Hong Kong Design Institutedilwlintra.vtc.edu.hk/de-dpo/doc_centre_files/DPDs/FID...DES4008 Aesthetics and Semiotics 87 DES3006 Creative and Design Thinking 91 DES4007 Cultural Studies

Hong Kong Design Institute

Design Discipline Fashion and Image Design Programme Board

Higher Diploma Programme

DE114306 Higher Diploma in Costume Design for Performance

Definitive Programme Document

Volume B: Programme Information & Module Syllabuses

Version 1.3 – May 2019

2

Fashion and Image Design Programme Board Higher Diploma in Costume Design for Performance (DE114306)

Volume B – Programme Information & Module Syllabuses i

TABLE OF CONTENTS Page

SECTION ONE – PROGRAMME INFORMATION

1. BACKGROUND 2 1.1 General Programme Information 2 1.2 Demand for the Programme 3 1.3 Planned Places for AY2019/20 4

2. PROGRAMME OBJECTIVES AND INTENDED LEARNING

OUTCOMES 5

2.1 Programme Objectives 5 2.2 Programme Intended Learning Outcomes 6

3. PROGRAMME STRUCTURE AND CONTENTS 9 3.1 Programme Structure 9 3.2 Alignment of PILOs to GLDs 15 3.3 QF Credit Assignment 16 3.4 Module Design 17 3.5 Environmental and China Elements 19 3.6 Industrial Attachment 22 3.7 Minimum QF Credit Requirements for Awards 22 3.8 External Recognition 23

4. ASSESSMENT 25 4.1 General Information 25 4.2 QA Mechanism 28

5. LEARNING AND TEACHING STRATEGIES 29 5.1 Learning and Teaching Methods 29 5.2 Integration of Classroom-based Learning and Self-study 29 5.3 Use of Learning and Teaching Technologies 29

6. ADMISSION AND SELECTION 30

6.1 Specific Entry Requirement 30 6.2 Module Exemption 33

7. RESOURCES 31 7.1 Academic and Supporting Staff Establishment 31 7.2 Teaching Serviced by Other Units 31 7.3 Learning Support Facilities 31

Copyright © The Hong Kong Design Institute 2019

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publisher.


Volume B – Programme Information & Module Syllabuses ii

SECTION TWO – MODULE SYLLABUSES Module Code

Module Title Page

General Education Modules

LAN3003

職業中文傳意：普通話對話與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

33

LAN4002

職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

38

LAN4108 English and Communication: Persuasive Presentations 43

LAN4101 English and Communication: Promotional Materials 47

LAN4107 English and Communication: Reports 51

LAN3103 English and Communication: Workplace Correspondence

55

LAN3100 English and Communication: Workplace Interaction 59

SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement 64

SDD4007 Enhancing Competencies in the 21st Century Workplace 69

SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 74

ITE3003 Information Technology Essentials – Design 79

Discipline Core Modules

DES4008 Aesthetics and Semiotics 87

DES3006 Creative and Design Thinking 91

DES4007 Cultural Studies 95

Programme Specific Modules

FID4225 Advanced Fashion Workshop: Draping and Modelling 100

FID4204 Advanced Millinery and Headgear Studio 104

FID4197 Character Costume Design 108

FID4200 Collaboration Project 112

FID3077 Costume Construction 115

FID3070 Costume Drawings 119

FID3073 Costume History and Evolution 122

FID4205 Costume Technology 125


Volume B – Programme Information & Module Syllabuses iii

Module

Code Module Title

Page

FID4202 Critical Practice for Costume Design 129

FID4037 Fashion Plus: Industry Processes 133

FID4193 Fundamental Costume Design 137

FID3075 Introduction to Stage Hair Design 142

FID4227 Introduction to Stage Make-up 145

FID3074 Materials for Stage Performance 148

FID4206 Millinery and Headgear Studio 152

FID4153 Portfolio Development 156

Expanded Studies Modules

FID4043 Expanded Studies: Advanced Costume Workshop 159

FID4196 Expanded Studies: Costume Design Project 163

FID4042 Expanded Studies: Costume Workshop 167

FID3072 Expanded Studies: Experiential Project for Costume 171

FID4201 Expanded Studies: Props and Accessories Studio 175

Graduation Project

FID4203 Graduation Costume Project 179

Industrial Attachment Module

DES4901M Industrial Attachment 184


Volume B – Programme Information & Module Syllabuses iv

LIST OF APPENDICES

Page

APPENDIX 1 - MODULE ASSESSMENT SCHEMES (AY2019/20)

191

APPENDIX 2 - COMPARISON OF REVISED PROGRAMME AGAINST EXISTING PROGRAMME

229


Volume B – Programme Information & Module Syllabuses v

APPENDIX 1 – MODULE ASSESSMENT SCHEMES (AY2019/20)

Module Code

Module Title Page


LAN3003

職業中文傳意：普通話對話與匯報 1

Vocational Chinese Communication : Putonghua Conversation and Reports

192

LAN4002

職業中文傳意：普通話報告與推介文書

Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

193

LAN4108 English and Communication: Persuasive Presentations 194

LAN4101 English and Communication: Promotional Materials 195

LAN4107 English and Communication: Reports 196

LAN3103 English and Communication: Workplace Correspondence 197

LAN3100 English and Communication: Workplace Interaction 198

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 199

SDD4007 Enhancing Competencies in the 21st Century Workplace 200

SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 201

ITE3003 Information Technology Essentials – Design 202


DES4008 Aesthetics and Semiotics 203

DES3006 Creative and Design Thinking 204

DES4007 Cultural Studies 205


FID4225 Advanced Fashion Workshop: Draping and Modelling 206

FID4204 Advanced Millinery and Headgear Studio 207

FID4197 Character Costume Design 208

FID4200 Collaboration Project 209

FID3077 Costume Construction 210

FID3070 Costume Drawings 211

FID3073 Costume History and Evolution 212


Volume B – Programme Information & Module Syllabuses vi

Module Code

Module Title Page

FID4205 Costume Technology 213

FID4202 Critical Practice for Costume Design 214

FID4037 Fashion Plus: Industry Processes 215

FID4193 Fundamental Costume Design 216

FID3075 Introduction to Stage Hair Design 217

FID4227 Introduction to Stage Make-up 218

FID3074 Materials for Stage Performance 219

FID4206 Millinery and Headgear Studio 220

FID4153 Portfolio Development 221

Expanded Studies Modules

FID4043 Expanded Studies: Advanced Costumes Workshop 222

FID4196 Expanded Studies: Costume Design Project 223

FID4042 Expanded Studies: Costume Workshop 224

FID3072 Expanded Studies: Experiential Project for Costume 225

FID4201 Expanded studies: Props and Accessories Studio 226

Graduation Project

FID4203 Graduation Costume Project 227


DES4901M Industrial Attachment 228


Volume B – Programme Information & Module Syllabuses vii

LIST OF TABLES Page

Table 1.1: General Programme Information 2 Table 1.2: Planned Places for AY2019/20 4 Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate

Attributes 7

Table 2.2: Mapping of PILOs with Programme Objectives 8 Table 3.1: Programme Structure of HD in Costume Design for

Performance 9

Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4 15 Table 3.3: Mapping of Modules with Programme Intended Learning

Outcomes 17

Table 3.4: Modules with the Environment Elements Embedded 19 Table 3.5: Modules with the Mainland Elements Embedded 20 Table 3.6: Minimum QF Credit Requirement for Exit Award

(Higher Diploma in Costume Design for Performance) and Intermediate Exit Award (Diploma in Design)

23

Table 3.7a: Professional Recognition for HD in Costume Design for Performance

23

Table 3.7b: Seeking for Professional Recognition 23 Table 4.1:

Summary of the Module Assessment Scheme for HD in Costume Design for Performance in 2019/20

25

Table 6.1: Preferred Subjects in HKDSE and ApL for DE Programmes 30


Volume B – Programme Information & Module Syllabuses 1

SECTION ONE – PROGRAMME INFORMATION


Volume B - Programme Information & Module Syllabuses 2

1. BACKGROUND AND RATIONALE 1.1 General Programme Information The HD in Costume Design for Performance is designed to meet the needs of students with relevant attainment at the Hong Kong Diploma of Secondary Education (HKDSE) or equivalent to continue their study at paraprofessional level. The general information of the programme is given in Table 1.1 below.

Table 1.1: General Programme Information Programme Code DE114306 Programme Title: (in English & Chinese)

Higher Diploma in Costume Design for Performance 演藝造型設計高級文憑

*Qualification Title: (in English & Chinese)

Higher Diploma in Costume Design for Performance 演藝造型設計高級文憑

Discipline: Design Area of Study and Training / Sub-area / Programme Area@ :

Arts, Design and Performing Arts / Design and Other Creative Industries / Design and Other Creative Industries

Offering Campus(es): HKDI

Programme Board: Fashion and Image Design

Mode of Study: Full-time

Duration: 5 semesters to be completed normally in 2 years

Minimum Notional Learning Hours:

3175 Hours

Total Contact Hours (Full-time Mode):

1261 Hours

Minimum QF Credit Requirements:

317 Credits + 10 IA Credits

Commencement Date: September 2019

Planned Places: 30

Intermediate Exit Award #: Diploma in Design 設計文憑

@ Refer to the New Classification of Programme Area with PAA Status under HKCAAVQ. # In order to attain the Intermediate Exit Award of Diploma in Design, students have to acquire minimum 120 credits meeting the specified requirements of the programme as shown in the Note of Table 3.1 Programme Structure. The Area of Study and Training / Sub-area / Programme Area of the Intermediate Exit Award are aligned with those of the Higher Diploma award.



1.2 Demand for the Programme

Social Demand

The local and regional demand for costume designers with technical knowhow has grown with the expanding of theme parks and stage performances business in the region. Compare with year 2016, the continue work force demand from costume design, character design for film and TV as well as performance costumes for stage and theme parks are increased more than 20% in year 2017. With the prime costume production base shifting back to HK, there are significant demands for potential graduates to support the future development of the industries.

Potential employers in the film, TV and stage performance are looking forward to employ assistants with fundamental knowledge and skills in this profession.

Education Demand

Related Design Courses offered in Hong Kong

The following universities and tertiary education institutes of Hong Kong offer costume design courses:

• The Hong Kong Academy for Performing Arts

• NYU/TISCH

• Carnegie Mellon University

• Nottingham Trent University

Institution Course Duration

The Hong Kong Academy for Performing Arts

BFA in Costume Technology/Set and Costume Design

4 years

NYU/TISCH BA Costume Design 4 years

Carnegie Mellon University BA Costume Design 4 years

Nottingham Trent University BA Film, TV Theatre Costume Design

4 years

Uniqueness of the Costume Design Programme

Costume design plays a key part in the stage and entertainment performance, TV and film’s character creation. There is no similar programme with emphasis on costume designs, production techniques as well as head gear creations. However there a number of universities in HK and overseas that in offer Higher Diploma programmes in similar areas.

In this connection, the programme could provide a solid foundation for graduates to articulate further in their studies in costume design area.



Industry and Market Demand

Compare with 2016, the Stage performance business including dramas, concerts, film and TV productions are growing in more than 60% in the year 2017; theme parks in HK are also expanding their types and scale of the performances in the parks. There is a continuous demand in the area of costume design, wardrobe management, costume making and production planning personnel as informed the art directors from dramas, film and TV and costume production companies managing directors.

New Theme Parks, such as Universal Studio in Beijing and Lisboeta in Macau, will soon be opened for the region in the coming years, hence staff with structured and well trained in costume design and techniques in making different types of costumes are expected to have high potential employability.

Costume Designer is a key role for success in the entertainment, film, and TV business where important international and regional awards, such as Oscar and BAFTA credit the artists working in costume design. The role of a costume designer is important as it enriches the character of each performer in a performance. It is foreseeable that people with qualified academic achievements will have good career development.

Market Supply

There is no education institution offering costume design for performance programme in Hong Kong at the moment

1.3 Planned Places for AY2019/20

Table 1.2: Planned Places for AY2019/20

Programme Offering Campus

Planned Places

HD in Costume for Performance HKDI 30

An adequate workforce supply with sufficient knowledge and technical know-how in costume design is crucial to the future development of the entertainment and performance industries.

With the growth in the performance business like film and TV, dramas, concerts and theme parks, the demand for graduates with strong creative and technical background would contribute in the development of the industries.



2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES

The Higher Diploma in Costume Design for Performance aims to fulfill the VTC mission of providing a valued choice to school leavers and working adults to acquire values, knowledge and skills for lifelong learning and enhanced employability as well as valued supports to industries for their manpower development.

The Higher Diploma in Costume Design for Performance will equip students with the professional and technical knowledge and skills together with the necessary language, IT, interpersonal and other generic skills, initially at a paraprofessional level, via the blending of theoretical knowledge and practical application, to enable them to pursue careers in costume design for performance, wardrobe coordinator and theme park stylist/costumer etc.

This programme prepares students for articulation to advanced education in costume technology / set and costume design; Film TV; theatre costume design; costume design manufactures, theme park wardrobe supervisor, etc. It also seeks to cultivate skills in lifelong learning and develop and self-learning.

2.1 Programme Objectives The programme objectives of HD in Costume Design for Performance are to:

(1) equip students with costume design foundation for a career in relation with creative industries;

(2) cultivate students' notion for lifelong learning and develop students to be independent learners;

(3) prepare students for further study and professional development in the costume design and related industries;

(4) provide students with the latest knowledge and skills in costume technology / set and design areas such as film and TV, theatre, theme park wardrobe and manufacturing;

(5) enable students to manage the process of research, design development, planning and production for costume design with specific requirements in different occasions; and

(6) develop students’ awareness in sustainability, aesthetics, cultural perspective and

professional ethics in costume design for performance.



2.2 Programme Intended Learning Outcomes The Programme Intended Learning Outcomes (PILOs), i.e. the expected competencies students would achieve upon completion of study, are aligned with the programme objectives and the Discipline’s desired graduate attributes. The graduates of HD in Costume Design for Performance are expected to be able to:

(a) work effectively as an individual professional or in a team in familiar and some new contexts in the local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;

(b) reflect on personal learning needs and devise a professional development plan for career growth and/or further study;

(c) apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations in dealing with image design needs;

(d) manage costume design projects by applying skills in conceptualization, visualization, realization and presentation in an integrated manner;

(e) identify the constrains of specific costume design issues to improve the project planning and production processes through research, analysis, and evaluation;

(f) create costume design solutions to meet criteria varying from experimental exploration, environmental friendly, production-focused and market-oriented aspects satisfying the specification of a given brief; and

(g) develop individual portfolio by applying knowledge and skills of costume design.

Tables 2.1 and 2.2 illustrate how the PILOs contribute to the fulfilment of the Discipline’s desired graduate attributes and programme objectives.



Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate Attributes

Programme Intended Learning Outcomes (PILOs)

Desired Graduate Attributes*

A1 A2 S3 S4 S5 S6 S7 K8 K9 K10 K11 K12

a

work effectively as an individual professional or in a team in familiar and some new contexts in the local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills

b reflect on personal learning needs and devise a professional development plan for career growth and/or further study

c

apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations in dealing with image design needs

d

manage costume design projects by applying skills in conceptualization, visualization, realization and presentation in an integrated manner

e

identify the constrains of specific costume design issues to improve the project planning and production processes through research, analysis, and evaluation

f

create costume design solutions to meet criteria varying from experimental exploration, environmental friendly, production-focused and market-oriented aspects satisfying the specification of a given brief

g develop individual portfolio by applying knowledge and skills of costume design

* Desired Graduate Attributes: Attitude A1 Effective Self-efficacy and Teamwork A2 Self-awareness and Life-long Learning Oriented Skills S3 Effective Communication S4 Precise Project Management S5 Creative Thinking S6 Critical Thinking S7 Good Aesthetics Sense Knowledge K8 Social Aspect Awareness K9 Solid Professional Knowledge K10 International Outlook K11 Interdisciplinary K12 Research Capability (Requires research)



Table 2.2: Mapping of PILOs with Programme Objectives3

Programme Intended Learning Outcomes (PILOs)

Programme Objectives

1 2 3 4 5 6

a



c


d


e


f





3. PROGRAMME STRUCTURE AND CONTENTS

The aims and objectives of HD in Costume Design for Performance are to be attained through a well-designed curriculum structure, appropriate learning and teaching strategies and assessment methods, comprehensive vocational training and a variety of extra-curricular activities. 3.1 Programme Structure A summary of the structure of the HD in Costume Design for Performance is shown in the following table while the detailed module syllabuses can be found in the Section Two of this document.

