short courses

interior design Version 01

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Brief descriptive summary

Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving Italian fashion and design industry.
Through an exciting curriculum aimed to develop practical, creative, and business and management skills which are subject
specific, and relevant to the international fashion industry, Istituto Marangoni short courses prepare students in the principles of
subjects such as Fashion Design, Accessories and Footwear Design, Fashion Styling, Fashion Business and Communication,
Visual and Multimedia Design, Interior Design, Product Design, Art History and Art Curation.

1. Certification attained
Istituto Marangoni Certificate

Course information

2. Educational & Programme Aims

Educational Aims:
• to develop flexible approaches to programme delivery and student support, which reflect the needs and expectations of our
learners;
• to provide a supportive and inclusive learning environment which will enable success for all learners;
• to develop the students’ intellectual abilities, creativity, independence, critical self-awareness, imagination and skills that will
enhance global employment opportunities on completion from all courses;
• to establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive,
rewarding and fully aligned with the Institutions vision and strategic objectives;
• to provide a learning experience that is informed by research, scholarship, reflective practice and engagement with fashion
and design industry and the professions.

3. Course Learning Outcomes

On successful completion of the course, students will be able to:
• interpret an inspirational theme for a design project;
• develop basic interior design skills;
• define materials, colours, lighting for an interior project considering new trends;
• translate concept into the interior space.

4. Teaching/Learning and Assessment Strategy

Curriculum:
This short course invites participants into the world of Interior Design, and to the latest trends, and challenges, that designers
face in contemporary interior and home collection design. The course is structured so that participants can learn the necessary
skills required to define a basic interior design project and represent it visually, as well as considering new factors in design
today, such as design wellbeing; the use, and influence, of complementary styles, colours and lighting effects in interior space.
Lessons include an introduction to design software including, Suite Adobe and sketch Cad software, design history and culture,
and the basics of researching, interpreting and developing an interior design project. The overall aim of the course is to under-
stand the key skills and software used to translate ideas into a basic digital and technical representation of an interior design
space, with supporting creative research materials.

Week 1: Participants are introduced to the planning of an interior design space through an analysis of contemporary trends in
the industry, and to the use of innovative project planning and presentation techniques. They gain an understanding of which
styles and aesthetic languages are more appropriate for high-end residential interiors, and how the use of creatively researched
elements and images can contribute to elaborating a concept.

Week 2: Participants work on the creation of a project for an interior space with an analysis of the materials to be used, highlight-
ing appropriate colour schemes to create harmony for a contemporary ambiance. They will gain an overview of the latest design
products, together with an understanding of the evolution in contemporary home design. Analysis of furnishing and lighting
further assists in understanding the importance of aesthetic perception and style applied to the interior design space.

Week 3: In the final week, participants further explore lighting design solutions used to create spaces with a unique atmosphere.
They will aim to create a final design proposal that defines each aspect of the project process based on an understanding of the
concept of global luxury lifestyle. The proposal will be the culmination of the first two weeks of activity and will be supported with
the presentation of a final interior project layout.
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Assessment:
Formative Assessments:
This consists in a daily interaction with the tutors that through feedback help the trainees to adopt a critical appraisal of their own
learning experience, and helps them assess their own performance in relation to the learning outcomes set for each element of
study.

Summative Assessments:
These are formal assessments and are a means of gauging trainee learning, at a particular point in time, relative to established
marking criteria (Learning Outcomes). Summative assessments can occur during as well as at the end of each unit on specific
evidence of trainee work, examples as follows:
Portfolio Assessment > is used to assess a variety of projects that have been developed throughout the unit and contained
within a single folder or portfolio. Portfolio assessment could take a variety of formats depending on the subject and stipulated
by the tutor.
Practical and class-based projects > allow students to apply their theoretical understanding of a specific subject area.
Written Reports > are required in some study areas and these will in some cases be a response to industry briefs, allowing
students to reflect real industry requirements and to present work to industry standards through report writing.
Presentations > are used in some subjects to allow students to develop their creative, professional communication and pres-
entation skills, formalising their arguments in a critical manner. When giving presentations students are actively encouraged to
embrace new technologies and media in an innovative way where appropriate.

5. Course structure
Themes covered
Interior Design
Project Development
Research
Lighting Design
Drawing Techniques

6. Personal Development Planning

PDP/Individual Development Tutorial
The Director of Education and the Academic Service support the personal development of students. One-to-one appointments
may be made by phone, through the receptionists or by email. Students can expect to be seen almost immediately to discuss
any issues they may have.

7. Tutor Responsibilities
The Director of Education has the responsibility for implementing the strategic direction of the courses and the co-ordination of
the academic teams and administration, necessary for the successful day-to-day operation of the school.
The Tutors’ responsibilities include:
1. all matters pertinent to the proper day-to-day operation of the programme involving leading and supporting students;
2. advice to the Director of Education on appropriate delivery for the continuing development of the programme;
3. recommendations in areas for curriculum development;
4. liaison with the Student Support Officer to ensure appropriate study support is available to students;
5. recommendation of the appropriate level of resource required for the Unit;
6. maintaining the quality of educational standards.
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8. Student Support Strategy

Istituto Marangoni’s departmental policies ensure that various mechanisms are in place to enhance the student experience, in a
pedagogic, practical and pastoral way:
a. programme handbooks provide relevant information to students;
b. the use of the Library, online resources (where available), and the centre facilities help students to reach the skills and knowl-
edge expected on the course;
c. Tutors and the Director of Education guide students to the most appropriate help.

Student Support Officers

Istituto Marangoni provides Faculty Student Support Officers, who act as the first point of contact for students for pedagogical
counselling.
For matters of pastoral care the Student Support Officers help in:
- finding their way around;
- managing their time;
- dealing with stress;
- exam tips;
- getting the best from their course;
- understanding and applying the School’s rules;
- anything else the officers can advise on.

One-to-one appointments may be made by phone, through the receptionists or by email. Where possible students can expect
to be seen almost immediately, or contacted to arrange a suitable time.

9. Student Feedback
Student feedback is essential to programme development and student comments are used to enhance both the successful
management of the programme and the teaching/learning strategies.
Istituto Marangoni gathers student opinion in a variety of ways, which may include the following:
• Informal contact with the Tutor, through appointments with academic staff;
• Issues will be taken to Programme Reflective Meetings and added to the Annual Academic Monitoring Report;
• Formal Student Representation;
• Final Questionnaire (at the end of a study cycle);
• NPS (Net Promoter Score) Questionnaire (at the end of each academic year).
It would be desirable that students provide details of their identity when giving constructive feedback on the course and teaching
methods. There might be occasions when that is not appropriate and Istituto Marangoni recognises such exceptions. In these
instances, the programme teams and central support services will ensure that anonymity and confidentiality are respected.