Craft and Design Histories and Futures 1

The course is a programme course given during the first semester.

The course is part of the following programmes: BFA Programme in Crafting Futures 180 credits (K1CRF), BFA Programme in Metal Art 180 credits (K1MGG), BFA Programme in Wood Oriented Furniture Design 180 credits (K1MDT).

The aim of the course is to develop tools to orient design and craft practices in relation to artistic, social, ethical, technical and environmental issues. The course takes a thematic approach to history, focusing on how specific issues have evolved over time and manifested in material-based practices.

The content introduced during the course is applied through exercises in finding and analysing texts, images and objects. Students reflect on the academic seminar format as a tool for generating knowledge and insights for artistic practices. Students are also introduced to the use of referencing systems, and the foundations of academic honesty.

On successful completion of the course, the student should be able to:

Knowledge and Understanding 

• account for the uses of historical research for contemporary craft and design practitioners
• identify major themes in craft and design history that relate to artistic, social, ethical, technological and environmental questions
• explain the meaning of academic integrity and the purpose of using reference systems in an academic context

Competence and Skills 

• use library databases to find text, images and objects relating to specific themes in craft and design history
• interpret objects in relation to artistic, social, ethical, technological and environmental questions

 Judgement and Approach

• reflect on the academic seminar as a tool for generating knowledge
• propose ways in which craft or design practices might develop in the future, with reference to historical phenomena.

The teaching takes place through seminars.

Students will work independently and in groups to explore themes introduced during the course.

The language of instruction is English.

The learning outcomes will be examined through:

• oral contributions to seminar discussions 
• submission and presentation of an object analysis. 

Complementation of an examined student performance may be allowed. The possibility of complementation is assessed on an individual basis and decided by the examiner. Complementation is carried out through the supplementary assignments determined by the examiner and within a specified timeframe.

If a student who has been failed twice for the same examination element wishes to change examiner before the next examination session, such a request is to be granted unless there are specific reasons to the contrary (Chapter 6 Section 22 HF).

If a student has received a certificate of disability study support from the University of Gothenburg with a recommendation of adapted examination and/or adapted forms of assessment, an examiner may decide, if this is consistent with the course’s intended learning outcomes and provided that no unreasonable resources would be needed, to grant the student adapted examination and/or adapted forms of assessment.

If a course has been discontinued or undergone major changes, the student must be offered at least two examination sessions in addition to ordinary examination sessions. These sessions are to be spread over a period of at least one year but no more than two years after the course has been discontinued/changed. The same applies to placement and internship (VFU) except that this is restricted to only one further examination session.

If a student has been notified that they fulfil the requirements for being a student at Riksidrottsuniversitetet (RIU student), to combine elite sports activities with studies, the examiner is entitled to decide on adaptation of examinations if this is done in accordance with the Local rules regarding RIU students at the University of Gothenburg.

The grading scale comprises: Pass (G) and Fail (U).

Students are given the opportunity to evaluate the course anonymously at the end of the course. The result and any changes to the structure of the course should be communicated both to the students who carried out the evaluation and to the students who are to start the course.