Table 3.1: Programme Structure of HD in Costume Design for Performance

(Full-time Mode) 4

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 1

LAN3100*1 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4006 *1 Collaboration, Teamwork & Social Engagement

4 26 34 - 60 6

ITE3003*1 Information Technology Essentials – Design

3 26 39 - 65 6

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10

FID3077 Costume Construction 3 52 48 - 100 10

FID3070 Costume Drawings 3 39 31 - 70 7

FID4193 Fundamental Costume Design

4 26 44 - 70 7

FID3072 Expanded Studies: Experiential Project for Costume

3 13 7 - 20 2

Sem 1 Total^: 247 298 - 545 54

Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 41.9 NLHs per week



Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 2

LAN3003*1 職業中文傳意︰普通話對

話與匯報


3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4005M*1, *2 MindShift: Achieving Personal Growth & Effectiveness

4 13 17 - 30 3

DES4007 Cultural Studies 4 52 98 - 150 15

FID3073 Costume History and Evolution

3 39 61 - 100 10

FID4205 Costume Technology 4 52 68 - 120 12

FID3074 Materials for Stage Performance

3 26 34 - 60 6

FID4206 Millinery and Headgear Studio

4 26 34 - 60 6

FID4042 Expanded Studies: Costumes Workshop

4 26 34 - 60 6

Sem 2 Total^: 286 414 - 700 70





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess

- ment

Hours#

Total

NLHs# QF

Credits~

Semester 3

LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9

SDD4005M*1, *2 MindShift: Achieving Personal Growth & Effectiveness

4 13 17 - 30 3

DES4008 Aesthetics and Semiotics 4 39 71 - 110 11

FID3075 Introduction to Stage Hair Design

3 39 31 - 70 7

FID4043 Expanded Studies: Advanced Costumes Workshop

4 26 34 - 60 6

FID4196 Expanded Studies: Costume Design Project

4 26 44 - 70 7

Varied*3 Enrichment Module 3 26 34 - 60 6

Sem 3 Total^: 195 295 - 490 49


Estimated Study Load for Sem 3^: 70 NLHs per week



Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs# QF

Credits~

Semester 4

LAN4002 職業中文傳意︰普通話報告與

推介文書


4 26 64 - 90 9

LAN4107 English and Communication: Reports

4 26 64 - 90 9

FID4225 Advanced Fashion Workshop: Draping and Modelling

4 65 85 - 150 15

FID4204 Advanced Millinery and Headgear Studio

4 52 68 - 120 12

FID4197 Character Costume Design 4 26 44 - 70 7

FID4200 Collaboration Project 4 26 44 - 70 7

FID4227 Introduction to Stage Make-up 3 52 48 - 100 10

Sem 4 Total^: 273 417 - 690 69





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess

- ment

Hours#

Total

NLHs# QF

Credits~

Semester 5

LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10

SDD4007 Enhancing Competencies in the 21st Century Workplace

4 13 17 - 30 3

FID4202 Critical Practice for Costume Design

4 26 44 - 70 7

FID4037 Fashion Plus: Industry Processes

4 52 68 - 120 12

FID4153 Portfolio Development 4 26 44 - 70 7

FID4201 Expanded Studies: Props and Accessories Studio

4 26 34 - 60 6

FID4203 Graduation Costume Project 4 78 222 - 300 30

Sem 5 Total^: 260 490 - 750 75



Grand Total for 5 Semesters^: 1261 1914 - 3175 317

Industrial Attachment (IA)@

Module Code Module Title QF Level Total NLHs# QF

Credits~

DES4901M Industrial Attachment

4 90 attachment hours minimum + 13 hours for coaching, preparation, etc.

= 103

10

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to 5, considering the readiness of the students, the skills requirement, availability of IA opportunities, and the overall study load of each semester.

Note (Full-time Mode):

* 1 In order to attain the Diploma in Design, students have to complete and acquire: a) totally 30 credits in five General Education Modules, including:

LAN3100 / English and Communication: Workplace Interaction (6 credits) SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (6 credits) or

SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits) ITE3003 / Information Technology Essentials – Design (6 credits) or

ITE3005 / Information Technology Essentials – Media (6 credits) or ITE3009 / Information Technology Essentials – Smart Living (6 credits)



LAN3003 / Vocational Chinese Communication: Putonghua Conversation and Reports 職業中文傳意：普通話對話與匯報(6 credits) LAN3103 / English and Communication: Workplace Correspondence (6 credits)

b) minimum 90 credits in Vocational Modules, including: DES3006 / Creative and Design Thinking (10 credits) DES4007 / Cultural Studies (15 credits) DES4008 / Aesthetics and Semiotics (11 credits) Plus any other vocational modules offered in the student’s enrolled programme/stream, accumulating to 54 Credits or above.

* 2 SDD4005M / MindShift Achieving Personal Growth & Effectiveness is a “year-long module” (a

“year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3. The break down values of this module (Contact Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in Semester 2 and 3 are for the proportionate calculation of Semester Total and Estimated Study Load only. The total QF Credits of the module is 6 which is presented as 3 in Semester 2 and 3 in Semester 3.

* 3 A variety of Enrichment Modules, offered by different disciplines of HKDI / IVEs, are open to all Higher Diploma students irrespective of the Discipline, programme or stream, upon meeting the pre-requisites / co-requisites / anti-requisites, if any. These Enrichment Modules may vary in QF Level, Self-study Hours, Assessment Hours, Total NLHs and QF Credits. Successful completion of one Enrichment Module is a graduation requirement.

# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner would take to complete all the learning and acquire the learning outcomes. The Notional Learning Hours is a summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the teaching staff of a programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff. Assessment hours refer to the amount of time spent by a student in scheduled examinations, tests and other related assessment activities outside contact and self-study hours. Some assessments may already be included in contact hours (e.g. quiz conducted in class) and self-study hours (e.g. students’ time spent on doing a project) and should not be double-counted.

~ The QF Credits of a module is proportional to the number of Notional Learning Hours that an average learner would take to acquire the learning outcomes stated in the module. One QF Credit is equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF Credits are rounded down by module if they are in decimal. Adult learners are in general more mature and motivated than school leavers on pre-employment programmes, and in general possess a certain amount of work experience. Therefore for the same total amount of learning, the proportion of contact hours to self-study hours to achieve the same learning outcomes may be different for pre-employment students and in-service adult learners.

^ IA has not been included in the above calculations of total NLHs, total credits and estimated study load, as students may undertake IA in different semesters. Still the IA credits taken by students and IA study load in each semester are closely monitored according to prevailing regulations and guidelines.

@ For NHD, while 90 attachment hours are a minimum requirement, IA of individual programmes may include more attachment hours to meet industry requirements. For other types of programmes, the decision of the number of IA hours, if any, rests with the Programme Board.



3.2 Alignment of PILOs to GLDs This programme is pitched at Qualifications Framework (QF) Level 4. The PILOs have been designed to align well with the Generic Level Descriptors (GLDs) at QF Level 4 across the four domains. The curriculum prepares students with a good foundation in the Design Discipline and specialized knowledge in selected areas. Through case studies and projects, students are developed with the ability to analyze broadly-define problem using a range of specialized skills and approaches, reach substantiated conclusions and devise appropriate strategies and actions. Effective communication skills and competent IT skills are required for presenting the work in written and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and, where appropriate, the output of others.

Table 3.2 below presents the alignment of the PILOs with the GLDs for QF Level 4.

Programme Intended Learning Outcomes

(PILOs)

Generic Level Descriptors (GLDs)

Kn

ow

led

ge

&

Inte

llect

ual

Ski

lls

Pro

cess

es

Au

ton

om

y &

A

cco

un

tab

ility

Co

mm

un

icat

ion

, IC

T

and

Nu

mer

acy

a



c


d





(PILOs)

Generic Level Descriptors (GLDs)

Kn

ow

led

ge

&

Inte

llect

ual

Ski

lls

Pro

cess

es

Au

ton

om

y &

A

cco

un

tab

ility

Co

mm

un

icat

ion

, IC

T a

nd

Nu

mer

acy

e


f



h research and generate the fashion imagery ideas/interpretations to satisfy the design brief

3.3 QF Credit Assignment The programme team and its module teams of HD in Costume Design for Performance follow the QF Credit Assignment for VTC Award-bearing Programmes at QF Levels 1-4 (Volume A, Appendix 15) and the principles and approaches agreed by the Discipline to work out the QF Credits for the programme. In general, HD for school leavers and working adults follows the General Programme-level Conversion Factors for QF Credit and Contact Hours of 1 QF Credit being equivalent to 3.75 and 2 contact hours respectively. For example, compared to hands-on skill training modules such as Costume Technology, project and theory based modules normally require students to conduct more self-learning activities (e.g. research, concept development and testing) outside the class contact hours as in Expanded Studies: Experiential Project for Costume. A module of higher QF Level usually requires students to spend more hours on self-study activities than a module of lower QF Level. In consideration of the above, the conversion between the QF Credit and contact hours of modules in the Design Discipline’s full-time pre-employment programmes in general shows the following ratios: 1 QF Credit to about 4.3 contact hours for a QF Level 4 hands-on module and 5 contact hours for a QF Level 3 hands-on module; 1 QF Credit to about 3.3 contact hours for a QF Level 4 project/theory based module and 3.75 contact hours for a QF Level 3 project/theory based module; 1 QF Credit to about 2.6 contact hours for the module of Graduation Project which requires students to conduct a self-initiated final project integrating previously learned skills.



While taking into account the guiding principles given, module teams also consider the QF Level, and the nature of the modules concerned when deciding the amount of Notional Learning Hours and the conversion factors for QF Credits and contact hours for individual modules.

3.4 Module Design The programme curriculum comprises General Education Modules (Languages, Whole Person Development and Generic IT) and Vocational Modules. For each module, the intended learning outcomes are clearly defined to guide the development of the module content and assessment scheme. Table 3.3 provides a mapping of the modules with the PILOs.

Table 3.3: Mapping of Modules with Programme Intended Learning 5Outcomes

Module Code

Module Title Programme Intended Learning Outcomes

a b c d e f g h

Language Modules

1 LAN3003 職業中文傳意：普通話對話與匯報

Vocational Chinese Communication: Putonghua Conversation and Reports

2 LAN4002 職業中文傳意：

普通話報告與推介文書

Vocational Chinese Communication:

Putonghua Presentations and Promotional Text Writing

3 LAN4108 English and Communication: Persuasive Presentations

4 LAN4101 English and Communication: Promotional Materials

5 LAN4107 English and Communication: Reports

6 LAN3103 English and Communication: Workplace Correspondence

7 LAN3100 English and Communication: Workplace Interaction

Whole Person Development Modules

8 SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement



Module Code

Module Title


a b c d e f g h

9 SDD4007 Enhancing Competencies in the 21st Century Workplace

10 SDD4005/

SDD4005M MindShift: Achieving Personal Growth & Effectiveness

Generic IT Module

11 ITE3003 Information Technology Essentials – Design


12 DES4008 Aesthetics and Semiotics

13 DES3006 Creative and Design Thinking

14 DES4007 Cultural Studies


15 FID4225 Advanced Fashion Workshop: Draping and Modelling

16 FID4204

Advanced Millinery and Headgear Studio

17 FID4197 Character Costume Design

18 FID3077 Costume Construction

19 FID4200 Collaboration Project

20 FID3070 Costume Drawings

21 FID3073 Costume History and Evolution

22 FID4205 Costume Technology

23 FID4202 Critical Practice for Costume Design

24 FID4037 Fashion Plus: Industry Processes

25 FID4193 Fundamental Costume Design

26 FID3075 Introduction to Stage Hair Design

27 FID4227 Introduction to Stage Make-up

28 FID3074 Materials for Stage Performance

29 FID4206 Millinery and Headgear Studio

30 FID4153 Portfolio Development

Expanded Studies Modules – Programme Specific

31 FID4043 Expanded Studies: Advanced Costumes Workshop

32 FID3072 Expended Studies: Experiential Project for Costume



3.5 Environmental and China Elements The programme has embedded the Environmental and China elements in individual modules. Details are shown in Table 3.4 and 3.5 respectively.

Table 3.4: Modules with the Environmental Elements Embedded

Module Code

Module Title MILOs with

Environmental Elements

GE Modules

LAN3003 職業中文傳意：普通話對話與匯報


口頭匯報 (節能燈泡)


Green Office and Environmental issues

SDD4006/

SDD4006M


Sustainable Development

Module Code

Module Title


a b c d e f g h

33 FID4196 Expanded Studies: Costume Design Project

34 FID4043 Expanded Studies: Costume Workshop

35 FID4201 Expanded studies: Props and Accessories Studio

Graduation Project

36 FID4203 Graduation Costume Project


37 DES4901M Industrial Attachment

Enrichment Module

38 Varied Enrichment Module Varied according to student’s chosen module



Module Code

Module Title MILOs with

Environmental Elements


DES4007 Cultural Studies To describe the impact of cultural issues with respect to social, creative and sustainability contexts on arts and design.


FID4200 Collaboration Project Socio-cultural commentary: the relationship between humans and their environment

FID3073 Costume History and Evolution Identify a visual arts and culture research topic(s) in a contemporary context, including social and cultural perspectives

FID4193 Fundamental Costume Design Visual Art and Society: some contemporary artists’ works with environmental concern will be discussed


Projects in which the students develop solutions for their own identified opportunities from the community, e.g. exploration of new materials or enhancement of local living in a more sustainable manner.

FID4203 Graduation Costume Project Incorporating cultural, ethical and sustainable concerns in the development to develop innovative holistic solutions

Table 3.5: Modules with the Mainland Elements Embedded

Module Code

Module Title Topic Areas with

Mainland Elements

GE Modules

LAN3003 職業中文傳意：普通話對話與匯報


對話（中港貿易）、口頭報告、

簡化字



Module Code

Module Title Topic Areas with

Mainland Elements

LAN4002 職業中文傳意：

普通話報告與推介文書

Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

內地流行語

SDD4007 Enhancing Competencies in the 21st Century Workplace

Economic and social Development


DES4007 Cultural Studies Oriental and Western Art and Design Movements – major movements and the contextual influences

Globalization vs localization – social norms and creative values within global cultures.


FID4197 Character Costume Design Introduction to Traditional Chinese Arts and Culture

Contemporary Chinese art

FID3073 Costume History and Evolution Knowledge of Chinese Arts

Contemporary Chinese art scene development

FID4193 Fundamental Costume Design The role of Hong Kong in Asian and Global Context

The relationship between China art market and the rise of the International art events

FID4203 Graduation Costume Project Identify and forecast relevant trends (local and non-local, including China) in visual arts and culture market, industry, technology and society


Identify the basic elements in the management of a design operation and evaluate the critical success factors of selected local and Mainland cases



3.6 Industrial Attachment

Industrial attachments (IA) are arrangements whereby students work in organizations for a certain period of time in order to obtain working experience in workplace environments and to apply trade-specific skills and generic skills learned to real work settings. IA should include at least 90 accumulated hours of workplace or equivalent training (equivalent to a minimum of 10 IA credits). For HD in Costume Design for Performance, through the feasibility study interview and the department’s past experience, many of the companies will be interested to establish joint projects with the department. Through this kind of collaboration, students can understand the latest requirement and trends in the industry. Furthermore, the department can also build up a closer linkage with industries, so that the programme can adjust the programme content according to the industrial needs.

In general, students are required to achieve satisfactory performance in all of the following components in order to pass this module:

complete the workshops on orientation;

complete the industrial attachment (minimum 90 hours) arranged by the department concerned;

perform satisfactorily during the attachment as reported by the industry mentors / tutors / industrial attachment coordinators;

write up log book / report to demonstrate progress of learning in the attachment period; and

consolidate learning at work through presentation and / or written report after the attachment period.

