Appendix 2.7c – Design Innovation Electives
DACA5121:
Product Communication
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA5121
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
5
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
5
The student has broad operational
or technical and theoretical
knowledge within a specific field of
work or study and selects and
applies …
Skills
a range of solutions to familiar and
sometimes unfamiliar problems,

a range of standard and nonstandard processes relevant
to the field of work or study
with …
Application

complete self- management
of learning and performance
within defined contexts,

some responsibility for the
management of learning and
performance of others.
Course aim:
This course aims to introduce the fundamental practise of perspective drawing, orthographic
drawing, rendering and 3D prototyping as a means to develop and present concepts or ideas.
Students will explore a range of visualisation skills relative to design for Product and
Interaction project principles.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Interpret and apply one, two, and three point perspective drawing
2. Distinguish orthographic projection and its variations within a product and interaction context
3. Develop freehand and perspective drawing skills
4. Demonstrate the development of concepts and ideas
5. Describe 2D and 3D rendered visuals
6. Analyse 3D form models
Topics (Indicative content):
Conceptual development and idea generation techniques,
Perspective drawing
Orthographic projection
Technical drawing layout
Freehand exploded drawing
2D and 3D rendering
3D modelling
Basic machining for 3D model making
OH&S practices of workshop environments
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
70%
Communication Portfolio
All
30%
Introduction to Workshop Practices
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA5141:
Interior Environments Communication
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA5141
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
5
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
5
The student has broad operational
or technical and theoretical
knowledge within a specific field of
work or study and selects and
applies …
Skills

a range of solutions to
familiar and sometimes
unfamiliar problems,

a range of standard and nonstandard processes relevant
to the field of work or study
with …
Application

complete self- management
of learning and performance
within defined contexts,

some responsibility for the
management of learning and
performance of others.
Course aim:
This course aims to introduce students to different creative mediums of visual communication,
including sketching, orthographic drawing, axonometric drawing, model making, manipulation
of scale and page layout, perspectival drawing and rendering. Students will learn to design
and communicate their design ideas using and experimenting with different drawing and
visual communication techniques. Skills and knowledge learned from this course will be
further applied in projects at higher levels.
Learning Outcomes:
Upon completion of this course, the student will be able to
1. Explore design drawing techniques specific to Interior Design
2. Employ the skills to visually convey space, planning and human environments using industryrelevant methods
3. Utilise a visual language for design communication
4. Explore the production of orthographic and perspective drawings
5. Apply drawing techniques to a formal presentation project
6. Employ the cognitive skills to move fluidly from 3D to 2D representation
7. Understand the conventions of orthographic representation
8. Create a cohesive and legible graphic composition to communicate a simple design project at
professional level using written, verbal and visual representation skills
Topics (Indicative content):
Perspective and Isometric analysis
Model-making – abstract, conceptual, spatial
Handwriting and dimensions
Spatial representation
Rendering
Lighting
Photography
Hand and digital rendering
Digital documentation
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
30%
Sketching and model making project
All
30%
Drawing studio project
All
40%
Project portfolio
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6111:
Sustainable Environments
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6111
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course aims to introduce students to the concepts of sustainability and the principles of
ecologically sustainable design by introducing a range of Design for Environment (DfE)
philosophies and strategies. It enriches the vocabulary of knowledge and skills applied in
product and interior project development. The course explores the influence that design has
in relation to environmental issues such as climate change, environmental degradation and
social sustainability.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Define the key principles of Sustainable Design as applied to product and interior design and
development
2. Summarise the implications of product design processes for DfE
3. Explain the relationship of material selection, manufacturing processes and specification to
ecologically sound product outcomes
4. Formulate a project, articulating intent, content and proposal, a clear design process; and the
application of DfE principles to a product/system outcome
5. Summarise the critical analysis of available DfE information for decision-making during the product
design process, with comprehensive evidence
6. Evaluate the environmental impact of a proposed project from 'cradle-to-grave' and document
findings in a formal structured report
Topics (Indicative content):
Environmental degradation caused by consumption
Climate change and resource issues
Interaction of economic, social, cultural and environmental considerations and issues in
western society and developing nations
DfE: Eco philosophies, guidelines, tools and strategies
DfE: Lifecycle thinking and analysis
Industrial design best practice relating to environmental design
Future industrial and manufacturing strategies
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
20%
Research Project
All
60%
Major Project (Group)
All
20%
Environmental Analysis Report (Group)
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6112:
Pacific Culture and Design
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6112
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Select, adapt and apply a
range of processes relevant
to the field of work or study
Course aim:
This course aims to provide local and regional contexts for the study of design, in
Aotearoa/New Zealand and the Pacific Rim nations. Project outcomes will provide an
historical overview of the cultural and social factors that have distinguished design and
production in Aotearoa/New Zealand and the Pacific Rim nations with an emphasis on
contemporary cross-cultural considerations in the design and development of products and
services.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Distinguish the origins, nature and function of design in New Zealand and the Pacific and outline the
dominant social, cultural and environmental factors that have influenced design and production
2. Investigate and assess contemporary design production of New Zealand and the Pacific by
focussing on critical concepts and events that have influenced design, with particular reference to
technology and enterprise
3. Develop a conceptual framework that includes a cross-cultural perspective on the practice of design
in New Zealand and the Pacific
4. Identify issues of cultural ownership, appropriation and ethical considerations pertaining to design
and development in New Zealand
5. Compare and contrast social, cultural and environmental factors
Topics (Indicative content):
Design in pre-European Aotearoa/New Zealand
The influence of European contact on indigenous design in Aotearoa
The Pacific and Pacific-rim societies
Technology and enterprise
Industrialisation and manufacturing
Bicultural issues including the Treaty of Waitangi
Cultural and social influences
International relationships
Design and cross-cultural enterprises
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
20%
Research and Analysis
All
60%
Major Project (Group)
All
20%
Report (Group)
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6113:
Service Design for Communities
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6113
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
The course aims to broaden the exposure of students to the emerging role of design and art
in the development of systems and services for communities. Projects will demonstrate how
artists and designers can make a significant contribution to the improvement of existing
systems and services and assist with the creation of entirely new ones.
