visually communicate to the production team the technical aspects of the garments they design and it requires the students to evocatively and adventurously communicate their designs in order to generate sales. In addition, the design look book will enable the student to communicate their understanding of what constitutes a collection.

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This unit provides students with the opportunity to design a coordinated group of branded fashion products that clearly exhibits their relationship through design style, fabric choice and manufacturing techniques. Design work in this unit is underpinned by the theory of coordination in garment design, including the formation of a collection and the relationships of individual items. Students will be required to conduct research within a given target and niche market to identify needs and opportunities; this research is augmented by a search of materials, accessories and manufacturing techniques. The culmination of this unit is a collection of a coordinated range compiled appropriately to typical industry requirements. Students are expected to demonstrate their flexibility and creative problem solving acumen to build a product line within industry confinements.

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The theoretical foundation of this unit develops the student’s understanding of the international fashion systems and the different market classifications that exist therein. Students will develop this understanding through an analysis of the criteria that underpin market segmentation of fashion at the retail, consumer and design level. Students will be required to develop a digitally produced folio with their own design fashion adaptations relevant for specific market segments.

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This subject requires students to work independently whilst planning, initiating and developing their own merchandise plan for a department. Students study cases of specific and successful branded fashion companies’ practices and models. Situated in a traditional Problem Based Learning environment, students collaborate online within a group to adapt and negotiate the solutions to a set brief and problem. The subject focuses on: trend analysis, development of an Open to Buy plan, sales forecasting and, running the Open To Buy (OTB) calculations. In addition students learn to adapt the Open-to-Buy forecasting tool in different scenarios to determine the amount of money allocated for future deliverable merchandise. Students develop their independent decision making skills when analysing actual sales, inventory, and turn, to project the subsequent sales and buying plan.

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Through readings and case studies, students will investigate several occurrences of a fashion in a variety of products with a critical focus on responsible design and sustainability. They will investigate how a design idea moves through the population groups and subcultures of society into mainstream and what other factors govern and influence its outcome, i.e.: how an idea survives and becomes a fashion. They will explore this in the context of trend analysis, fashion marketing and brand development. Students will further expand on their acquired knowledge by developing a marketing strategy for a fashion brand.