3.7 Minimum QF Credit Requirements for Awards Students have to complete 36 core modules (311 QF Credits), together with one enrichment module and 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma. Under HD in Costume Design for Performance, there is an intermediate exit award at Diploma level, which is benchmarked at QF Level 3. Students opting for the intermediate exit award after meeting the stipulated requirements will be awarded a Diploma in Design. The minimum credit requirements for the Exit Award (Higher Diploma in Costume Design for Performance) and the Intermediate Exit Award (Diploma in Design) are shown in Table 3.6. 6



Table 3.6: Minimum Credit Requirements for Exit Award

(Higher Diploma in Costume Design for Performance) and Intermediate Exit Award (Diploma in Design)

Award

Minimum Credit Requirements


Vocational Modules

Enrich- ment Module

IA Credits

Total

Higher Diploma in Costume Design for Performance

76 235 6 10 327

Diploma in Design 30 90 N/A N/A 120

3.8 External Recognition

The HD programme is recognized by related professional bodies in Table 3.7a and the programme team will seek recognition from the following professional bodies in Table 3.7b.

Table 3.7a: Professional Recognition for HD in Costume Design for Performance

Professional Body Recognition Asia Hair Master Association (AHMA) Students are eligible to apply for the

student membership of the Association

Table 3.7b: Seeking for Professional Recognition

Professional Body (Seeking for ) Recognition Hong Kong Association of Theatre Technicians & Scenographers

Students are eligible to apply for the student membership of the Association

Progression

The HKDI has been actively seeking partnerships with reputable local and overseas universities for providing articulated pathways for its HD graduates.

The progression paths for the graduates of this programme are as follows:

a) Within VTC

Articulation to bachelor degree is provided for students who intend to advance their careers by acquiring a higher qualification. Graduates of this programme can apply the following institutes:

- Graduates are eligible to apply for entry to year 3 of the BA (Hons) Fashion Design programme offered by the Technological and Higher Education Institute of Hong Kong



(THEi). - One year top-up bachelor degree offered by VTC collaborate with University of Creative

Arts, UK BA (Hons) Fashion Promotion and Imaging.

b) Outside VTC

Graduates may apply for admission to top-up bachelor degree programmes of Costume Design and related disciplines in any institutes in Hong Kong or overseas which recognize this programme.



4. ASSESSMENT 4.1 General Information The programme is governed by the General Academic Regulations (GAR) for HD programmes. A Module Assessment Scheme (MAS), which consists of Continuous Assessment (CA) and End-of-Module Assessment (EA), for each module is prepared with reference to the nature of the module and the intended learning outcomes. The MAS is compiled at the beginning of each academic year. The assessment components may need to be modified, where appropriate and necessary during the academic year, to suit the specific requirements of individual disciplines and teaching units.

Table 4.1 is a summary of the MAS for the programme in 2019/20. The MAS of each module for 2016/17 is attached in the Appendix.

Table 4.1: Summary of the Module Assessment Scheme for HD in Costume for Performance in 2019/20

Sem

Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

1

LAN3100 English and Communication: Workplace Interaction

2 (40%)

/ / / 1 (60%)

SDD4006 Collaboration, Teamwork & Social Engagement

1 (50%)

/ / / 1 (50%)

ITE3003 Information Technology Essentials – Design

/ 3 (50%)

/ / 1 (50%)

DES3006 Creative and Design Thinking

4 (50%)

/ / / 1 (50%)

FID3077 Costume Construction 2 (50%)

/ / / 1 (50%)

FID3070 Costume Drawings 1 (50%)

/ / / 1 (50%)


2 (50%)

/ / / 1 (50%)


/ 1 (50%)

/ / 1 (50%)



Sem

Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

2

LAN3003 職業中文傳意：普通話對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

2 (50%)

/ / / 1 (50%)

LAN3103 English and Communication: Workplace Correspondence

2 (40%)

/ / / 1 (60%)

SDD4005M* MindShift: Achieving Personal Growth & Effectiveness

1 (50%)

/ / / /

DES4007 Cultural Studies 2 (40%)

/ / / 1 (60%)

FID3073 Costume History and Evolution

1 (50%)

/ / / 1 (50%)

FID4205 Costume Technology 1 (50%)

/ / / 1 (50%)

FID3074 Materials for Stage Performance

/ 1 (60%)

/ / 1 (40%)

FID4206 Millinery and Headgear Studio

/ 1 (60%)

/ / 1 (40%)


2 (60%)

/ / / 1 (40%)

3


2 (40%)

/ / / 1 (60%)

SDD4005M* MindShift: Achieving Personal Growth & Effectiveness

/ / / / 1 (50%)

DES4008 Aesthetics and Semiotics 2 (40%)

/ / / 1 (60%)


/ 1 (20%)

1 (30%)

/ 1 (50%)


1 (50%)

/ / / 1 (50%)



Sem

Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

FID4196 Expanded Studies:

Costume Design Project 2

(50%) / / / 1

(50%)

4

LAN4002 職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

2 (50%)

/ / / 1 (50%)


2 (40%)

/ / / 1 (60%)


2 (50%)

/ / / 1 (50%)


/ 1 (60%)

/ / 1 (40%)

FID4197 Character Costume Design

2 (50%)

/ / / 1 (50%)

FID4200 Collaboration Project / / 1 (50%)

/ 1 (50%)

FID4227 Introduction to Stage Make-up

/ 1 (20%)

1 (30%)

/ 1 (50%)

5


2 (40%)

/ / / 1 (60%)

SDD4007

Enhancing Competencies in the 21st Century Workplace

/ / / 1 (50%)

1 (50%)


1 (50%)

/ / / 1 (50%)

FID4153 Portfolio Development 2 (50%)

/ / / 1 (50%)


1 (60%)

/ / / 1 (40%)


2 (50%)

/ / / 1 (50%)

FID4203 Graduation Costume Project

/ / 2 (50%)

/ 1 (50%)



* SDD4005M / MindShift Achieving Personal Growth & Effectiveness is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3.

Note: “Others” include In-class Activities, Quizzes, Tutorial Exercises, Logbook, Report, Mock Interview, Career Portfolio, etc.

4.2 QA Mechanism There is a rigorous QA mechanism in the Design Discipline to ensure the validity, reliability and practicality of the assessments for the programme including assignments/projects, briefings, tutorials, class critiques during the module delivery; while final presentation and/or module conclusion will be conducted at the end. After all, there are moderations of assessments at module level.

According to assessment procedures the students’ assignments will be moderated among different tutors of different classes. A module leader will be responsible for the moderation procedure. If there is only one class, other tutors will be invited for the moderation practice.

The assignments and final marks will then be shown to the external examiner for comments and advice.

Sem Module Code Module Title CA Components

EA

Varied DES4901M Industrial Attachment Performance Evaluation by Industry Mentor

1 (50%)

IA Report and Presentation

1 (50%)



5. ADMISSION AND SELECTION

5.1 Learning and Teaching Methods

Depending on the nature of the module, a mixture of learning and teaching approaches and strategies will be adopted in this programme to meet the learning needs of students. They include lectures, tutorials, assignments, external professional participation, seminars, workshops practices, team work and use of IT in learning. Lectures are conducted to elaborate the main concepts of the topics covered in the module, with a view to providing a meaningful framework of the theoretical background of issues relating to the subject matter and guiding the understanding of core concepts and knowledge for further application. Apart from explanation by the module lecturers, various types of learning activities, such as seminars, tests and oral presentation are integrated into the lectures to promote active learning. Tutorials are used to facilitate learning in a student-centred approach through various activities. It aims to consolidate learning from lectures and provide further guidance. Tutorial activities may include group discussion, role plays and class assignment. The activities are arranged to allow students to develop analytical thinking and acquire specialised skills through interactive learning activities. External professional participation, where appropriate, will help students be aware of different company cultures and practices, and position the acquired knowledge in a real life context. Team work and role play simulate the multidisciplinary professional work environment.

5.2 Integration of Classroom-based Learning and Self-study Appropriate pedagogies are used to enhance better integration of classroom-based learning activities and self-study activities. This is well demonstrated in module Character Costume Design. The module is conducted through a combination of lectures, tutorials, studio practices, critiques, and peer discussion to equip students with basic knowledge and skills required in the costume design process. Students are encourage to integrate with other modules, such as drawing style and technique of costume creation in order that students may apply learned practices, knowledge and concepts across modules. 5.3 Use of Learning and Teaching Technologies Use of technologies to assist learning and teaching is encouraged and is an important component in the delivery of HD in Costume Design for Performance. This is well demonstrated in module Advanced Fashion Workshop: Draping and Modelling. Learning and teaching will be delivered interactively, in the form of workshops, lectures and tutorials. 　Studio practice will form the major component of the subject, with supplementary fashion technology workshop practice. Students are required to present their concept in a garment costume. Reference will be made to current costume direction and practice.



6. ADMISSION AND SELECTION

6.1 Specific Entry Requirement In addition to the basic entry requirements of 5 HKDSE subjects at Level 2 or above, including English and Chinese Languages or equivalent, that apply to all programmes of the Design (DE) Discipline, applicants may be required to attend an interview.

6.2 Module Exemption

Exemption is given to students for the following modules upon meeting the specified exemption criteria concerned. Regarding application for exemption of other modules in the programme, students should follow the guidelines in the General Academic Regulations (GARs) for New Higher Diploma Programmes.

Table 6.1 Module Exemption

Module Exemption Criteria

English & Communication: Workplace Correspondence

Students with Grade E or above in the Subject Grade AND the Component Grade of Practical Skills for Work and Study HKALE Use of English will be exempted from this module.

MindShift: Achieving Personal Growth & Effectiveness Students possessing two-year full-time work

experience acquired after meeting the entry requirements of the Higher Diploma Programme can apply for module exemption of the Whole Person Development (WPD) modules, subject to passing the related assessment.





7. RESOURCES 7.1 Academic and Supporting Staff Establishment

The HD in Costume Design for Performance programme is managed and operated by full-time academic and supporting staff. Please refer to Section 8 of Volume A (Staffing and Staff Development) for details.

7.2 Teaching Serviced by Other Units

The language modules, IT modules and Whole Person Development modules will be serviced by the Language Centre, the relevant department under IT Discipline and the Student Development Office (SDO) of the campus respectively.

7.3 Learning Support Facilities

To enhance students’ learning experience, the following laboratories / special rooms / centres / facilities are set up to provide practical training to students of the programme in a simulated work environment:

(a) Fabric Workshop (b) Textile Design Workshop (c) Quality Assurance Laboratory (d) Pattern Workshop (e) Fashion Technology Workshop (f) Fashion Project Studio (g) Visual Merchandising Studio (h) CAD Studio (i) Photography Studio (j) Image Creation Studio (k) Fashion Gallery (l) Fashion Archive (m) Centre of Innovative Material and Technology (CIMT)



SECTION TWO – MODULE SYLLABUSES

for

Higher Diploma in Costume Design for Performance Note:

* The contact hours indicated in the syllabuses are for students following a full-time study mode. The conversion

between QF Credit and Contact Hours may vary among modules depending on their QF level and nature.

* 以下所示授課時數適用於全日制上課模式。資歷學分與授課小時的換算可因應不同單元的資歷級別及性質而調

整。



課程大綱

科目名稱職業中文傳意：普通話對話與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

科目編號 LAN3003

資歷學分 6

資歷架構級別第三級

學時 60 小時

授課時數*： 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時

訪問/講座 - 小時

自修時數: 34 小時

評估時數： - 小時 (授課及自修時間以外)

單元目標： 1. 培養學生的普通話表達與溝通能力，使他們能在熟悉的情況下，一般工作與社交領域內，

就多種不同的話題進行對話與匯報，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在一般的工作情景中： 1. 就多種不同的話題，熟練地以普通話進行對話。

2. 就多種不同的話題，熟練地以普通話進行匯報。

3. 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

4. 針對情景與說話對象，適當運用與調整說話策略。



教學策略：

本單元以能力為本，採用真實材料，並模擬真實情景，以增強教學效果。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普通話，例如：網上學習、參與語文及文化活動等。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、習作和網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活情景或工作要求。



課程內容：本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元能力元素表現標準

GCCH305A(P)能就多種不同的話題進行對話（普）

1. 能就多種不同的話題進行對話

應用範圍：情景：可設定在一般

的工作場所或社交場

合話題：多種不同的對

話話題包括但不限於

下列例子，如：談論

大眾話題、向同事 (下屬或上司 ) 介紹

工作計劃、職責、目

標、工作程序等對話形式：面對面或

電話對話其他學習內容：包括

各種形式的聆聽練習

與語言知識

1.1 溝通目標必須達到預設的溝通目標

1.2 語言功能必須完成預設的語言功能，例如

陳述、比較、推介等。

1.3 語言特徵 1.3.1 語篇類型

能夠進行以段落為單位的對話

1.3.2 語音面貌錯誤或缺陷較少，不影響溝通發音、吐字基本清晰，語氣、語調、

語速適當

1.3.3 組織結構

話語結構完整，前後連貫 1.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

1.4 說話策略認真聆聽用適當的語氣和得體的措辭來表

達不同意見。針對情景與說話對象，適當運用

與調整說話策略，例如通過停頓、

讚美、肯定與提問等，來增強表達

效果。得體地運用身體語言，例如點頭、

眼神接觸等。

應用範圍：

每段對話不少於三分鐘




GCCH307A(P)

能就多種不同的話題進行報告（普）

1. 能準備口頭報告：發言大綱、多媒體簡報與答問準備

2. 面對一人或多人進行報告

應用範圍：情景：可設定在一

般的工作場所話題：多種不同的

報告話題，如：產品

或服務推介報告、

個人或公司工作總

結報告等其他學習內容：包

括各種形式的聆聽

練習與語言知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備輔助材料，例如多媒體簡報、透明膠片、模型、圖片、表格等。

1.7 預計聽者的提問

2.1 溝通目標

必須達到預設的溝通目標

2.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介、建議等

2.3 語言特徵

2.3.1 語篇類型

能夠進行以段落為單位的報告

2.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音吐字基本清晰，語氣、語調、語速適當。

2.3.3 組織結構

話語結構完整，包括介紹、主體、結論三部份，且前後連貫。

2.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

2.4 說話策略

根據情景，適當運用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。




用適當的語氣和得體的措辭來表達不同意見。

善用多媒體簡報

控制緊張的情緒，例如做深呼吸、停頓或減慢語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出回答。

應用範圍：每次報告不少於三分鐘

教材: 由語文學科中文項目發展小組開發參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2012)。《現代漢語詞典》(第 6 版)。北京：商務印書館。

2. 三聯書店編(2012)。《簡化字總表檢字(增訂版)》。香港：三聯書店(香港)有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。

Creation/Revision Record:

Version Date Created/Revised by

1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee



課程大綱

科目名稱職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

科目編號 LAN4002

資歷學分 9

資歷架構級別第四級

學時 90 小時

授課時數*： 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時



評估時數： - 小時 (授課及自修時間以外)

單元目標：

1. 培養學生的普通話表達及中文寫作能力，使他們在比較新的情況下，各種專業領域

內，進行專題報告及寫作專業推介文書，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：完成本單元，學生能在不同專業的工作中：

1. 以成段落的話語作分析、論證、辯護，並恰當運用報告技巧，熟練地以普通話進行

報告。

2. 整理、分析資料，並針對問題，運用恰當的言辭作出合理的解釋，提出具體的建議，

或推介可行的方案。

3. 針對與寫作對象，靈活運用與調整寫作策略，達到宣傳活動或產品的目的。

4. 撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。



教學策略：

本單元以能力為本，採用真實材料，並模擬真實，以增強教學效果。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習

普通話，例如：網上學習、參與語文及文化活動等。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、筆試、習作、網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯、錯別字或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活或工作要求。