System and service design involves both tangible and intangible elements often in the form of
organisations (public sector and private enterprise), technology, communication, and human
behaviours. Innovations are sought that deliver, for example, more efficient processes and
procedures, improved ecological performance, greater customer satisfaction and competitive
advantage.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Engage in research, investigation and analysis of current contexts, processes, systems and services
2. Create project scenarios and simulations of services which are analysed within cultural and
economic contexts
3. Apply user-centred design principles, scenario-based development techniques and iterative design
processes
4. Work in interdisciplinary teams to achieve well-considered, expressive and visionary design systems
Topics (Indicative content):
Analysis of need – user, client/ business, community
User-Centred Design
Scenario Development
Social Innovation
Demographics
Social and material sustainability
Design Systems
Organisational Modelling & Analysis
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
20%
Research Project
All
60%
Major Project (Group)
All
20%
Group Demogrpahic Report (Group)
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6121:
Communication Technology for
Product & Interaction
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6121
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course will introduce students to basic Product & Interaction drafting conventions and
detailing through the use of industry-relevant software. This course is designed to enhance
student awareness of the role and importance that software contributes to the design
development and product detailing and engineering process. This course will also provide an
introduction to digital communication, using Adobe software to build skills for presentation of
design work through photographic manipulation and digital page layout.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Have a basic understanding of 2D and 3D communication principles
2. Show an understanding of CAD interface and be able to navigate a CAD environment
3. Have an understanding of CAD conventions
4. Integrate a general assembly and sectional product design drawing into a project
5. Interpret and read existing CAD data
6. Integrate CAD into their design and development process
7. Use basic techniques for photographic manipulation and digital page layout to communicate design
intent of a product
Topics (Indicative content):
Introduction to CAD interface and menus
Setting up an orthographic drawing
Producing shapes and forms
Scaling
Producing curved and radiused forms
Title block set up and information
Outputting and printing of drawings
File saving and file types
Introduction to 3D modelling
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
70%
Ideation Portfolio
All
30%
Digital Presentation Portfolio
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation,
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6122:
Manufacturing Technology
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6122
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course will build on manufacturing and materials knowledge and provide an introduction
to manufacturing techniques, processes, and material technologies associated with a range
of materials. Further to these, a focus on new “smart” materials, and future materials and
processes will be undertaken. Students will also become familiar with design for manual
assembly, automated assembly, and high/low volume production in relation to product design
manufacture.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Differentiate across materials, processes, manufacturing methods, and techniques relevant to
product design and associated disciplines
2. Compare and contrast between materials and manufacturing processes for product design based on
a product design specification, intended market and environment, and product life-cycle
3. Differentiate the correct process and material selection as part of product design development and
manufacture, and the benefit of value engineering and correct product detailing for efficient and
economical product manufacture
Topics (Indicative content):
Introduction to Timber and wood technology and associated processes and materials
including: Common timbers, laminated/veneers, classifications, fabrication, forming, joining,
and finishing
Glass and ceramic technology and associated processes and materials including: Types,
cutting, forming, and applications
Analysis of processes, materials, and technologies
Processes and materials investigation and comparison
Design for manufacture, assembly and dis-assembly
Product design specification
New and emerging materials and technologies
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
60%
Materials Project
All
40%
Technology and documentation project
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6123:
Human Factors
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6123
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
The aim of this course is to introduce students to the areas of human factors and UserCentred Design skills used within the design discipline. Design ethnography pertains to a
user-centred focus of study, in which society and individuals are often observed in detail as a
means of dissecting user behaviours.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Integrate the tools and techniques used in ethnographic and human factors research/analysis
2. Contrast the tools and techniques used to research and assess problems from a usability angle
3. Engage with a user-centred approach to design
4. Instill the value of engaging within the parameters of the world either physically or virtually
Topics (Indicative content):
Terms and references for Human Factors
Ergonomic data and principles
User-centred research models
Design for stressful situations/emergencies
Design for user satisfaction/heirloom design
Product semantics, symbolism
Product benchmarking and market research
User analysis
User testing
User-Centred Design
Project documentation
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
80%
Major Project (Individual or Group)
All
20%
Research Documentation
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6141:
Emerging Materials and Technologies
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6141
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course aims to investigate new and emerging materials and technologies that will
facilitate or impact upon design and production processes. Technology-driven design and
material development processes will provide a framework for evaluating and discussing the
implications of various new and emerging materials and technologies on design innovation,
society and environment. Emphasis will be placed on the relationship between technologies
and materials and new design methodologies and outcomes. New design opportunities and
innovative design practices that respond to emerging or advanced technologies will be
explored in conjunction with analysis of the impact on manufacturing, society and
environment.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Compare and contrast a range of different new and emerging materials and technologies that affect
a design detail
2. Differentiate between different manifestations of technology-driven design processes and detailing,
3. Contrast the relationship between technical and aesthetic design and contemporary/future materials
and manufacturing technologies
4. Estimate environmental and sustainable implications relevant to a range of new and emerging
technologies
5. Articulate individualised approaches to technology-driven design processes for a specific new or
emerging material or technology
6. Propose design opportunities and new applications for new and emerging materials and
technologies
7. Differentiate appropriate expression or materialisation of conceptual responses to design
opportunities relevant to new and emerging technologies
Topics (Indicative content):
Construction technology, building services and materials
Building terminologies for design documentation
Fundamentals of load bearing construction (frames, columns, floors, walls etc)
Joinery and Details
The role of governmental regulation in the building design / documentation
The documentation process & how to organize information within a set of documents
Sourcing products and materials
New Zealand building codes and regulations
Materials rating systems and third party certification
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
30%
Documentation Project 1
All
30%
Documentation Project 2
All
40%
Specification and Detailing Project
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6142:
CAD for Interior Environments
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6142
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course introduces students to the basic principles of project documentation using
computer generated drawing software to document and manage a design project for different
end users. By researching precedent design projects students will learn the basic principles of
two-dimensional and three-dimensional drawings, managing layers, graphic composition,
layout and printing from Computer Aided Drawing (CAD) and graphic programs. Digital skills
and knowledge learned from this unit will be further applied in project courses at higher levels.