課程內容︰本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：


GCCH407A(P) 能進行各種專題報告（普）

1. 能準備各種專題報告 2. 能進行各種專題報告應用範圍：情景：可設定在特定

的工作場所話題：各種專題報告

的話題如：業務報告、專題調查報告、產品推介報告等

報告形式：面對一人或多人進行報告

其他學習內容：包括各種形式的聆聽練習與語文知識

1.1 確定報告目的 1.2 確定聽眾 1.3 蒐集資料 1.4 準備講稿 1.5 擬定口頭報告提綱 1.6 準備可視輔助物，例如多媒體演示、

透明膠片、模型、圖片、表格等 1.7 預計聽者的提問，並作出適當的準備 2.1 溝通目標

必須達到預設的溝通目標

2.2 語言功能必須完成預設的語言功能，例如

分析、論證，以及辯護等。

2.3 語言特徵

語篇類型能夠穩定地維持以段落為單位的

報告語音面貌錯誤或缺陷偶有出現，完全不影

響溝通。發音吐字清晰，語氣、語調、語速

自然。組織結構話語結構完整，層次分明，前後連

貫介紹主題主體闡述、論證要點結論加強中心論題詞匯與語法準確地運用不同的詞匯及複雜的

句子結構。




2.4 報告策略根據情景，適當使用與調整說話

策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。

用適當的語氣和得體的措辭來表達不同意見。

利用可視輔助物控制緊張的情緒，例如做深呼吸、

進行停頓、放緩語速。控制聲音，包括音量、音高、發音、

吐字等方面。得體地運用身體語言，例如點頭、

微笑、眼神接觸、手勢等。認真聆聽聽者的提問，並作出適

當的回答。應用範圍：每次報告不少於四分鐘


GCCH416A 能寫作各種專業宣傳推介文書

1. 能準備寫作各種專業宣傳推介文書

2. 能寫作各種專業宣傳

推介文書應用範圍：情景：工作場所專業：指學習的專科

領域，如：商業管理、物流、酒店等；也指工作中涉及的不同行業，如：鐘錶、美容、印刷等

寫作文書：各種專業宣傳推介文書，如：公司形象宣傳稿、活動消息發佈新聞稿、產品或服務推廣函等

其他學習內容：閱讀理解、語文及文化知識

1.1 確定寫作目標

1.2 確定讀者身分

1.3 搜集相關資料

1.4 擬定合適大綱

2.1 內容細節清楚交代具體細節，如：時間、

地點、人物等。清楚交代寫作的目的、事由、結

果等。清楚展示重點或特色，配合環境

或發佈條件，以求突出個人或機構的形象。

展示優勢，例如展示產品、服務或機構的優點及過人之處。

展示具說服力的證據，適當引用權威及論證，以達到推廣的目的。

根據要求作適當的收結



2.2 語文表達與運用主旨明確，文理連貫，條理分明，

銜接得宜。詞語運用配合，語法正確，能靈

活運用幾種常見修辭手法，如：呼告、引用、襯托、誇張等，語氣風格配合溝通目的。

標點符號運用恰當，標題配合主旨，條目清晰明確，序號編排得當，格式符合標準。

2.3 寫作策略仔細審題，認真寫作，並配合觀

察、分析，發揮創意及聯想。配合，剪裁恰當反覆修改：校對稿件文字格式及

遣詞用語利用恰當的版面處理（封面、圖

表、釘裝）以增強形象效果。

教材: 由語文學科中文項目發展小組開發參考書目:

1. 邵敬敏編(2007)。《現代漢語通論》(第 2 版)。上海：上海教育出版社。

2. 李錦昌(2008)。《商業傳意與應用文大全》。香港：商務印書館（香港）有限公司。

3. 中國社會科學院語言研究所詞典編輯室編(2012)。《現代漢語詞典》(第 6 版)。北京：商務印書館。



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee



Module Syllabus

Module Title English and Communication: Persuasive Presentations

Module Code LAN4108

QF Credits 9

QF Level 4

Notional Learning Hours

90 hrs

Contact Hours*: 26 hrs

Lecture - hrs Tutorial 18 hrs Workshop/Lab 8 hrs

Visit/Seminar - hrs

Self-study Hours: 64 hrs

Assessment Hours: - hrs (Outside Contact/Self-study Hours)

Module Aim:

This module aims to enable students to demonstrate reasonable clarity in presenting extended spoken texts relating to a wide range of both familiar and some new contexts, and expressed in complex language*, in order to communicate, effectively and with some confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying compliments, persuasion and emotion.

*Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome: On completion of the module, students are expected to be able to express compliments, persuasion and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. discuss audiences’ specific problem(s)/need(s).

2. express compliments and emotion, and use persuasive language with tact and subtlety.

3. express sensitive evaluation of the resulting anticipated benefits of the proposed recommendations.

4. speak persuasively and confidently through appropriate and tactful explanations and discussion/argument when proposing a solution/an idea.

5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of



alternative constructions that reflect variations in register.

Learning and Teaching Strategies: Learning and teaching activities are devised to align with the intended learning outcome

and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions, and role plays. Grammar learning is also incorporated in trade contexts.

Trade-specific authentic materials and simulated workplace situations are adopted to contextualise the learning and teaching of the four language skills, grammar and vocabulary.

To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. Students are expected to take the initiative to draw up their own independent learning plan, identify learning targets, monitor learning progress and assess learning outcomes. They have to participate in a variety of self-initiated language activities, work independently on e-learning and other extended language learning tasks, and constantly reflect on their language learning experience.

There is a close collaboration with disciplines to develop a whole-campus approach to language learning support and a language-across-the-curriculum approach to learning and teaching. Reading across the curriculum using discipline-specific texts and journals is to be reinforced. Cross-curricular collaboration in building up students’ terminology and raising students’ awareness of the need for continuous improvement of linguistic proficiency in their trade modules is to be worked out.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will complete various tasks such as reading/viewing records, language practice and online language tasks. They will be assessed during the learning process, with continuous feedback given by the teacher. An End of Module Assessment will be administered to assess students’ attainment of the Unit of Competency at this level.

Assessment Guidelines: 1. The assessment presentation could be recorded for verification purposes.



2. The assessment could be conducted face-to-face, or as if on the telephone or in a video teleconference.

3. An individual may be assessed on an actual presentation or in a simulated activity conducted with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).

Key Content Area: The following Unit of Competency is adopted from the Specification of Generic (Foundation) Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria GCEN404A-3 Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation (Speaking)

1. Appropriate information/ideas are communicated with a clear purpose and message.

2. The information/ideas are organised logically. 3. The presentation is structured appropriately, usually with

an introduction, message and conclusion. 4. Communicative functions are handled appropriately 5. The language used is appropriate to the task. 6. The spoken delivery (pace and volume) is appropriate to

the task. 7. Non-verbal signals are used appropriately. 8. If audio-visual aids and/or video play an essential part in

the presentation, they should be incorporated appropriately into the delivery, both linguistically and physically.

Range Speech should be fairly fluent. Speech may include some grammatical errors, but these

should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well controlled.

The register should suit the audience and purpose. Non-verbal signals may include facial expressions, other

body language, and active listening articulations. The physical handling of audio-visual aids and/or realia

may include pointing to graphics, demonstrating the use or characteristics of objects, and manipulating equipment.

Language Features a growing range of vocabulary complex grammatical structures:

simple/compound/complex sentences



Unit of Competency Performance Criteria positive/negative/interrogative/imperative forms all verb forms/tenses/modals/discourse markers (e.g.

conjunctions, sequence words, etc) complex constructions (e.g.conditionals, comparison,

concession, etc) a growing range of alternative constructions that

reflect variations in register a linguistic repertoire that demonstrates subtlety, tact and

sensitivity

Textbooks: In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. 2010, In Company: Upper Intermediate, Macmillan Publishers Limited.

2. Williams E. 2013, Presentations in English (11th ed.), Macmillan Publishers Limited.

3. Yule, G. 2009, Oxford Practice Grammar (Advanced), Oxford: Oxford University Press.



1 Dec 2010 Carol Sze Pui Shan

2 Jan 2011 Carol Sze Pui Shan

3 Mar 2011 Carol Sze Pui Shan

4 Mar 2014 Mabel Wong Chau Ping



Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4


100 hrs


Lecture - hrs Tutorial 27 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying persuasion and emotion.


Module Intended Learning Outcome:

On completion of the module, students are expected to be able to express persuasion and emotion when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

express persuasion and emotion effectively when promoting products/services/projects/events

handle information effectively when promoting oneself in work-related contexts

discuss readers’ specific problems/needs in proposals.

present tactful explanations and discussion/argument with subtlety and sensitivity when proposing response(s)/solution(s).



write persuasively through suitable and sensitive evaluation of information and the conclusions drawn from it.

adopt an appropriate register and style for different types of persuasive writing.

demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.

Learning and Teaching Strategies:

Learning and teaching activities are devised to align with the intended learning

outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions, and role plays. Grammar learning is also incorporated in trade contexts.




Assessment Scheme:



Total 100%




Assessment Guidelines:

Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)

Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria

GCEN407A-3 Express persuasion and emotion when


2. The information/ideas are organised logically. 3. The text is structured appropriately.

presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form (Writing)

4. Communicative functions are handled appropriately. 5. An appropriate format is used. 6. The language used is appropriate to the task. 7. An appropriate register is used. 8. If graphic representations play an essential part in the text,

they should be incorporated appropriately, both linguistically and physically.

Range The writing should demonstrate control of commonly used

grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.

Language Features a growing range of vocabulary complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms



all verb forms/tenses/modals/discourse markers (e.g. conjunctions, sequence words, etc)

complex constructions (e.g. conditionals, comparison, concession , etc)

a growing range of alternative constructions to reflect variations in register

Textbooks:

In–house teaching and learning materials References:

1.

Clarke, S., Powell, M., Sharma, P. (2010). In Company: Upper Intermediate, Oxford: Macmillan Publishers Limited.

2. Krizan, A. C., Merrier, P., Logan, J. & Williams, K. (2011). Business communication (8th ed.). Cincinnati, OH: South-Western Thomas Learning.

3. Johnson-Sheesan, R. (2008). Writing Proposals (2nd ed.). New York: Pearson/Longman.

4. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University Press.


Version Date Revised by







Module Syllabus

Module Title English and Communication: Reports

Module Code LAN4107

QF Credits 9

QF Level 4


90 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim: This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying suggestions.




Module Intended Learning Outcome: On completion of the module, students are expected to be able to express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. state the background and establish the purpose of a report precisely.

2. analyse, synthesise and evaluate information in the findings and discussion sections critically.

3. express suggestions and recommendations persuasively, stating their resulting benefits through appropriate and tactful explanation and argument.

4. draw conclusions logically from findings through appropriate and sensitive evaluation of information.

5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.


Learning and teaching activities are devised to align with the intended learning outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions, and role plays. Grammar learning is also incorporated in trade contexts.






Assessment Scheme:



Total 100%


Assessment Guidelines: Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation) Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria GCEN407A-2 Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form (Writing)


2. The information/ideas are organised logically. 3. The text is structured appropriately. 4. An appropriate format is used. 5. The language used is appropriate to the task. 6. An appropriate register is used. 7. If graphic representations play an essential part in the text,

they should be incorporated appropriately, both linguistically and physically.

Range The writing should demonstrate control of commonly used grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.



Unit of Competency Performance Criteria Language Features

a growing range of vocabulary complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms all verb forms/tenses/modals/discourse markers

(e.g. conjunctions, sequence words, etc) complex constructions (e.g. conditionals, comparison,

concession, etc) a growing range of alternative constructions that reflect

variations in register a linguistic repertoire that demonstrates subtlety, tact and

sensitivity


References:

1. Clarke S., Powell M., Sharma P. 2010, In Company: Upper intermediate, Macmillan Publishers Limited.

2. Bowden J. 2011, Writing a Report – how to prepare, write and present really effective reports (9th ed.), How to Books Limited.










Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3


60 hrs


Lecture - hrs Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to understand and respond, with reasonable clarity, to incoming workplace written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to communicate effectively and with some confidence when handling problems.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome: On completion of the module, students are expected to be able to handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to: 1. read for main ideas and extract relevant information from workplace documents for

handling specific problems.

2. handle problems such as complaints from colleagues and customers by explaining causes of problems, empathising with the reader, offering advice and evaluating solutions to problems.

3. deal with acceptance and refusal of responsibilities in different workplace situations.



4. adopt a diplomatic tone and express goodwill.

5. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.


Assessment Scheme:



Total 100%




Assessment Guidelines:

1. As the focus of this competency is on writing, reading should be seen as facilitating input.

2. Input texts should be selected at an appropriate level of difficulty for the task.


Unit of Competency Performance Criteria GCEN306A-3 Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/ argument, and evaluation (Reading and Writing)

1. The purpose of incoming correspondence is understood through identification of the writer, context and subject.

2. The message of incoming correspondence is understood through identification of the main ideas and specific details.

3. Information/ideas that are appropriate to the purpose and message are given in the response.

4. Appropriate expressions of goodwill are given. 5. An appropriate format is used. 6. The response is organised appropriately. 7. A polite tone is used. 8. The language used is appropriate to the task. 9. Tasks are performed in a timely manner. Range The writing may include some grammatical, spelling or punctuation mistakes, but these should not interfere with meaning or impose strain on a sympathetic reader. Language Features a growing range of vocabulary increasingly complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms



a wide variety of verb forms/tenses/ modals/discourse markers (e.g. conjunctions, sequence words, etc)

complex constructions (e.g. conditionals, comparison, concession, etc)

a small range of alternative constructions that reflect variations in register


References: 1. Clarke S., Powell M., Sharma P. 2009, In Company: Intermediate, Macmillan

Publishers Limited.

2. Guffey, M. E. 2010, Essentials of business communication (8th ed.), Mason, OH: South-Western Cengage Learning.

3. Emmerson, P. 2013, Email English (2nd ed.), Macmillan.










Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3


60 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim: This module aims to enable students to participate, at a sufficient level of comprehension and clarity, in oral interactions of increasing length, relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to understand and communicate, effectively and with some confidence, predictable information, ideas, related explanations, discussion/argument, and evaluation when handling suggestions, offers, preference and persuasion.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome: On completion of the module, students are expected to be able to handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. participate effectively in discussions/meetings/negotiations/ with colleagues/clients on workplace topics/issues.

2. make and respond to suggestions, offers, preference and persuasion by giving opinions with justification appropriately.



3. initiate and handle interruptions and clarifications effectively.

4. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.


Assessment Scheme:



Total 100%




Assessment Guidelines: 1. The assessment interactions could be recorded for verification purposes.

2. The assessments could be conducted face-to-face, or as if on the telephone or in a video teleconference.

3. An individual may be assessed on an actual exchange or in a simulated activity conducted with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).

4. As the initiator of a topic or giver of a piece of information is, by definition, psychologically and linguistically better prepared than his/her interlocutor(s), assessors could ensure that, before the assessment interactions, all parties in them are given instructions/stimuli that relate to a mix of both common and individual information so that they have an equal opportunity to deliver and respond to both known and unknown information.


Unit of Competency Performance Criteria GCEN303A-2 Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation (Listening and speaking)

1. The purpose of the interaction is communicated/understood through identification of the context and subject, and of the initiator’s communicative intent.

2. The message of the interaction is communicated/understood through identification of the gist, main ideas and specific details.

3. Specific information/ideas in the interaction are communicated and/or identified/extracted appropriately.

4. Communicative functions are handled appropriately. 5. Development of the interaction is achieved through

appropriate responses and contributions. 6. Turns are taken according to the conventions of the

interaction type. 7. Clarification is sought and given when necessary to

help communication. 8. The language used is appropriate to the task. 9. Non-verbal signals are used appropriately. Range Speech should be fairly fluent when expressing simple,

familiar ideas and language, but more hesitant with more complex and unfamiliar content/language.

Speech may include some grammatical errors, but these should not interfere with meaning or impose interpersonal strain on a sympathetic listener.



Unit of Competency Performance Criteria Articulation, intonation, stress and rhythm should be

fairly well controlled when expressing simple, familiar ideas and language, but less controlled with more complex and unfamiliar content and language.

The exchange should be sufficient for each speaker. The register should suit the audience and purpose. Non-verbal signals may include facial expressions,

other body language, and active listening articulations. Language Features a growing range of vocabulary increasingly complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms a wide range of verb forms/tenses/modals/discourse

markers (e.g. conjunctions, sequence words, etc) complex constructions (e.g. conditionals,

comparison, concession, etc) a small range of alternative constructions that reflect

variations in register


References: 1. Clarke S., Powell M., Sharma P. 2009, In Company: Intermediate, Macmillan

Publishers Limited.