Learning Outcomes:
Upon completion of this course, the student will be able to
1. Explain the principles that support project documentation and when a particular drawing / image /
presentation is appropriate in relation to a particular end users
2. Represent the key tectonic ideas within a precedent project diagrammatically in digital form
3. Evaluate the climatic response of a precedent project producing a shadow diagram generated and
managed in 2D and 3D CAD
4. Apply the key principles of two-dimensional, digital representation to the orthographic representation
of a variety of projects
5. Represent the design intentions of a design project using a digital photomontage
6. Create a project poster presentation by synthesising a range of images using image hierarchy, a
structural grid and with appropriately chosen text
Topics (Indicative content):
Representation theories and practice
Use of ICT for design development processes
Spatial exploration and representation
Representation theories and practice
Rendering, lighting, animation, sound and new media applications
Scale – proportion, composition, reproduction
Advanced virtual modelling
Exploration of computer technologies for design development
Application of geometry, perspective theory and method to computer aided design processes
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
15%
Blog discussion
All
25%
Documentation project
All
60%
Major Project
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA6143:
Building Systems and Materials
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA6143
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course will introduce students to a range of construction and sustainable systems and
material including timber, steel and glass, masonry and concrete. Students will understand
the basics of building services, construction detailing, sourcing materials, model making and
using environmental rating systems and third party certification systems. They will understand
various ways of designing and constructing interior details (doors, openings, windows, joinery,
walls and stairs), and will focus on the methods for researching materials, construction
technologies and documenting according to New Zealand standards and codes.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Apply appropriate building methods for small-scale construction projects via drawings and model
making (key materials or elements within timber, steel and glass and masonry construction)
2. Explain the role of government regulation (e.g. the BCA) and standards within the design /
documentation process
3. Utilise appropriate documentation conventions and identify when and how to draw a design detail
4. Utilise basic product directories to source specific building products
5. Identify the most sustainable options for a range of fittings / fixtures / building elements using
materials rating and third party certification systems
6. Discuss issues regarding environmental impact and sustainability relevant to construction
Topics (Indicative content):
Detailing theory
Articulation / expression of building terminologies
Interior detailing
Load bearing construction
Preparation of materials and finishes schedules
Preparation of technical drawings
Schedules
Specifications
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
30%
Project Documentation
All
20%
Structure Analysis
All
50%
Specification and Detailing
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA7122:
Processes Technology
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA7122
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course will provide students with an introduction to manufacturing techniques, processes,
and material technologies. A strong understanding of mainstream and specialised
manufacturing processes, and recent and future developments will be provided.
Students will become familiar with a variety of production processes and materials relevant to
product design and development, and explore specific sectors such as: Designing for material
properties, and mass/volume production.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Recognise materials, processes, manufacturing methods, and techniques relevant to product design
and associated disciplines
2. Critically examine appropriate materials and manufacturing processes for product design.
3. Evaluate knowledge and topics covered into their major projects
4. Evaluate the importance of correct process and material selection as part of product design
development and manufacture
Topics (Indicative content):
Plastics technology and associated processes and materials including:
Injection moulding, blow moulding, rotational moulding, vacuum forming, composites, RIM,
etc…
Metal technology and associated processes and materials including: Die casting, sand
casting, pressure casting, sacrificial casting, metal types, fabrication, forming, joining,
finishing, etc…
Analysis of processes, materials, and technologies
Processes and materials investigation and comparison
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
10%
Research Documentation
All
60%
Major Project
All
30%
Workshop Training (Group Project)
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation,
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA7123:
Ergonomic Interaction
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA7123
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Select, adapt and apply a
range of processes relevant
to the field of work or study
Course aim:
This course aims to build upon innovative idea generation, design development, research,
and understanding of relevant materials and processes, with a strong focus on ergonomic
considerations and the user-interface. The synergies between “human” and machine will be
explored within a product and interaction design domain and will include consideration of
ergonomic data such as anthropometry, product measurements, tactility and function.
Learning Outcomes:
Upon completion of this course, the student will be able to:
9. Evaluate anthropometric data and ergonomic principles
10. Critically apply research to design projects and development
11. Recognise the cultural, social, and manufacturing implications of products requiring ergonomic input
12. Evaluate product semantics
13. Critically examine project outcomes through freehand, digital, and model-making skills
Topics (Indicative content):
Product concept development and design methodology in consideration of ergonomics
Analysis of existing products, functions, performance, and construction
Introduction to anthropometric data and ergonomics
Principles of “Humanscale” measurements and data
Cultural and social considerations in design
User-centred design
Human / product interface design
Analysis of existing products ergonomic performance
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
50%
Major Project (Individual or Group)
All
50%
Research Report
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA7142:
Digital Documentation
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA7142
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course will provide students with digital documentation principles and representation
skills using an advanced information rich model applying parametric components (building
rich information model based on pre-defined rules). These skills will allow students to
communicate design ideas across stakeholders within the Architectural Engineering and
Construction (AEC) Industry. The emphasis of this unit of study is on developing a 3D model
of a constructed project and extract 2D documentation to a professional standard that meets
New Zealand building codes and regulations requirements.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Compare digital documentation principles
2. Apply information rich modelling principles and skills to generate a 3D model of a building
3. Prepare 2D documentation from a 3D model to a professional standard that meets statutory building
codes and regulations requirements
4. Integrate digital 2D and 3D renders/models demonstrating information rich modelling principles
Topics (Indicative content):
Information rich model fundamentals
Digital documentation and management
Materials, lights and cameras and views
Rendering, printing and plotting skills
Layouts and visual, written and verbal communication skills
Construction principles and documentation of working drawings
Knowledge of relevant New Zealand building codes and regulations
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
30%
Digital Documentation
All
20%
Research and Precedent Project
All
50%
Major Folio Project
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
DACA7143:
Building Services and Documentation
Packages
Course number:
Main programme:
Pathway:
Other programmes:
Level:
DACA7143
BCE (Elective)
Design Innovation
GDipCP (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
36
114
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
This course aims to introduce students to structural strategies, building services, and project
detailing via industry relevant documentation methods. Students will become familiar with
trade packages, sequences of work and implement these principles within the context of
contract documents according to New Zealand building codes and regulations including
introduction to sustainable principles and practices.
Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Identify appropriate building methods and materials for construction projects
2. Identify local and national New Zealand building codes and standards, and structural and building
services principles
3. Evaluate environments and use design and construction principles to resolve acoustic and
illumination issues
4. Recognise detail building components used in architectural construction
5. Prepare trade packages and sequencing of building works
6. Produce contract documentation according to New Zealand building codes and regulations
7. Examine the environmental impact and sustainability of the project
Topics (Indicative content):
Fundamental construction techniques
Structural supporting strategies
Structural terminologies (frames, columns, walls etc)
Cladding and linings
Detailing of openings
Design documentation
Joinery construction and detailing
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
30%
Project Documentation
All
20%
Services Analysis
All
50%
Building project portfolio
All
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Specific readings, multimedia and other teaching and learning materials will be provided to
students via the current BCE education platform.
Other specific readings will be provided during the course.
Learning resources recommended:
Booklists, Movies, Video Games, Journal Articles, Magazine Publications, Art Galleries,
Performances, Blogs, MOOCs and other resources will be published and continuously
amended via the current BCE education platform.
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
PASA6571:
Course number:
Main programme:
Major:
Other programmes:
Designing for the Theatre
Level: 6
PASA6571
BPSA (Elective)
Production Design & Management
BCE (Elective)
GDipCP (Elective)
GDipCE (Elective)
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
50
100
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To gain understanding of the nature of the relationships between design and creativity by
practically exploring design as both a process and an outcome.
Learning outcomes:
1. Compare individual production design fields and demonstrate an awareness of how design
possibilities are generated and elucidated.
2. Examine text analysis techniques to evaluate how designers make connections between text and
design.
3. Identify the nature of the collaborative relationship between design contributors in the design
process as both a conceptual framework and a methodology.
Topics (Indicative content):
Collaborative relationships; Collaborative work processes and theory
Comparisons of production fields and their unique approach to methodologies
Complex production problems
Creative practices and production
Design methodology
Drawing
Investigation of theatre technology
Models and documentation of designs
New approaches to design practice; New technologies and their impact
Operating procedures; Organisational responsibility; Problem-solving & conflict resolution
Production cultures; Production organisational theory; Production scenarios
Production technologies
Specialist production process and methodologies
Speed of change
Stages of the production process
Technology management
Text analysis
The individual creative process
Traditional and contemporary design and construction
Who does what? And why?
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
40%
An exploration of the creative relationship between designers,
directors and other production personnel in a simulation
workshop. Students complete a written analysis and evaluation
of the role of the Designer in the production of work.
1
60%
A design folio created from weekly design projects which explore
the inter-relationships between specific design fields and a
chosen text.
1, 2, 3
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts.
Specific readings will be provided during the course.
Learning resources recommended:
Booklist & resources published via Moodle
Computer lab
Classroom
Equipment
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
PASA6733:
Performance Lighting and Sound
Technologies
Course number:
Main programme:
Major:
Other programmes:
Level: 6
PASA6733
BPSA (Elective)
Production Design & Management
BCE (Elective)
GDipCP (Elective)
GDipCE (Elective)
For BPSA PASA5702 & PASA5732
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
75
75
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to extend their capability in the utilisation of event technologies and the
practices associated with stage management and performance operation. The course
focuses on the further development of specialist skills and the evolution of a personal
methodology that will give expression to individual creative development and practice.
Learning Outcomes:
1. Demonstrate understanding of fundamental production theories for a wide range of stage lighting,
sound and audio-visual technologies.
2. Utilise advanced skill in the handling and operation of performance equipment and technology.
3. Explore the use of technologies to create a range of production elements, including computer aided
design tools.
4. Analyse the role and responsibility of creative support personnel/performance technician.
5. Develop specialised creative and conceptual skills for the role of creative contributor to production and
performance.
Topics (Indicative content):
Performance/technical management needs of production
Advanced principles of lighting, sound and multi-media technologies
Automated lighting
Computer aided design tools (Vectorworks/SketchUp)
Control systems for performance
Creative & conceptual skills
Lighting methods in associated media
Performance documentation
Performance operation routines
Selection of materials
Specialised lighting and sound equipment
Systems analysis
Technician management and operation routines
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
Formative
Learning goals – Each student sets professional learning and
skill level goals at the beginning of the Semester. These are
reviewed mid semester with their tutors and the goals are
revised.