2. Stephens, B. 2011, Meetings in English, Macmillan.












Module Syllabus

Module Title Collaboration, Teamwork & Social Engagement

Module Code SDD4006 / SDD4006M

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs

Contact Hours*: 26 hrs (for pre-employment programme)

18 hrs (for in-service programme)

Self-study Hours:

34 (for pre-employment programme)

42 (for in-service programme)

Assessment Hours: - hrs

(Outside Contact/Self-study Hours)

Exemption Criteria

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2):

(1) Academic Criteria

A pass in SDD4002 or WPD3202S

AND

A pass in SDD4003 or WPD4201S

OR

A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption Assessment

A pass in the assessment for module exemption, plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Module Aim:

This module aims to enable students to develop the necessary competencies in building up effective interpersonal relationships, and to perform as good team players. It also aims to enhance students’ social awareness.



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to:

1. apply communication skills in building effective interpersonal relationship;

2. perform as a good team player with collaboration skills; and

3. analyze social issues to foster their social awareness as engaged citizen.


1. A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in communication, teamwork and social awareness. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, site visit, fieldwork, project-based learning activity and individual presentation. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

2. Project-based learning activity will be provided to students as a platform to review their behaviour in a team context and to enhance their collaboration skills.

3. Students’ learning will be kept track through various means, such as written exercise, in-class activities, and project implementation. The products of students’ project will be collected to demonstrate students’ competency and the impacts made to the society. Students’ works will also be contributing to their career portfolio for graduation.

4. Students will be encouraged to extend their learning experiences beyond workshops to develop their teamwork and collaboration skills as well as to enrich their social awareness. They are encouraged to join various student groups and discipline projects to practice their learnt skills and to serve others with the sense of responsible citizen.



Assessment Scheme:


End-of-Module Assessment (EA) 50%

Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes.

Unit of Competency Performance Criteria SWPD411

Apply communication skills in building effective interpersonal relationship

1. Advanced understanding of interpersonal relationship.

Range: Topics may include but not limited to the impact of advanced technology on human relationship, the effect of socioeconomic changes and different mindsets on people relationship and the model of effective communication.

2. Apply appropriate communication skills in various contexts and at different life stages.

Range: Topics may include but not limited to the usage of empathy and listening skills, and case studies in various social contexts and at different life stage.

3. Exercise effective conflict resolution.

Range: Topics may include but not limited to the usage of emotional control, effective conflict resolution process and case studies in different interpersonal scenarios.

SWPD412

Perform as a good team player with collaboration skills

1. Carry out the principles of collaboration and teamwork.

Range: Topics may include but not limited to the positive mindset to foster collaboration and effective teamwork, and case studies in different scenarios



related to teamwork context.

2. Articulate essential attributes of leader and team member.

Range: Topics may include but not limited to team roles, and case studies and role plays in different scenarios related to the interaction between leader and members.

3. Apply strategies for managing group project and team dynamics.

Range: Topics may include but not limited to division of labour, team dynamics, and case studies and role plays in different scenarios related to group project management.

4. Implement a group project with the learnt skills.

Range: Topics may include but not limited to review and evaluate both team’s and member’s performance according to their application of appropriate skills.

SWPD413

Analyse social issues to foster social awareness as an engaged citizen

1. Analyse the current social issues.

Range: Topics may include but not limited to analyse social issues related to sustainable development, citizenship, or civic matters with case studies.

2. Take action for sustainable development for a contemporary society.

Range: Topics may include but not limited to the understanding of sustainable development goals and devise an action plan to tackle social issue

3. Employ positive attitude as an engaged citizen.

Range: Topics may include but not limited to the responsibility and rights of a citizen, the dilemma between social good and self-interest, and case studies in various scenarios related to engaged citizenship.

References:

1. Eunson, B. (2016). Communicating in the 21st century. Milton, Qld.: Wiley.

2. Bagwell, C., & Schmidt, M. E. (2011). Friendships in Childhood and Adolescence. New York: The Guilford Press.

3. Wood, Julia, (2014). Interpersonal communication - everyday encounters. Boston:Cengage Learning.

4. DeVito, J. A. (2016). The Interpersonal Communication Book. Boston: Pearson



Education.

5. Beebe, S. A. (2017). Communication: Principles for a lifetime. Vancouver, B.C.: Langara College.

6. Bob LaRocca (2017). Transforming Education: Social Awareness Toolkit. Retrieved on 3 August 2018 from https://www.transformingeducation.org/resources/for-educators/

7. Berne, E. (2015). Transactional analysis in psychotherapy: A systematic individual and social psychiatry. Mansfield Centre, CT: Martino Publishing.

8. Schnell, E.; Hammer, A. (2000). FIRO-B® Technical Guide. Mountain View, CA: CPP, Inc.

9. Stewart, I., & Joines, V. (2014). TA today: A new introduction to transactional analysis. Melton Mowbray: Lifespace Publishing.

10. Roy Lilley. (2016). Dealing with difficult people. London: Kogan Page.

11. Tuhowsky, I., & Tuhovsky, I. (2017). The science of effective communication: Improve your social skills and small talk, develop charisma and learn how to talk to anyone. Middletown, DE: CreateSpace Independent Publishing Platform.



1 24 September 2018 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming



Module Syllabus

Module Title Enhancing Competencies in the 21st Century Workplace

Module Code SDD4007

QF Credits 3

QF Level 4

Notional Learning

Hours 30 hrs

Contact Hours*:

13 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(3) Academic Criteria A pass in SDD4004

OR A pass in WPD3203S

OR A pass in WPD3204S

OR A pass in WPD4074

OR A pass in a comparable academic achievement

(4) Work Experience with Pass in Exemption Assessment


Module Aim:

This module aims to enhance students’ competencies in formulating their own career development strategies. It also aims to foster students’ lifelong learning skills as well as exercising appropriate work ethics and workplace etiquette.



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to:

1. select appropriate personal strategies for career development;

2. illustrate one’s lifelong learning skills to prepare for the challenges in workplace; and

3. exercise responsible judgement and action with appropriate work ethics and workplace etiquette in a specific trade.


1. A student-centred learning and teaching approach will be adopted to help students formulate career development plan with lifelong learning strategies as well as to develop appropriate work ethics and workplace etiquette.

2. Experiential learning approach will be adopted to facilitate students’ learning through hands-on preparation of career portfolio, participation in mock interview and various career-related activities. Those learning activities will be debriefed to help students link up training with learning and then to generate new ideas through reflection from the experiences.

3. Students are encouraged to extend their learning experiences beyond workshops to strengthen their individual goals and aspirations. Extra-curricular activities related to career development, work attitude, career image and ethics, work etiquette, industry trends, career in Mainland, and career coaching will be organized to help students further extend their learning experiences. They will be asked to collect various learning artefacts to produce their personal career portfolio for graduation.

4. Teachers will provide individual feedback to student in tutorials for making advancement in career goals formulation and their use of career strategies.

Assessment Scheme:



Total 100%



Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are: 70 or above Pass with Merit 40-69 Pass 0-39 Fail

Key Content Area:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes. Unit of Competency Performance Criteria SWPD414 Select appropriate personal strategies for career development

1. Carry out job-hunting skills for vocational training.

Range: Topics may include but not limited to formulation of career goals and work plan, together with the corresponding job-hunting tactics.

2. Demonstrate interviewing skills in different contexts.

Range: Topics may include but not limited to skills for individual interview or group interview, and pre-interview preparation and post-interview review.

3. Produce e-portfolio for personal career planning.

Range: Topics may include but not limited to production of e-portfolio to show the matching among one’s career goal, personal attributes for the selected job, and personal calibre for the selected career.

SWPD415 Illustrate one’s lifelong learning skills to prepare for the challenges in workplace

1. Appreciate ever changes in the world of work and the impact of technology in workplaces.

Range: Topics may include but not limited to the impact of technology on job market (e.g. AI, VR, job obsolete and new job creation) and the influence of globalization.

2. Employ transferable skills for job transition.

Range: Topics may include but not limited to positive attitude for job changes, and mindset for lifelong learning.

3. Exercise self-regulation approach in workplaces.

Range: Topics may include but not limited to self-awareness of individual thoughts, feeling and behaviours in workplace, emotional management for colleague’ interaction, and exercise appropriate work



manner.

4. Enhance collaboration skills in workplaces.

Range: Topics may include but not limited to application of communication skills, team roles and dynamic, conflict resolution, and collaboration skills in workplace.

SWPD416 Exercise responsible judgement and action with appropriate work ethics and workplace etiquette in a specific trade

1. Develop work value and employ appropriate moral principles to suit the work context.

Range: Topics may include but not limited to review on personal value with company’s mission and value and select appropriate work ethics to fit the workplace or professional standard.

2. Exercise appropriate workplace etiquette.

Range: Topics may include but not limited to understanding of company’s regulation and informal culture, and self-management to fit in the workplace’s requirement.

References:

1. Petrus Ng, Xiqing Susan Su, Gina Lai, Dennis Chan, Eddie Ho, Vivien Chan, Heidi Leung, Vicki Kwan and Chloe Li (2016). A Holistic Model of Student Development: The Validation of Whole Person Development Inventory for College Students in Hong Kong. Measurement and Evaluation in Counseling and Development 1-21. Doi: 10.1177/0748175615625748

2. Martin, Tanya V.; Martin, Tanya V., editor. (2016). Career development: theories, practices and challenges. New York: Nova Publishers. MMS ID: 991005981819804681

3. Brown, D. (2011). Career Information, Career Counseling and Career Development (10th Ed.). Prentice Hall.

4. Dubrin, A. J. (2010). Human Relations for Career and Personal Success: Concepts, Applications, and Skills (9th Ed.). Pearson Prentice Hall.

5. Osborn, Debra S., 1968- Zunker, Vernon G., 1927- (2016). Using assessment results: career development (Ninth Edition). Boston, MA: Cengage Learning. MMS ID: 991000118099704681

6. Watson, Mark. Watson, M. B. (Mark Brownlee), 1949- McMahon, Mary, 1955- (2012). Career development global issues and challenges. New York: Nova Science Publishers. MMS ID: 991005964720704681

7. Baker, Michael J (2013). Career Development. Journal of customer behaviour. 2013, Vol.12(2), p.91-94. DOI: 10.1362/147539213X13832198548139

8. 水淼 (2010)。20 幾歲，就定位：打造通往未來的許可證！。好的文化。

9. Natashia Larkin (2018). Job interview tips 2018: Your complete guide to success.



Retrieved from: https://www.cv-library.co.uk/career-advice/interviews/job-interview-tips-2018-complete-guide/

10. Michael Cheary (2018). Competency-based interviews: What you need to know. Retrieved from: https://www.reed.co.uk/career-advice/competency-based-interviews-what-you-need-to-know/

11. Home. (n.d.). Retrieved from https://mahara.org/

12. [email protected] (2018). Career Development Theories. Retrieved from: http://www.loveyourcareer.org/understnad-yourself/32-career-cunseling-tools/career-development -theories/26-career-development-theories#Happenstance

13. TheInterviewguys.com (2018). How to Master the START Method For Interview Questions. Retrieved from: https://theinterviewguys.com/star-method/




Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui,

Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming



Module Syllabus

Module Title MindShift: Achieving Personal Growth & Effectiveness

Module Code SDD4005 / SDD4005M

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs

Contact Hours*:

26 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(1) Academic Criteria

A pass in SDD4001 OR

A pass in WPD3200S OR

A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption Assessment


Module Aim: This module aims to enable students to formulate effective self-improvement strategies and to develop good habits for pursing personal goals as well as meeting the impending challenges of the changing world.



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to:

1. formulate self-improvement strategies to meet the needs of the changing world;

2. foster good habit building for well-being; and

3. articulate one’s personal goals in terms of personal potentials.


1. A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in adaptability, resilience and potential development to achieve personal goals even in face of changing environments with adversity. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, individual presentation and physical activity workshops. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

2. Mutual support and peer feedback will be encouraged and adopted in the in-class activities, such as group sharing, to create a mutual support learning environment, which will help promote better adaptation and resilience building. Students will be given opportunities to learn from their peers as well as to give and receive feedback.

3. Students’ learning will be kept track through various means, such as written exercise, in-class activities, peer feedback, and presentation of their self-reflection. The products of students’ works will be collected as evidence to demonstrate their competency and will be contributing to their career portfolio for graduation.

4. Students will be encouraged to extend their learning experiences beyond workshops to build up personal goals and resilience for personal development. They are encouraged to participate in activities with manageable challenges, including sports activities and psychological skills training.

Assessment Scheme:



Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:



70 or above Pass with Merit

40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes.

Unit of Competency

Performance Criteria

SWPD408 Formulate self-improvement strategies to meet the needs of the changing world

1. Articulate the impact of the changing world on people’s well-being.

Range: Topics may include but not limited to the impact of the Industry 4.0 and internet world, the importance of generic competencies in different scenarios related to the changing world.

2. Develop the growth mindset for self-improvement.

Range: Topics may include but not limited to the understanding of one’s mindset, the different impacts resulted from fixed and growth mindset, and the corresponding self-improvement strategies.

3. Employ self-regulation approach.

Range: Topics may include but not limited to the understanding of different emotions and the mechanism of one’s affective, physical and cognitive response to a variety of situations, and apply the knowledge of S-ABC model as for self-regulation.

SWPD409 Foster good habits for personal effectiveness

1. Review one’s experience in meeting challenges.

Range: Topics may include but not limited to review of one’s experience and to share the experience for building personal strength.

2. Employ interpretation strategies on resilience and application of new strategies.

Range: Topics may include but not limited to strategies for resilience and case studies in applying new approaches to handle various challenges.

3. Implement physical training exercise to enhance well-being.

Range: Topics may include but not limited to the appropriate health check and building habit of regular exercise for well-being.



SWPD410 Articulate one’s personal goals in terms of personal potentials

4. Identify strategies for developing one’s potentials.

Range: Topics may include but not limited to set goals with personal strengths or potentials.

5. Apply strategies for self-improvement.

Range: Topics may include but not limited to applying growth mindset and building good habits for personal effectiveness on goral setting.

References:

1. Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development. 78(1), 246-263. doi: 10.1111/j.1467-8624.2007.00995.x

2. Chao, M., Visaria, S., Mukhopadhyay, A., & Dehejia, R. (2017). Do rewards reinforce the growth mindset? Joint effects of the growth mindset and incentive schemes in a field intervention. Journal Of Experimental Psychology: General. 146(10), 1402-1419. doi: 10.1037/xge0000355

3. DeBacker, T., Heddy, B., Kershen, J., Crowson, H., Looney, K., & Goldman, J. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals. Educational Psychology. 38(6), 711-733. doi: 10.1080/01443410.2018.1426833

4. Carlson, N., & Birkett, M. (2017). Physiology of behavior (12th ed.). England: Pearson Education Limited.

5. “Discover How to Rewire Your Brain with Neuroplasticity.” YouTube, YouTube, 11 June 2017. Retrieved from www.youtube.com/watch?v=bbLP-as1ABk.

6. Dweck, C. (2015). Carol Dweck Revisits the 'Growth Mindset'. Retrieved from https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html

7. Dweck, C. (2016). Mindset: The New Psychology of Success. New York: Ballantine.

8. Kolb, B., Gibb, R., & Robinson, T. (2003). Brain Plasticity and Behavior. Current Directions in Psychological Science, 12(1), 1-5.

9. Leung, F. (Feb, 2018). Doing CBT in the Decade of the Mind: The S-ABC Model. Keynote Address at the 6th Asia CBT Conference. Dhaka, Bangladesh.