50%
Technical skill - Students demonstrate a range of advanced
specialist technical skills and knowledge for performance
technologies in classroom and workshop settings.
50%
Operational skill - Students demonstrate specialised creative,
conceptual, and problem solving skills for performance operation
in simulation workshops.
1, 2
3, 4, 5
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts
Specialisation specific readings will be provided during the course
Handouts given and/or directions to Short Term Loans in the library
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Course Coordinator(s)
PASA6741:
Art Department 1
Course number:
Main programme:
Major:
Other programmes:
Level: 6
PASA6741
BPSA (Elective)
Production Design & Management
BCE (Elective)
GDipCP (Elective)
GDipCE (Elective)
For BPSA PASA5702 & PASA5742
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
75
75
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to extend their capability in the production of scenery and props and in art
department practice. The course focuses on the further development of specialist skills and
the evolution of a personal methodology that will give expression to individual creative
development and practice.
Learning Outcomes:
1. Demonstrate understanding of fundamental production theories for a wide range of production
scenery and art department elements.
2. Utilise advanced skill in the handling and operation of production equipment and technology.
3. Explore the use of technologies to create a range of production elements, including computer aided
design tools.
4. Analyse the role and responsibility of creative support personnel/performance technician.
5. Develop specialised creative and conceptual skills for the role of creative contributor to production and
performance.
Topics (Indicative content):
Creative potential and analysis of materials
Art department standby
Changing operational conditions
Computer aided design tools
Conceptualising from an existing source
Construction using mixed media techniques
Continuity of design and style
Creation, adaptation and acquisition of elements for production
Differences between screen and live media and their methodologies
Electrical, hydraulic and computer controlled scenic systems
Film and digital video technology
Design assessment
Maintaining intentions and standards
Material selection
Personal approaches to participating in theatre or screen teams
Production documentation
Scenic engineering science
Scenic production techniques
Studio and location art department practices and techniques
Technology influences
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
Formative
Learning goals – Each student sets professional learning and skill level
goals at the beginning of the Semester. These are reviewed mid
semester with their tutors and the goals are revised.
50%
Computer aided design tools - Students demonstrate a variety of
advanced creative and operational skills in the use of computer aided
scenic technology.
1, 2, 3
50%
Operational skill - Students demonstrate specialised creative,
conceptual, and problem solving skills for production scenery in
simulation/production workshops.
1, 4, 5
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
Rizzo, M (2005). The Art Directors Handbook for Film. Focal Press
Specialisation specific readings will be provided during the course
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Course Coordinator(s)
PASA6975
History v’s Hollywood
Course number:
Main programme:
Pathway:
Other programmes:
Level:
PASA6975
BPSA (Elective)
Generic
BCE (Elective)
GDipCP (Elective)
GDipCE (Elective)
6
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
55
95
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
6
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems.

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To gain an understanding of the nature of the relationships between an historical period and
its portrayal in contemporary theatre and film.
Learning outcomes:
1. Identify trends in the development of theatre and film during the 20th century and today through
emanination of the work of a noted specialist.
2. Examine and contrast assigned texts for their production style and overall design features and
conceptual style and design ideas with the reality of the given historical period.
3. Examine a recent revival production (or version) of the same (or similar) work and identify the
overall features, placing the work in the current time and context.
Topics (Indicative content):
Collaborative relationships; Collaborative work processes and theory
Comparisons of production fields and their unique approach to methodologies
Complex production problems
Contemporary influences on design
Creative practices and production
Design methodology; Drawing
History v’s Hollywood
Historical accuracy
Investigation of theatre technology
Models and documentation of designs
New approaches to design practice
New technologies and their impact
Operating procedures; Organisational responsibility
Problem-solving & conflict resolution
Production cultures; Production organisational theory
Production scenarios; Production technologies
Specialist production process and methodologies
Speed of change
Stages of the production process
Technology management
Text analysis
The individual creative process
Traditional and contemporary design and construction
Who does what? And why?
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
40%
An assignment which explores the development of theatre and
film in the 20th Century.
1
60%
A folio created from ongoing research into the contrasting of
period accuracy and contemporary texts.
1, 2, 3
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources recommended:
Booklist & resources published via Moodle
Computer lab
Classroom
Equipment
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
BoS/AB Date
(F, E only)
Readers
PASA7533:
Entertainment Lighting Design
Course number:
Main programme:
Pathway:
Other programmes:
Level:
PASA7533
GDipCP (Elective)
Generic
BCE (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
50
100
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to consolidate a body of advanced theories, concepts and techniques
relating to specialised design for events, theatre, dance and entertainment practice and to
articulate a personal voice for production lighting design.
Learning Outcomes:
1. Critically analyse advanced creative and aesthetic aspects of entertainment performance lighting.
2. Contextualise the place of new and emerging lighting technologies within current practice - research
and experiment with moving lights, low voltage, discharge, LED lighting technologies and advanced
control systems.
3. Critically evaluate strategies used in the integration of complex multi-media for performance.
4. Evaluate advanced computer aided design tools.
5. Evaluate the creative aims of given projects and plan the application of specific techniques, which
support and/or enhance them.
6. Examine resourcing, production meetings and communication routines, contracts, budget &
personnel management.