10. “Growing Lifelong Learners.” Science Impact. Retrieved from https://www.mindsetworks.com/default

11. Paunesku, D., Walton, G., Romero, C., Smith, E., Yeager, D., & Dweck, C. (2015). Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement. Psychological Science, 26(6), 784-793. doi: 10.1177/0956797615571017

12. Wilson, T., & Buttrick, N. (2016). New directions in social psychological



interventions to improve academic achievement. Journal Of Educational Psychology, 108(3), 392-396. doi: 10.1037/edu0000111

13. Yeager, D., & Dweck, C. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302-314. doi: 10.1080/00461520.2012.722805




Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming 2 21 January 2019 Ms LAU Sze Lui,

Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming



Module Syllabus

Module Title Information Technology Essentials – Design

Module Code ITE3003

QF Credits 6

QF Level 3

Notional Learning

Hours 65 hrs


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs




Module Rationale/Aims:

The module aims to strengthen students’ generic IT knowledge and skills in developing creative contents for effective presentation and communication in order to enhance workplace productivity in Design and related industries.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. produce design illustrations using computer applications to meet given requirements;

2. produce computer graphics using editing applications to meet given requirements; and

3. build a website with interactive and multimedia features to meet given requirements.




This module will be delivered in a computer laboratory.

Practical examples are given to students to facilitate their learning.

Hands-on and task-based approaches are used to encourage students to attain the practical skills and knowledge.

Exercises and work relevant to the programme are given to students to apply the skills they learn in this module in their vocational modules of the programme.

Assessment Scheme:



Total 100%

Key Content Areas: The following Units of Competency (UoCs) from the Specification of Generic (Foundation) Competencies under the Qualifications Framework are adopted as the references for the delivery of the module in order to achieve the intended learning outcomes. UoC#1: GCIT306A Produce a design illustration using computer applications. UoC#2: GCIT307A Produce computer graphics using editing applications. UoC#3: GCIT315A Produce an interactive website to meet user requirements.

Unit of Competency

Elements of Competency


GCIT306A Produce a design illustration using computer applications

1. Demonstrate an understanding of the principles of computer applications for producing design illustrations

1.1 Identify functions of a computer application for producing design illustrations that meets user requirements

Range: Topics may include but are not limited to vector graphics, raster images, colour depth, line-width, scaling, rotating, colour filling and layers to assist editing

1.2 Select and justify the use of the computer

application for illustration design when compare with other graphics editing applications

1.3 Identify and select appropriate input techniques to meet user requirements

Range: Techniques may include but are not limited to digitizing tablet, touch screen and track-ball



2. Plan for producing design illustrations

2.1 Identify and select appropriate steps to create an illustration to meet user requirements

Range: Considerations may include but are not limited to objectives of illustrations, shapes of illustrations, perspective views and 3D views, view angles and drawing size to meet specifications

3. Create a design illustration

3.1 Produce an illustration layout that is consistent with its purposes and familiar to the target audience

3.2 Produce shapes from templates and/or

symbol libraries 3.3 Produce an illustration that meets

communication objectives and user requirements

4. Save and exchange the design illustration

4.1 Store the design illustration in suitable storage media

4.2 Convert the file format of the design

illustration to facilitate storage and information exchange

5. Print and output the design illustration

5.1 Print the design illustration with a suitable hardcopy medium that is familiar to the target audience

5.2 Output the design illustration for other

applications Range: Applications may include but are

not limited to image editing software and web-authoring software



Unit of Competency



GCIT307A Produce computer graphics using editing applications

1. Demonstrate an understanding of the principles of graphics editing application

1.1 Identify the functions of a graphics editing application for computer graphics that meets user requirements

1.2 Select and justify the use of the

graphics editing application when compare with other computer aided design (CAD) applications

1.3 Identify and select appropriate input

methods and techniques to meet user requirements

Range: Techniques may include but are not limited to operation of digitizing tablet, pressure sensitive tablet, touch screen and track-ball

2. Plan for producing computer graphics

2.1 Identify and select appropriate steps to create a computer graphics to meet user requirements

Range: Considerations may include but are not limited to expectations from target audience, purposes of visual communications, size of graphics, resolutions, the use of colour, colour tone and style

3. Create a graphic design

3.1 Produce a graphic layout that is consistent with its purpose and familiar to the target audience

Range: Topics may include but are not limited to size, resolution and colour depth

3.2 Open graphics/images for editing Range: Topics may include but are

not limited to multiple files operation, joining, merging, copying, replacing and erasing images

3.3 Use tools to trace and capture image

objects Range: Topics may include but are

not limited to the use of Boolean functions to select, unselect, merge and group image objects

3.4 Apply functions and special effects to



touch up graphics/images/photographs

Range: Topics may include but are not limited to brightness, contrast, -value, colour tone, colour retouch, shadow, filtering, sharpening and blurring, twisting, filtering, fade-in and fade-out

3.5 Produce a graphic design that meets

the communication objectives and the user requirements

Range: Topics may include but not limited to adopting suitable background colours/ photographs for the design; selecting, adding or removing text, images and photos to the design

4. Save and exchange the graphic design

4.1 Save the graphic design in suitable storage media

4.2 Convert the file format of the graphic

design to facilitate storage and information exchange

5. Print and output the graphic design

5.1 Print the graphic design with a suitable hardcopy medium that is familiar to the target audience

5.2 Output the graphic design for other

applications Range: Applications may include but

are not limited to web authoring applications, slide show and photo thumb nails

5.3 Publish the graphic design in a

suitable medium that is familiar to the target audience

Range: Media may include but are not limited to web pages and websites, CD /DVD



Unit of Competency



GCIT315A Produce an interactive website to meet user requirements

1. Demonstrate knowledge and skills in planning an interactive website

1.1 Identify the purpose of the website to meet user requirements

Range: Topics may include but are not limited to target audience, purpose, content and information, constrains and limitations

1.2 Identify and select an appropriate

method to produce an interactive website

Range: Topics may include but are not limited to using HTML or website authoring tools

1.3 Produce sitemap draft to assist

planning of the website Range: Topics may include but are

not limited to the default page, menus, hierarchy, links between web pages, site guides, contact information and FAQ pages

2. Produce an interactive website according to the user requirements

2.1 Use appropriate tools to produce a website with interactive features

Range: Topics may include but are not limited to text formatting, the use of hyperlinks, Cascading Style Sheet, frames, forms and tables; interactive media and typography, hit counter, search functions, on-line product catalogue, membership registration and login

2.2 Insert appropriate graphics, images,

animation and sound from libraries to enhance the website Range: Topics may include but are not limited to the use of colour, background images, animation and background music

3. Manipulate audio in enhancing web pages effectively

3.1 Select, modify or produce digitized audio files to meet the design requirements

Range: Topics may include but are not limited to direct capture, analog and digital conversion, sampling frequency implications

3.2 Adjust and convert audio files to



appropriate formats Range: Topics may include but are

not limited to mixing, trimming, combining and converting file formats

4. Manipulate video in enhancing web pages effectively

4.1 Select, modify or produce digitized video files to meet the design requirements

Range: Topics may include but are not limited to direct capture by digital video and digital camera, analog and digital conversion, video aspect ratio, video and audio synchronisation, the use of streaming format

4.2 Adjust and convert video files to

appropriate formats Range: Topics may include but are

not limited to trimming, combining, adding transitions, subtitles and narrative

5. Manipulate animation and graphics in enhancing web pages effectively

5.1 Select, modify or produce animated entities with appropriate software to meet the design requirements

5.2 Select, modify or produce graphics

with appropriate software to meet the design requirements

6. Test and maintain the website

6.1 Preview and test the website 6.2 Publish the website by uploading files

to appropriate locations 6.3 Modify and update the website to

meet user requirements

Requirements for Supporting Tools:

Students should have access to a personal computer with appropriate peripherals, internet access and application software.



Textbooks:

In-house learning and teaching materials.

References:

1. Harris, Jack, & Withrow, Steven. (2008). Vector Graphics and Illustration: Master Class in Digital Image-Making. Singapore: Page One.

2. Sinha, Amrendra N., & Udai, Arun D. (2008). Computer Graphics. New Delhi, New York: Tata McGraw-Hill.

3. Bouweraerts, Daniel. (2005). Introduction to Computer Graphics: Design Professional. Boston, Mass. : Thomson Course Technology.

4. Shelly, Gary B., Napier, H. Albert, & Rivers, Ollie. (2010). Discovering the Internet: Complete Concepts and Techniques. Cengage Learning.

5. Bell, Mark R. (2009). Build a Website for Free. Indianapolis, Ind.: Que.



1 Feb 2011 LM Li

2 Feb 2013 David Tang

3 Feb 2014 CHUI Wai Chun, Emily

4 Aug 2015 Freddy Wong



Module Syllabus

Module Title Aesthetics and Semiotics

Module Code DES4008

QF Credits 11

QF Level 4


110 hrs


Lecture 12 hrs

Tutorial 27 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. analyse the characteristics and aesthetic elements through research and evaluation relating to art and design movements;

2. explore design values with an awareness of cultural contexts for effective communication and interpretation;

3. propose and associate design concepts pertinently with visual elements in the context of aesthetics and semiotics; and

4. generate potential design solutions by employing aesthetics and semiotics approaches with respect to cultural diversity and visual literacy.



Learning Contents and Indicative Contact Hours:

Learning Contents

Indicative Contact Hours

1. Aesthetics Theories

Aesthetics theories analysis

Characteristics and aesthetic elements of selected art and design movements

12 hours

2. Representation of Meanings

Semiotics theories analysis

Signifier and the signified

Icon, index and symbol

9 hours

3. Meanings and Interpretations

Ways and styles of meaning

Encoding and decoding of meanings

6 hours

4. Visual application of Aesthetics and Semiotics Theories

Employ aesthetics and semiotics approaches in communication and interpretation

Explore and apply conceptualisation, realisation and presentation skills

9 hours

5. Review and Reflection

Review and evaluate learning outcomes with critical reflection

3 hours



Mapping of Learning Contents with Intended Learning Outcomes:

Learning Contents

Module Intended Learning Outcomes

1 2 3 4

1 Aesthetics Theories

2 Representation of Meanings

3 Meanings and Interpretations

4 Visual application of Aesthetics and Semiotics Theories

5 Review and Reflection


A series of lectures will be structured to introduce the main concepts of aesthetics and semiotics, supplemented by notes, on-line and other reading materials.

The main learning activity will be executed through a range of open and collaborative discussions, presentations and discourses supported by hand-outs, on-line materials and class exercises.

Students will be encouraged to apply the learned skills and knowledge to different modules in the later stage of their studies.

Assessment Scheme:



Total 100%

Essential References:

1. Hall, S 2012, This means this, this means that: a user’s guide to semiotics, 2nd edn, Laurence King Pub, London.

2. Faimon, P & Weigand, J 2004, The nature of design: how the principles of design shape our world: from graphic and architecture to interiors and products, How Design Books, Cincinnati.



Further References:

1. Kul-Want, C 2010, Introducing Aesthetics: A Graphic Guide, Totem Books, London.

2. Barry, J 1999, Art, culture, and the semiotics of meaning, St Martin’s Press, New York.

3. Fiedler, J 2012, Bauhaus, H.F, Ullmann Publishing Gmbh, Potsdam.

4. Fahr-Becker, G 2011, Art Nouveau, H.F, Ullmann Publishing Gmbh, Potsdam.

5. Koren, L 2008, Wabi-Sabi: for Artists, Designers, Poets & Philosophers, Imperfect Publishing, Decatur.

6. Kjellman-chapin, M 2013, Kitsch: History, Theory, Practice, Cambridge Scholars Publishing, Newcastle upon Tyne.

7. Jordy, W 2005,"Symbolic Essence" and Other Writings on Modern Architecture and American Culture, Yale University Press, Connecticut.

8. Mitchell, W 2002, Landscape and Power, University of Chicago Press, Chicago.



1 Feb 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

2 Mar 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

3 Jun 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

4 Apr 2011 Dr. LAM Yan Yan WONG Man Yee, Eva YAU Wai Man, Raymond

5 Jan 2012 Dr. LAM Yan Yan Tam Ka Fung, Kelvin YAU Wai Man, Raymond

6 Nov 2014 Dr. LAM Yan Yan Tam Ka Fung, Kelvin YUEN Suk Ping YAU Wai Man, Raymond



Module Syllabus

Module Title Creative and Design Thinking

Module Code DES3006

QF Credits 10

QF Level 3


100 hrs


Lecture 6 hrs Tutorial 10 hrs Workshop 20 hrs

Visit/Seminar 3 hrs





1. differentiate various models, processes, principles, and methods of creative thinking and design thinking;

2. implement human-centred innovation basics to identify needs and define problems under guided scenarios;

3. employ divergent thinking skills to generate ideas; and

4. employ convergent thinking skills to evaluate solutions based on desirability, feasibility, and viability through prototyping and testing.




Learning Contents Indicative Contact Hours

1. Design Thinking Fundamentals and Practices

Origins and approaches to design thinking

Design thinking principles and process

Practices of design thinking in various industry solutions

3 hours

2. User-Centred Research Basics and Practices

User perception and expectations

Analysis of user experiences from functional and emotional perspectives through journey mapping

6 hours

3. Defining User Needs and Problems

Problem appreciation, definition and framing

6 hours

4. Creative Thinking Approaches and Practices

Creative thinking tools and techniques

(Brain-storming, Clustering and SCAMPER)

Evaluating and selecting innovative solutions

(Evaluation Matrix and Edward De Bono’s Six Thinking Hats)

15 hours

5. Prototype and Concept Presentation

Redefining a problem through prototyping and testing

Concept presentation and evaluation of innovation ideas based on desirability, feasibility, and viability

9 hours




Learning Contents


1 2 3 4

1 Design Thinking Fundamentals and Practices

2 User-Centred Research Basics and Practices

3 Defining User Needs and Problem

4 Creative Thinking Approach and Practices

5 Prototype and Concept Presentation


A series of lectures will be structured to introduce the fundamentals of design thinking and creative thinking tools, supplemented by notes, on-line and other reading materials.

Workshops feature an interactive approach with handouts, group activities and discussions, and student presentations supported by tutorials.

The main learning activity will be executed through a range of exercises, on-site explorations and role-plays.


Assessment Scheme:



Total 100%

References:

1. Brown. T. & Wyatt, J. (2010). Design thinking for social innovation, Stanford Social Innovation Review, Winter 2010, 30-35.

2. Curedale, R. (2013). Design Thinking Process and Methods Manual, Design Community College Inc., Topanga, California.

3. Fung, A., Lo, A. & Rao, M.N. (2005). Creative tools, School of Design, Hong Kong Polytechnic University, Hong Kong.



4. Kolko, J. (2014). Well-designed: how to use empathy to create products people love, Harvard Business Review Press.

5. Michalko, M. (2006). Thinkertoys: a handbook of creative-thinking techniques, Ten Speed Press, Berkeley, California.

6. Tomitsch, Martin et al. 2018. Design. Think. Make. Break. Repeat. Amsterdam: BIS.



1 Mar 2015 Dr. LAM Yan Yan,

TAM Ka Fung, Kelvin

WONG Man Yee, Eva

LEE Siu Chung, David

2 Apr 2019 WONG Ngai Chi, Edwin



Module Syllabus

Module Title Cultural Studies

Module Code DES4007

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs Tutorial 32 hrs Workshop/Lab - hrs

Visit/Seminar 8 hrs





1. interpret the impact of cultural issues with respect to social, creative and sustainability contexts on arts and design;

2. analyse cultural elements and the important role of cultural values in art and design fields;

3. evaluate the contextual influences of selected major art and design movements on the forms, perceptions and conventions of arts, design and communication; and

4. implement research methods to analyse the relationship between arts, design and culture.




Learning Contents


1. Introduction to Cultural Studies

Social, technological, economical and sustainable perspectives in cultural studies

Important roles of cultural studies to art and design development

4 hours

2. The Social Revolution

Social changes and transformation

Popular culture

Consumerism

Identity

10 hours

3. Globalization vs Localization

Social norms

Creative values

Global and local cultures

Globalisation and cultural sustainability

Community and ‘place-making’

10 hours

4. Oriental and Western Art and Design Movements

Selected art and design movements and the contextual influences

Visual characteristics, the values and nowadays’ transformation in arts and designs

10 hours

5. Research Methods

Field research/ Contextual research methods in various art and design disciplines

Primary and Secondary research

Observation, organisation, interpretation, evaluation and presentation

18 hours




Learning Contents


1 2 3 4

1 Introduction to Cultural Studies

2 The Social Revolution

3 Globalization vs Localization

4. Oriental and Western Art and Design Movements

5 Research Methods


A series of lectures will be structured to introduce the main concepts of cultural awareness and their impact in relation to arts and designs.