Topics (Indicative content):
A flexible approach to methodology
A personal approach to creative production
Collaborative relationships
Complex responsibilities and procedures in production
Computer aided design tools (CAD, Vectorworks)
Control systems, desks and related equipment
Creative practices
Investigation of theatre technology – research and practice
LED technologies; Low voltage and discharge lighting technologies
Modelling and visualisation techniques
Moving lights
Multi-media in performance
Narrative intentions of a text
New approaches to design practice; New lighting technologies; New technologies and their
impact
Operating procedures; Organisational responsibility
Performance lighting
Relationship between exposure and light in scene setting
Relationship of elements within a scene and how these combine to convey mood and/or
emotion
Relationships with the director and the design team
Specialist production process and methodologies
Speed of change
Technology management
The individual creative process
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
50%
Lighting Aesthetics – Students will explore the aesthetics and visual
dynamics of theatrical lighting through practical research and
experimentation.
1, 2, 4
50%
Design tools - Students will create unique designs for a range of texts
using drafting, drawing and computerised design tools.
1, 3, 4
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts
Specific readings will be provided during the course
And other project-specific resources as indicated from time to time
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
BoS/AB Date
(F, E only)
Readers
PASA7534:
Performance Sound Design
Course number:
Main programme:
Pathway:
Other programmes:
Level:
PASA7534
GDipCP (Elective)
Generic
BCE (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
50
100
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to consolidate a body of advanced theories, concepts and techniques
relating to specialised design for theatre and dance. This course focuses on the articulation of
a personal voice for production sound design and the employment of professionalism in
creative and collaborative practice.
Learning Outcomes:
1. Critically analyse advanced creative and aesthetic aspects of sound design for performance as it
relates to sound systems and music/effect assembly and playback.
2. Contextualise the place of new and emerging sound technologies within current practice - research
and experiment with industry-specific applications of sound reinforcement, engineering, playback and
advanced control systems.
3. Critically evaluate strategies used in the integration of complex multi-media for performance.
4. Evaluate advanced computer aided design tools.
5. Evaluate the creative aims of given projects and plan the application of specific techniques, which
support and/or enhance them.
6. Examine resourcing, production meetings and communication routines, contracts, budget &
personnel management.
Topics (Indicative content):
A personal approach to creative production; A personal methodology and consolidated body
of knowledge pertaining to the management of live performance production
Advanced creative and aesthetic aspects of sound recording and performance sound
Advanced procedures, techniques and processes for creation and manipulation including
video loops, audio sound-scapes, design aesthetics and associated software; Computer
capture, edit and manipulation techniques
Advanced techniques to create design documentation; Archiving procedures
Conceptualising required items from existing sources, identifying difficulties and suggesting a
range of possible solutions for required items
Establishing creative and technical parameters and discussing the potential of each,
determining its artistic merit; Technology management
Evaluating new technology influences in sound for stage; Assembly of sound effects using
new technology; Technology requirements for the delivery of completed design in
performance; New developments in acoustics and surround sound; New sound technologies
and their impact
Identifying overall design features, unifying aspects of style, the relationship and suitability to
text or concept; Enhancing the narrative intentions of a text; Relationship of elements within a
scene and how these combine to convey mood and/or emotion
Interpret scripts, production or other documentation accurately to determine production needs
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
50%
Sound aesthetics - Students will explore the aesthetics and aural
dynamics of performance sound through practical research and
experimentation.
50%
Design tools - Students will create unique designs for a range of texts
using computerised design tools. They will conceptualise required
items from existing sources, identify difficulties and suggest a range
of possible solutions for required items.
1, 2, 3, 4
1, 4
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts
Specific readings will be provided during the course
And other project-specific resources as indicated from time to time
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
BoS/AB Date
(F, E only)
Readers
PASA7541:
Art Direction for Film and Television
Course number:
Main programme:
Pathway:
Other programmes:
Level:
PASA7541
GDipCP (Elective)
Generic
BCE (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
50
100
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to consolidate a body of advanced theories, concepts and techniques
relating to specialised film and television art direction practice and to articulate a personal
voice for screen production design.
Learning Outcomes:
1. Critically analyse advanced creative and aesthetic aspects of art direction for film and television.
2. Examine a broad range of processes, materials and technologies with reference to their design
potential for screen.
3. Contextualise the place of new and emerging technologies within current practice.
4. Employ drafting and model making techniques and advanced computer aided design tools.
Topics (Indicative content):
A flexible approach to methodology
A personal approach to production design
Aesthetic sensibility in the art direction
Attention to detail within a design concept
Authenticity and interest
Basics of set design and construction
Colour and texture
Communicating design concepts through drawing skills
Creative knowledge; Critique and analysis of resources
Enhancing the narrative intentions of a text
Exotic materials
Interdependence of context and practice
Material and equipment evaluation procedures
Mood/style of the story
Problem-solving within budgetary constraints
Relationship between exposure and light in scene setting
Relationship of elements within a scene and how these combine to convey mood and/or
emotion
Relationships with the director, cinematographer, editor, etc.; Responsibilities, hierarchy and
protocols
Selecting interior and exterior environments
Software and computer aided drawing programmes
The challenge of creativity; The individual creative process
The role of the art director within the production process
Understanding and accepting parameters
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
50%
Visual Dynamics – Students compile a folio of analysis of each
example of the material covered in the course work.
50%
Design tools- Students will create unique designs for a range of
screen texts using drafting, drawing and computerised design tools.
1, 2
1, 3, 4
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts
Specific readings will be provided during the course
And other project-specific resources as indicated from time to time
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
BoS/AB Date
(F, E only)
Readers
PASA7542:
Set Design
Course number:
Main programme:
Pathway:
Other programmes:
Level:
PASA7542
GDipCP (Elective)
Generic
BCE (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
50
100
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to consolidate a body of advanced theories, concepts and techniques
relating to specialised scenic design for events, theatre, dance and entertainment practice
and to articulate a personal voice for production set design.
Learning Outcomes:
1. Critically analyse advanced creative and aesthetic aspects of scenic design for events, theatre and
dance.
2. Contextualise the place of new and emerging technologies within current practice - research and
experiment to test the capabilities of established and new processes, materials and technologies with
reference to their design potential for theatre.
3. Critically evaluate technology change in stage lighting and stage machinery and its relationship to
scenic design practice.
4. Evaluate drafting and model making techniques and advanced computer aided design tools.
5. Evaluate the creative aims of given projects and plan the application of specific techniques, which
support and/or enhance them.
6. Examine resourcing, production meetings and communication routines, contracts, budget &
personnel management.
Topics (Indicative content):
A flexible approach to methodology; A personal approach to production design
Aesthetic sensibility in scenic design
Attention to detail within a design concept
Authenticity and interest
Basics of set design and construction
Colour and texture
Communicating design concepts through drawing skills
Creative knowledge
Critique and analysis of resources
Enhancing the narrative intentions of a text
Exotic materials
Interdependence of context and practice
Material and equipment evaluation procedures
Mood/style of the story
Problem-solving within budgetary constraints
Relationship between space and light in scene setting
Relationship of elements within a scene and how these combine to convey mood and/or
emotion
Relationships with the director and the design team
Responsibilities, hierarchy and protocols
Software and computer aided drawing programmes
The challenge of creativity
The individual creative process
The role of the scenic designer within the production process
Understanding and accepting parameters
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
50%
Designing for theatre - Students participate in an advanced workshop
which explores the aesthetics of narrative drama and scenic elements
for theatre including concepts, technology requirements, materials,
contemporary & period design.
50%
Design tools - Students will create unique designs for a range of
production texts using drafting, drawing and computerised design
tools.
1, 2
1, 3, 4
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts
Specific readings will be provided during the course
And other project-specific resources as indicated from time to time
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
BoS/AB Date
(F, E only)
Readers
PASA7551:
Costume Design
Course number:
Main programme:
Pathway:
Other programmes:
Level:
PASA7551
GDipCP (Elective)
Generic
BCE (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
50
100
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to consolidate a body of advanced theories, concepts and techniques
relating to specialised design for theatre, dance and screen practice and to articulate a
personal voice for costume production design.
Learning Outcomes:
1. Critically analyse advanced creative and aesthetic aspects of costume design for theatre, dance,
and screen production.
2. Contextualise the relevance of historical period and the balance of authenticity in the designing and
construction of period costume - research and experiment to test the capabilities of established and
new processes, materials and technologies with reference to their design potential for theatre.
3. Critically evaluate the use of colour, texture and design to create cohesive wardrobe elements,
which work in concert with scenic, art department and makeup design.
4. Evaluate drafting and drawing techniques and advanced computer aided design tools.
5. Evaluate the creative aims of given projects and plan the application of specific techniques, which
support and/or enhance them.
6. Examine resourcing, production meetings and communication routines, contracts, budget &
personnel management.
Topics (Indicative content):
A flexible approach to methodology; A personal approach to production design
Aesthetic sensibility in the costume design; Attention to detail within a design concept;
Authenticity and interest
Basics of costume construction; Patterns; Material and equipment evaluation procedures
Colour and texture
Communicating design concepts through drawing skills
Costume props
Creative knowledge; The challenge of creativity; Interdependence of context and practice
Critique and analysis of resources
Dance costume
Enhancing the narrative intentions of a text; Mood/style of the story
Exotic materials
Period costume
Problem-solving within budgetary constraints
Relationship of elements within a scene and how these combine to convey mood and/or
emotion
Relationships with the director and the design team; Responsibilities, hierarchy and protocols
Software and computer aided drawing programmes
The individual creative process
The role of the costume designer within the production process
Understanding and accepting parameters
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
50%
Costume design - Students participate in an advanced workshop
which explores the aesthetics of narrative drama and costume
elements including concepts, technology requirements, lenses and
lighting, contemporary & period design.
1, 2
50%
Period design - Students will create unique designs for a range of
period texts using drafting and drawing design tools.
1, 3, 4
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts
Specific readings will be provided during the course
And other project-specific resources as indicated from time to time
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
BoS/AB Date
(F, E only)
Readers
PASA7571:
Production and Event Design Technology
Course number:
Main programme:
Pathway:
Other programmes:
Level:
PASA7571
GDipCP (Elective)
Generic
BCE (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
50
100
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to establish a critical understanding of advanced skills, knowledge and
practices for production design and technology while developing the ability to critically
evaluate their own work and that of others. This course focuses on advanced methodologies
and specialist techniques in a range of production scenarios.
Learning Outcomes:
1. Critically analyse advanced creative and aesthetic aspects of production design for theatre and/or
screen.
2. Contextualise a range of contemporary theatre and/or screen design theories.
3. Critically examine performance space/production location and presentation style and their
influence on theatre and/or screen production.
4. Critically examine a broad range of processes, materials and technologies with reference to their
potential for theatre and/or screen production.
Topics (Indicative content):
Budgeting, scheduling, cost control, documentation and production planning
Historical legacies or ‘baggage’
Innovative use of technology
Investigation of theatre technology – research and practice
Managing scenography – analysis of performance space
New approaches to design practice
New technologies and their impact
Operating procedures
Production scenarios
Speed of change
Technology management
Traditional and contemporary design and construction
Using software or drawing programmes (AutoCAD, Wysiwyg, etc)
The work of a significant designers, specialist forms and technological developments that
influence design
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
50%
Workshop exploring the relationship between designers, operators
and stage managers
50%
Evaluation of experimentation exercises to test creative and technical
parameters of processes, materials and technologies.