The main learning activity will be delivered through a range of open and collaborative discussions, presentations and cultural visits. All activities will be supplemented by hand-outs, on-line and other forms of reading materials.


Cultural research will be employed to establish students’ foundation on identifying important cultural issues and organising the findings.

Assessment Scheme:



Total 100%




1.

2.

Barker, C 2011, Cultural studies: Theory and practice: 4th edition, Sage, London

Pickering, M2008, Research Methods in Cultural Studies (Research Methods for the Arts and the Humanities), Edinburgh University Press, Edinburgh.

Further References:

1. Mirzoeff, N 2009, An introduction to visual culture, Routledge, London; New York

2. 胡恩威 2005, 香港風格 Hong Kong Style, Tom (Cup Magazine) Publishing Limited, Hong Kong

3. Storey, J 2012, An introduction to cultural theory and popular culture, 6th edition, University of Georgia Press, Athens

4. Bhaskaran, L 2009, Designs of the times: using key movements and styles for contemporary design, Page One, Singapore

5. Henri Lefebvre, 2008, The Production of Space, Blackwell Publishing

6. Berger, J 2009, Ways of seeing, British Broadcasting Corporation: Penguin Books, London.

7. 陳瀅巧著, 方孝謙審訂, 2008, 圖解文化研究, 易博士文化, 台北市

Magazines and Periodicals:

1. Cultural studies central, viewed 25 Sept 2008, <http://www.culturalstudies.net>.

2. Mark Harden’s artchive, viewed 25 Sept 2008, <http://www.artchive.com>.

3. International Journal of Cultural Studies, Sage Publications, London.





1 Sep 2009 Dr. LAM Yan Yan

WONG Ngai Chi, Edwin

2 Jun 2010 Dr. LAM Yan Yan


3 Apr 2011 Dr. LAM Yan Yan

MATSUMURA Yoji


4 Jan 2012 Dr. LAM Yan Yan

Tam Ka Fung, Kelvin


5. Feb 2015 Dr. LAM Yan Yan

Tam Ka Fung, Kelvin

Leung Po Shan, Popo



Module Syllabus

Module Title Advanced Fashion Workshop: Draping and Modelling

Module Code FID4225

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs

Tutorial 9 hrs

Workshop/Lab 44 hrs

Visit/Seminar hrs


Assessment Hours: 0 hrs (Outside Contact/Self-study Hours)



1. apply advanced techniques and skills in costume construction of garment making;

2. mastery of skills including taking measurements, understanding grainlines, draping a bodice and skirt and translating it into a flat pattern as well as dart manipulation;.

3. manipulate paper pattern correction form model fitting of the garment; and

4. integrate both flat and draped methods of pattern drafting, and advanced construction techniques in the creation of historical Western costumes.




Learning Contents


1. Bodice Sloper (Flat Pattern and Draped Pattern)

To develop a bodice sloper for a selected dress form, using the flat pattern drafting method.

To develop a bodice sloper for the same dress form, using the draping method of pattern drafting.

16 hours

2. Pattern Corrections

Pattern adjustment to correct gathers and picker form a non-fit garment

To manipulate effective correction method to speed up the process

17 hours

3. Dart Manipulation

To creative design details by using dart manipulation.

Using dart as a design details in constructing a costume

6 hours

4. Pattern creation of a historical garment (Paper Pattern and Muslin Mock-up)

To make paper pattern from a specific historical garment by draping and modelling a torso to create fit and cutline

To adjust and to enhance the paper pattern from fabric mock-up into paper pattern form.

26 hours

Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents

Intended Learning Outcomes

1 2 3

1 Bodice Sloper (Flat Pattern and Draped Pattern)

2 Pattern Corrections

3 Dart Manipulation

4 Pattern creation of a Historical garment (Paper Pattern and Muslin Mockup)




A series of lectures will be structured to introduce the main concepts advanced garment construction techniques, supplemented by notes, on-line and other reading materials.

At the beginning of each topic, a lecture/demonstration will be given to familiarize the student with the purpose, demands, and techniques required of a project. Students will be encouraged to apply the learned practices and skills by creating a specific historical western costume.

Assessment Plan:



Total 100%


1. Waugh, N. and Dolan, J. (n.d.). Corsets and crinolines. London: Routledge.

2. Sparks, L.S., 2009. The basics of corset building: a handbook for beginners1st ed., New York: St. Martins Griffin..

Further References:

1. Arnold, J., 1985. Patterns of fashion 3: The Cut and Construction of Clothes for Men and Women C. 1560-1620, London: drama publishers.

2. Arnold, J., Tiramani, J. & Levey, S.M., 2008. Cut and construction of linen shirts, smocks, neckwear, headwear and accessories for men and women, c. 1540-1660, London: Macmillan.

3. Mikhaila, N. & Malcolm-Davies, J., 2006. The Tudor tailor: reconstructing sixteenth-century dress, London: Batsford.





1 Jan 2016 Cheung Chi Yung

2 Feb 2019 Cheung Chi Yung



Module Syllabus

Module Title Advanced Millinery and Headgear Studio

Module Code FID4204

QF Credits 12

QF Level 4


120 hrs


Lecture 6 hrs Tutorial 12 hrs

Workshop/Lab 34 hrs

Visit/Seminar - hrs

Self-study Hours: 68 hrs (for full time pre-employment)




1. learn about hat fitting and proportion to design a fascinator that is simple elegance or really conceptual and lends itself to other perfectly;

2. apply various materials, tools and equipment combinations, millinery blocking and shaping techniques in the experimentations complex millinery design;

3. create rigid hat designs with technological considerations and in balance with creativity and functionality;

4. manipulate the construction of rigid hat by using appropriate selection of tools and equipment, materials, trimmings and finishing techniques; and

5. interpret the design process and final outcome in an effective form of presentation.




Learning Contents

Indicative

Contact Hours

1. Advanced material knowledge of rigid frame top hat design

Surface coverage with textured materials

Super light-weight strong material

Carbon fibre, foam, new technology thermoplastic material

5 hours

2. Analysis of the variables in rigid frame top hat design

Fabric / material sourcing and mock up preparation

Shape supporting material

Assembling agents

8 hours

3. Block and shape millinery components construction techniques

Crown

Brims

Trims

Buckram

Wired frame

Covering, trimming and finishing

Blocked felt hat

29 hours

4. Visualization and presentation skills for millinery design

Presentation techniques including visual and oral communication

Display and decorate on the final top hat for presentation

9 hours




Learning Contents


1 2 3 4

1 Advanced material knowledge of rigid frame top hat design

2 Analysis of the variables in rigid frame top hat design

3 Block and shape millinery components construction techniques

4. Visualization and presentation skills for millinery design


5. Students will be introduced to various kinds of headpieces, by evaluating the design techniques, materials and possible end uses, to develop fundamental knowledge.

6. Teaching is student-centred with demonstration, studio practices, tutorial advises and close guidance on idea generations to product development, which involves an experiential and integrative approach to learning, developed by associating design and technological considerations with aesthetics, allowing students to develop problem solving skills.

7. Design studios and workshops with appropriate facilities will be allocated to support learning.

Assessment Scheme:



Total 100%


1. Schneider, A., 2014. Hats by Madame Paulette: Paris milliner extraordinaire, London: Thames & Hudson.

2. Mackenzie, A., 2004. Hats and bonnets from Snowshill, National Trust Enterprises., London U.K.: Scala Publishers Ltd.

Further References:



1. Hagen, C.A., 2005. Fabulous felt hats: dazzling designs from handmade felt, New York: Lark Books.

2. Ginsburg, M., 1990. The hat: trends and traditions, London: Studio Editions.

3. Milbank, C.R., 2002. The Couture Accessory, New York: Abrams.

4. Remiasz, S.V., 1986. Hats, design and construction: hats, design & construction, Evergreen Park, IL: Hat Tree Studio.

5. Tan, H., 2007. Costume craftwork on a budget: clothing, 3-D makeup, wigs, millinery, & accessories, Amsterdam: Focal Press.


1. Insight Colour and Texture Forecast, Kent, Insight, England

2. Peclers Trend Book, Peclers Paris

3. Women’s Wear Daily, Fairchild Publications, New York

Online References 1. www.wgsn.com



1 26 Jan 2016 Ho Shui Yi, Georgia

2 15 Apr 2016 WAN Pacino

3 21 Aug 2018 CHEUNG Chi Yung



Module Syllabus

Module Title Character Costume Design

Module Code FID4197

QF Credits 7

QF Level 4


70 hrs

Contact Hours*:26 hrs

Lecture 14 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs




1. visualize characters from the story script through in-depth research and image creation methodology;

2. identify historical costume details through garment construction, fabrication, colour, accessory, make-up and hairstyle;

3. propose and associate design concepts and ideas with costume renderings to create a specific costume design; and

4. generate potential design solutions for presentation to meet the industrial standard.




Learning Contents


1. In-depth study of character and story script analysis

Character analysis through a script and music for a drama and dance piece

Image creation to reflect the personality through costume, make-up, hairstyle and accessory.

4 hours

2. Historical costume realisation

Distinguish the characteristics of period costumes from its shape, texture, fabrication and colour .

Adaptation of historical costume in modern costume design

Style and characteristics of dance costume

6 hours

3. Costume design methodology - Part I

Steps in discovering, revealing and refining approach to the story script

Analyze how a character is create

Apply appropriate drawing style and technique of a costume creation

Knowledge of drawing production sketch to meet the industry standard

8 hours

4. Costume design methodology - Part II

Principle of costume design

Skills in using suitable material and fabric to create a specific costume

Manipulate colour and texture

Collaboration with accessories, make-up and hairstyle

Planning and presentation of the design outcome

8 hours




Learning Contents


1 2 3 4

1 In-depth study of character and script analysis

2 Historical costume realisation

3 Costume design methodology- Part I

4 Costume design methodology- Part II


A series of lectures will be structured to introduce the design methodology of costume design, text and character analysis supplemented by notes, ppt and other reading materials.

The main learning activity will be executed through a range of open collaborative discussions, tutorial, presentations and discourses supported by visual materials, music, and self-reflective journal.

Students will be encouraged to apply the learned practices and skills across different modules e.g. cultural studies, and creative thinking.

Assessment Plan:



Total 100%

Essential References: 1. Ingham, R., 1992. The costume designers handbook: a complete guide for amateur and

professional costume designers 2nd Revised ed. edition., Longman.

2. Blumenthal, E., Taymor, J. & Monda, A., 2007. Julie Taymor: playing with fire: theater, opera, film, Abrams, NY: Abrams.



Online References:

1. http://www.robertwilson.com/la-traviata-cover

2. http://www.cloudgate.org.tw/

3. http://www.metopera.org/

4. http://www.roh.org.uk/about/the-royal-ballet

Further References: 1. Jorgensen, J. & Scoggins, D.L., 2015. Creating the illusion: a fashionable history of

Hollywood costume designers, Philadelphia: Running Press.

2. Landis, D.N. & Landis, D.N., 2012. Costume design, Lewes: Ilex.

3. Jorgensen, J. & Powell, S., 2010. Edith Head: the fifty-year career of Hollywoods greatest costume designer, Philadelphia: Running Press.

4. Victorian and Edwardian Fashion: A Photographic Survey

5. Landis, D.N., 2011. Dressed: a Century of Hollywood Costume Design, Harpercollins.

6. Cunnington, c. willett, 2007. History of underclothes, New york: Dover.

7. Fukai, A. & Thompson, P.W., 2006. Fashion in colors, Paris: Assouline.

8. Behr, E. & Schonberg Claude-Michel, 2016. The complete book of Les miserables, New York: Arcade Publishing.

9. Anon, 2010. 100 dresses the Costume Institute, The Metropolitan Museum of Art, New Haven: Metropolitan Museum of Art.

10. Rubenstein, H., 2011. 100 unforgettable dresses, New York: Harper Design.



1 26 Jan.2016 Tam Ka Yee, Mandy




Module Syllabus

Module Title Collaboration Project

Module Code FID4200

QF Credits 7

QF Level 4


70 hrs


Lecture 4 hrs

Tutorial 4 hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs





1. apply learned knowledge and professional/technical skills of costume design to practices in a real industry or a simulated situation;

2. plan and execute costume design projects with the collaboration of a team; and

3. integrate the advanced skills in costume design and production that employ and recognize of the realistic aspects of the work in the professional area.




Learning Contents


1. Visual analysis and Synthesis

Theme formation & context research in respond to a project brief

Ideas development with consideration of the situation & different methodologies

Research on costume styles and lifestyle of a selected situation

2 hours

2. Work-based Learning

Self-initiated team building including photographer, fashion stylist, make-up artist & hair stylist.

Collaborative work through appropriate communication and planning within the team

Skill development through experiment, studio or location shoot

9 hours

3. Professional Studies

Inspirational theme development

Colour Palette and Mood Board

Selection of appropriate products

Costume design and techniques: special effects on textures and propos etc.

Technical application and development

Technological advancement in product knowledge

15 hours


Learning Contents


1 2 3

1 Visual analysis and Synthesis

2 Work Based Learning

3 Professional Studies




Learning and teaching will be conducted interactively in a range of formats including structured lectures, workshop practice, projects, tutorials, and presentations.

Lectures feature an interactive approach with presentations and handouts which relate to student-oriented objectives and include recommended reading lists.

Assessment Scheme:



Total 100%

References:

1. Eisenman, S., 2008. Building design portfolios: innovative concepts for presenting your work, Gloucester, MA: Rockport..

2. Tortora, P.G., Marcketti, S.B. & Tortora, P.G., 2015. Survey of historic costume: student study guide, New York: Fairchild Books.

3. Zhou, X. & Gao, C., 1984. 5000 years of Chinese costumes, Hong Kong: Commercial Press.



1 20 Jan 2016 Shaun Cheung



Module Syllabus

Module Title Costume Construction

Module Code FID3077

QF Credits 10

QF Level 3


100 hrs



Workshop/Lab 37 hrs

Visit/Seminar - hrs





1. interpret various approaches to garment making handicraft and professional

terminology;

2. manipulate the use of commercial patterns, minor pattern adjustment, and

professional construction techniques to produce different garment parts; and

3. analyse costume construction techniques in the creation of a design solution.




Learning Contents


1. Introduction of Sewing equipment, fabric and patterns

Introduction of different sewing machines and equipment

Textile and fabric

Basic knowledge of patterns

6 hours

2. Pattern construction

Introduction to pattern cutting techniques

Equipment for pattern cutting

Basic block construction

Pattern adjustment

Pattern sizing

Pattern adaptation for various styles: pleats, panels, yoke and gathers

Basic block construction of blouses and blouse sleeves

12 hours

3. Basic sewing techniques

Usage of different type of sewing machines and sergers

Sewing darts, patch pockets, zippers and facing etc.

12 hours

4. Hand sewing technique

Different types of hand stitching

6 hours

5. Sewing process of a simple costume

Seam type & stitching type and the application

Basic techniques of garment assembly

Assembly of a garment using appropriate production processes

6 hours

6. Produce a costume sample

Pattern drafting techniques to translate a design idea into a finished pattern

Assembly of a costume sample using appropriate production process

Operation breakdown / flow chart and size specification for skirt

10 hours




Learning Contents


1 2 3

1 Introduction of Sewing equipment, fabric and patterns

2 Pattern construction

3 Basic sewing techniques

4 Hand sewing technique

5 Sewing process of a simple costume

6 Produce a costume sample


Learning and teaching will be delivered interactively in a range of formats including structured lecturers, workshops, demonstrations, projects, tutorials, and presentations.

A series of lectures will be structured to introduce the main concepts of aesthetics and semiotics, supplemented by notes, on-line and other reading materials.

At the beginning of each topic, a lecture/demonstration will be given to familiarize the student with the purpose, demands, and techniques required of a project. Students will be encouraged to apply the learned practices and skills hands-on practice in workshop provided with professional equipment.