1, 2, 3
1, 2, 3, 4
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts
Specific readings will be provided during the course
And other project-specific resources as indicated from time to time
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers
PASA7572:
Production and Event Design Management
Course number:
Main programme:
Pathway:
Other programmes:
Level:
PASA7572
GDipCP (Elective)
Generic
BCE (Elective)
GDipCE (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
50
100
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To enable students to establish a critical understanding of advanced practice for production
design and management. This course focuses on advanced methodologies and specialist
techniques in a range of production scenarios while establishing the student’s ability to
evaluate their own work and that of others. This course employs a noho marae to allow
students to evaluate and develop responses to cultural/political perspectives as an emergent
creative arts practitioner.
Learning Outcomes:
1. Examine text analysis techniques to evaluate how creative contributors make connections
between text and their own creative work.
2. Critically examine issues of cultural ownership and appropriation of image, shape and form for
theatre and/or screen design.
3. Research historical and/or cultural theatre and/or screen design trends to inform current practice.
4. Analyse factors affecting the planning, creation and management of creative production projects.
5. Evaluate the creative aims of given projects and plan the application of specific techniques, which
support and/or enhance them.
6. Reflect on own work and propose activities for future development.
Topics (Indicative content):
Assessment of performance space/production location for its design potential
Associations, implications and interpretations pertaining to a given concept or brief
Attitude of different cultures to performance and connections to own culture and knowledge of
performance
Communication management requirements for a range of production scenarios
Complex production problems and imaginative and innovative responses to the creation of
work
Establishing creative and technical parameters and discussing the potential of each,
determining its artistic merit
Material and technology resources for the effective realisation of design projects
Own professional standards of collaboration, responsibility, and problem solving skills
Ownership, control of information and ethical considerations pertinent in Aotearoa
Plan and monitor the work of production departments, including developing, managing and
reporting on a budgets using correct documentation and record keeping
Problem-solving & conflict resolution
Production cultures, organisational theory and strategic decision-making
Schedule creation and management; Resourcing, production meetings and communication
routines, contracts, budget & personnel management
Performance design throughout the twentieth century - Historical legacies or ‘baggage’
The selection or reproduction of artefacts and the effect of different cultural attitudes and
practices on choice and use of costume, mask, set, etc.
The work of a significant designers, specialist forms and technological developments that
influence design
Assessment:
Students will be advised of all matters relating to summative assessment at the outset of the
course. Overall course grades will represent a balanced assessment of achievement in
relation to all stated learning outcomes.
Weighting
Nature of assessment
Learning
outcomes
50%
Collaborative Design projects - Students undertake a specific role in a
series of collaborative design projects. They demonstrate a variety of
skill employing creativity, methodologies and professional practices
appropriate to a member of a collaborative production team in the
execution of design projects.
50%
Document folio - Students create a folio which analyses factors
affecting the planning, creation and management of
design/production projects, including performance space/production
location for its design potential and material and technology
resources for theatre and/or screen.
1, 2, 3
4, 5
Learning and teaching approaches:
Topics may be taught in an integrated manner predominately employing mixed-mode/blended
modes in both practical/workshop/studio/lab and lecture/seminar/tutorial modes. Activities
include collaborative, face-to-face, self-directed, online, team-based/problem-based, field trips,
work in groups, and Industry Professional guests.
The aim is to create a community of learners who are self-directed and independent as well
as collaborative and interdisciplinary. Students will operate in mixed-specialisation teams in
many activities. Team members shares workspaces and resources.
Feedback:
Feedback is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required:
No set texts
Specific readings will be provided during the course
And other project-specific resources as indicated from time to time
Learning resources recommended:
Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
BoS/AB Date
(F, E only)
Readers
ICIB7119:
Design Innovation Special Topic
Course number:
Main programme:
Pathway:
Other programmes:
Level:
ICIB7119
BCE (Elective)
Design Innovation
GDipCE (Elective)
GDipCP (Elective)
7
Credits:
Delivery:
Hours directed:
Hours self-directed:
15
One Semester
24
126
Prerequisites:
Total hours:
150
Co-requisites:
Number of weeks:
16 weeks
Restrictions:
Other:
Students are expected to adhere to Unitec’s policy on conduct in respect of staff, fellow students, and in
the use of resources and facilities. Students are required to attend 100% of all scheduled classes.
NZQA Level Descriptor:
Knowledge
7
Specialised technical or
theoretical knowledge with depth
in one or more fields of work or
study
Skills
Analyse, generate solutions to
unfamiliar and sometimes
complex problems

Select, adapt and apply a
range of processes relevant
to the field of work or study
Application

Advanced generic skills
and/or specialist knowledge
and skills in a professional
context or field of study
Course aim:
To explore a special topic in the practice of design innovation. This Special Topic course
provides an opportunity for a ‘one-off’ elective to be offered in response to a ‘hot issue of the
day’ or to take advantage of specialist knowledge provided by a visiting lecturer.
Learning Outcomes:
By the end of the course – in accordance with detailed Learning Outcomes indicated for the specific
topic – the student will be able to:
1. Analyse and evaluate pertinent issues, and
2. Proficiently communicate findings in accordance with recognised academic protocols.
Topics: will be determined by the specific topic offered.
Assessment:
Weighting
Nature of assessment
100%
Learning
outcomes
To be determined by the specific topic offered.
All
Learning and teaching approaches: will be determined by the specific topic offered.
Feedback: is sought throughout the course using a range of assessment tools including:
 Student Forums
 Small Group Instructional Diagnostics (SGID)
 Student consultation
 Online surveys
Learning resources required: will be determined by the specific topic offered.
Learning resources recommended: Booklist & resources published via Moodle
Change Type
(P, F or E)
P
Effective
Sem 1, 2015
PC Date
FAC/AB Date
(F, E only)
Readers