Assessment Scheme:



Total 100%



References:

1. Ingham, R. & Covey, L., 2003. The costume technicians handbook, Portsmouth, NH: Heinemann.

2. Basic Sewing for Costume Construction: A Handbook

Further References:

1. Strand-Evans, K., 2015. Costume construction, Long Grove, IL: Waveland Press, Inc.

2. Fernald, M., 2006. Historic costumes and how to make them, Mineola, NY: Dover Publications, Inc.

3. Baumgarten, L., 1998. Costume close up: clothing construction and pattern .., United States.



1 1 Feb 2016 CHEUNG Chi Yung




Module Syllabus

Module Title Costume Drawings

Module Code FID3070

QF Credits 7

QF Level 3


70 hrs



Workshop/Lab 21 hrs

Visit/Seminar - hrs





1. draw the basic body figures, face features, hairstyles in different postures;

2. visualize the historical and theoretical significance of periodic costumes by drawings;

3. integrate the techniques of rendering and colouring of various fabric textures with prints and motifs to visualise design details; and

4. present the costume designs by production drawing technique in a professional manner and layout design.




Learning Contents


1. Introduction to Periodic Costumes Characteristics

Exploration and appreciation of the periodic costumes of both European and Chinese History in terms of costumes structure, forms and silhouette

3 hours

2. Rendering and colouring fabric textures

Techniques of rendering and colouring various fabric textures and design details in different media such as colour pencils, watercolours, markers, etc.

9 hours

3. Costume Drawings

Human figures in various poses

Face features and hair styling/ headgears

Colouring the costumes design for presentation

18 hours

4. Presentation Technique

Layout and touch up of final presentation

Production Drawings

9 hours


Learning Contents


1 2 3 4

1 Introduction to Periodic Costumes Characteristics

2 Rendering and Colouring Fabric Textures

3 Costume Drawings

4 Presentation Technique




The module is conducted through a combination of demonstration, lectures, practical exercises and projects to provide students with practical experience in costume drawing. Structured projects are supported by tutorials and group discussions.

The module also fosters students’ techniques in costume drawing and presentation methods. A student-centered learning is employed to cultivate students’ effective presentation skills.

Assessment Plan:



Total 100%


1. Goldstein, N., 2011. Figure drawing: the structure, anatomy, and expressive design of human form, Upper Saddle River, NJ: Pearson/Prentice Hall.

2. Albert, G., 1994. Basic figure drawing techniques, Cincinnati, OH: North Light Books.

Further References:

1. Tortora, P. & Eubank, K., 2015. Survey of historic costume, New York: Fairchild Books, an inprint of Bloomsbury Publishing.




1 Jan 2016 Cassidy Dung




Module Syllabus

Module Title Costume History and Evolution

Module Code FID3073

QF Credits 10

QF Level 3


100 hrs



Workshop/Lab 10 hrs

Visit/Seminar - hrs





1. identify different forms of historical clothing from both European and Chinese culture and distinguish their proper terminologies;

2. analyse the fundamental factors that affect the evolution of costume;

3. compare the costumes of different historical eras and relate them to the social, political and economic climates of those eras; and

4. manipulate design elements such as line, form, colour, materials, patterns, hair and makeup, accessories to create a historically inspired costume.




Learning Contents


1. Common Themes in Costume History Across Time

Social Context

Historical Context

Cross-Cultural Context

3 hours

3. Civilizations of the Ancient World

Understanding the costume characteristics and developments from The Ancient Middle East, Greece to Rome period

6 hours

3. The Evolution of Costume in European Countries

The Middle Ages

The Renaissance

Baroque and Rococo

The Nineteenth Century

15 hours

4. The Evolution of Costume in Ancient China

Pre- Han Dynasty

Han, Wei, Jin, The Southern and Northern Dynasties, Tang, Song, Yuan, Ming and Qing Dynasties

15 hours


Learning Contents


1 2 3 4

1 Common Themes in Costume History Across Time

2 Civilizations of the Ancient World

3 The Evolution of Costume in European Countries

4 The Evolution of Costume in Ancient China




The module is conducted through a combination of demonstration, lectures, practical exercises and projects.

Real garment samples from the Fashion Archive are used to demonstrate the period costumes from different eras to the students.

The module also fosters students’ techniques in costume making and presentation methods. A student-centered learning is employed to cultivate students’ effective presentation skills.

Assessment Plan:



Total 100%

References:

1. Tortora, P. & Eubank, K., 2015. Survey of historic costume, New York: Fairchild Books, an inprint of Bloomsbury Publishing.




1 Jan 2016 Cassidy Dung

2 Apr 2016 WAN Pacino



Module Syllabus

Module Title Costume Technology

Module Code FID4205

QF Credits 12

QF Level 4


120 hrs



Workshop/Lab 37 hrs

Visit/Seminar - hrs





1. evaluate different pattern alterations and fitting technique which used in the costume

industry;

2. apply appropriate pattern drafting techniques to translate a complex costume design or

idea into paper patterns;

3. construct garment mock-up for idea presentation in meeting the industrial requirements;

and

4. manipulate a set of sample realisation specifications for a selected costume item in

meeting industrial standard.




Learning Contents

Indicative Curriculum Hours

1. Pattern design and interpretation for various types of pattern

Pattern adaptation and style for various types of pattern

by flat pattern method: dart manipulation

by modelling

Pattern adaptation for various styles of collars

Pattern adaption for various styles of sleeves

Block construct for period costume

12 hours

2. Costume making techniques

Sewing of costume parts such as pockets, zip-fly, opening, facing etc.

9 hours

3. Prototype sampling technique

Construct pattern for the mock-ups

Transfer working drawings to produce accurate patterns and finished garments that reflect the original design idea.

Appropriate sewing techniques for the production of a selected style

Use of appropriate costume making processes to assemble a complex outfits.

19 hours

4. Fitting and alteration

To conduct a fitting

Costume alternation methods

6 hours

5. Knowledge of unique fabrics, linings and shaping

materials

Distinguish the contents, construction, handfeel and application of a variety of fabrics and materials.

6 hours




Learning Contents Module Intended Learning outcome

1 2 3 4

1 Pattern design and interpretation for various types of pattern

2 Costume making techniques

3 Fitting and alteration

4 Knowledge of unique fabrics, linings and shaping materials


Learning and teaching will be delivered interactively in a range of formats including structured lecturers, workshops, demonstrations, projects, tutorials, and presentations.

A series of lectures will be structured to introduce the main concepts of garment construction and paper pattern drafting technique, supplemented by notes, on-line and other reading materials.

Assessment Scheme:



Total 100%



References:

1. Aldrich, W 2008, Metric Pattern Cutting, S" ed. Blackwell Scientific Publication

2. Bray, N 2003, Dress Fitting: Basic Principles and Practice, 1" ed. Blackwell Publishing.

3. Tomoko, N 2011, Pattern magic 2-HB, Laurence King Publishing

4. Baumgarten, L., 1986. Eighteenth-century clothing at Williamsburg, Williamsburg, VA: Colonial Williamsburg Foundation.

Further Reference:

1. Strand-Evans, K., 2015. Costume construction, Long Grove, IL: Waveland Press, Inc..

2. Fernald, M., 2006. Historic costumes and how to make them, Mineola, NY: Dover Publications, Inc.

3. Baumgarten, L., 1998. Costume close up: clothing construction and pattern .., United States.

4. Hart, A., 2009. Seventeenth And Eighteenth-Century Fashion In Detail The 17Th And 18Th Centuries, Hachette Book Group.



1 21 Feb 2016 CHEUNG Chi Yung




Module Syllabus

Module Title Critical Practice for Costume Design

Module Code FID4202

QF Credits 7

QF Level 4


70 hrs


Lecture 8 hrs

Tutorial 15 hrs

Workshop/Lab - hrs

Visit/Seminar 3 hrs





1. apply appropriate intellectual skills of analysis, synthesis and evaluation for higher level

of study in costume design and production areas;

2. identify and analyse the issues of fashion styling, hair and make-up designs for

developing a new area of design concept;

3. analyse the potential problem in different areas of costume design and developing new

concept of costume design and develop strategies to solve critical problem; and

4. review and reflect on individual’s work to identify areas for self-development.



Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative Curriculum Hours

1. Commentary Research Methodologies

Research methods and procedures

Sourcing information

Reflective Statement

4 hours

2. Formulate Evidence-based Response

Monitoring self-assessment & development

Visual research journal

13 hours

3. Synthesis and Application of ideas

Evaluation for idea generation

Approaches to independent learning

Application of critique

An illustrated report, extended essay or case studies

9 hours


Learning Contents


1 2 3 4

1 Commentary Research Methodologies

2 Formulate Evidence-based Response

3 Synthesis and Application of ideas




Learning and teaching will be delivered interactively in a range of formats including structured lecturers, visits, projects, tutorials, and presentations.

Lectures feature an interactive approach with presentation and supporting materials which relate to student oriented objectives and include recommended reading lists. The emphasis of the module is on developing students’ analytical and cognitive skills.

External professional participation, where appropriate, will help position the acquired knowledge in a real life context.

Integration with other modules, such as design projects, will be encouraged in order that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%

References

1. Inns, T., 2010. Designing for the 21st century, Farnham: Gower.

2. Grear, M., 2006. Inside/outside: from the basics to the practice of design, Berkeley, CA: New Riders.

3. Lee, A.Y. & Soman, D., 2008. Advances in consumer research, Duluth, MN: Association for Consumer Research.

4.

5.

Doing Research in Cultural Studies: an introduction to classical and new methodological approaches Walker, S., 2007. Sustainable by design: explorations in theory and practice, London: Earthscan.




1. Collezioni, Logos Publishing Srl.

2. Inside Fashion

3. Peclers Trend Book

4. Textile Asia

5. Vogue, Conde Nast Publications

Online References

1. <www.firstview.com>

2. <www.stylesight.com>

3. <www.wgsn.com>



1 22 Jan 2016 Shaun CHEUNG



Module Syllabus

Module Title Fashion Plus: Industry Processes

Module Code FID4037

QF Credits 12

QF Level 4


120 hrs


Lecture 4 hrs

Tutorial 4 hrs

Workshop/Lab/Practice 40 hrs

Visit/Seminar 4 hrs




On successful completion of the module, students are expected to be able to:

1. explain the interplay of components, considerations, trend and development for the

Costume Design industry processes related to the stream specific studies;

2. plan and execute R&D and production processes in the context of the industry

practice; and

3. select with justification the appropriate materials/media for specific industry

processes.





1. Understanding of Industry Processes

Interplay of components: such as processes, materials/ media, technologies, human resources

Factors for considerations: such as efficiency, costs, environmental impact

Trend and development

8 hours

2. Practice of Industry Processes

R&D processes

Production processes

28 hours

3. Materials/Media Exploration for Industry Processes

Properties, performance and limitations

Application and selection for specific processes

12 hours

4. Evaluation and Reflection

Evaluation and reflection of the exploration and practices

4 hours


Learning Contents


1 2 3

1 Understanding of Industry Processes

2 Practice of Industry Processes

3 Materials/Media Exploration for Industry Processes

4 Evaluation and Reflection




Students will be briefed about and guided through the exploration processes and practices. A reflective report with record and evaluation of the learning processes and learning outcomes may be submitted/ presented at the end of the module.

Learning and teaching will mainly be delivered in learning-by-doing formats, such as practices, visits to industry sites / labs / exhibitions, experimentation, investigation, and review. Students are given the opportunities to strengthen industry related skills through the hands-on exploration/practices.

A hands-on and student-centred approach provides practical opportunities for students to integrate and apply learned (from previous and current modules) knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute the assignments/projects independently with appropriate guidance and support.

Group reviews and self-assessment encourage peer group learning and self reflection.

The assignment/assessment activities may be integrated with related modules in the programme/stream specific context where appropriate.

Assessment Scheme:



Total 100%

Grade:

This module is to be assessed on a pass/fail basis:

Pass (P): 40-100% Fail (F): below 40%



References:

1. Braisdell, L 2011, The Hair and Make-up Artist’s Handbook, Hodder Education, London.

2. Davis, H 2012, The Make-up Artist Handbook, Focal Press, UK

3. Barrett, J C 2013, Designing your fashion portfolio: From concept to presentation, Fairchild Publications, New York.

4. Janda, M 2014, Anatomy of a Design Proposal, Peachpit Press, Califonia, U.S.

5. Kiper, A 2016, Fashion Portfolio: Design and Presentation. Pavilion Books, London, U.K.

6. Reynolds, G 2013, Presentation Zen Design: Simple Design Principles and Techniques to Enhance Your Presentations, 2nd edn, New Riders, U.S.

7. Volpintesta, L 2014, The language of fashion design: 26 principles every fashion designer should know, Rockport Publishers, U.S.

Online References:

1. <www.pinterest.com>

2. <www.wgsn.com>

3. <http://nymag.com>

4. <http://www.nytimes.com/section/t-magazine>

5. <http://www.vogue.co.uk>



1 Mar 2016 CHAN Sau Lin, Circula

2 Nov 2018 Shaun SP Cheung



Module Syllabus

Module Title Fundamental Costume Design

Module Code FID4193

QF Credits 7

QF Level 4


70 hrs


Lecture 18 hrs

Tutorial 8 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. identify appropriate costumes for different entertainment art such as TV, movies, music concert, dance and drama;

2. analyse a costume design in terms of text and appearance;

3. propose and associate design concepts with costume drawing visual elements in the context of aesthetics and semiotics; and

4. apply the skills of colour, texture, fabrics and materials in the creation of a costume design solution.




Learning Contents


1. Introduction to costume

Definition of costume and costume design

Stage, film, TV, advertising, concert as entertainment art

4 hours

2. Introduction to different art form of costume design

Understanding different style of the costume e.g. realistic, surrealist, naturalistic

Characteristics of period, modern and contemporary costumes

4 hours

3. Costume design - Part I

Text and Character analysis

Research for the text and character from different media according to the text

Research and understanding the fabrics and materials

8 hours

4. Costume design - Part II

Elements of costume design, apply skills in color, proportion, design details according to the character and style

Costume drawing with fabric samples and production sketch

Planning and presentation of the costume design

8 hours

5. Verbal presentation and reflection 2 hours




Learning Contents


1 2 3 4

1 Introduction to costume

2 Introduction to different art form of costume design

3 Costume design - Part I

4 Costume design - Part II

5 Verbal presentation and reflection


A series of lectures will be structured to introduce the style and art form of costume design, supplemented by notes, ppt and other reading materials.

Real garment collectables from the Fashion Archive can demonstrate different period costume details to the students.

Real garment collectables from the Fashion Archive can demonstrate different period costume details to the students.

Assessment Plan:



Total 100%




1. Bowles, H. et al., 2014. Vogue & the Metropolitan Museum of Art Costume Institute: parties, exhibitions, people, New York: Abrams.

2. Ingham, R., 1992. The costume designers handbook: a complete guide for amateur and professional costume designers, Longman.

3. Tan, H., 2018. Character costume figure drawing: step-by-step drawing methods for theatre costume designers, New York, NY: Routledge, Taylor & Francis Group.


5. Pecktal, L., 1999. Costume design: techniques of modern masters, New York: Back Stage Books.

Further References: 1. Jorgensen, J. & Scoggins, D.L., 2015. Creating the illusion: a fashionable history of

Hollywood costume designers, Philadelphia: Running Press.

2. Landis, D.N. & Landis, D.N., 2012. Costume design, Lewes: Ilex.


4. Victorian and Edwardian Fashion: A Photographic Survey



7. Fukai, A. & Thompson, P.W., 2006. Fashion in colors, Paris: Assouline.

8. Behr, E. & Schonberg Claude-Michel, 2016. The complete book of Les miserables, New York: Arcade Publishing.

9. Anon, 2010. 100 dresses the Costume Institute, The Metropolitan Museum of Art, New Haven: Metropolitan Museum of Art.






1 26 Jan 2016 Tam Ka Yee, Mandy




Module Syllabus

Module Title Introduction to Stage Hair Design

Module Code FID3075

QF Credits 7

QF Level 3


70 hrs


Lecture 10 hrs

Tutorial 4 hrs

Workshop/Lab 25 hrs

Visit/Seminar - hrs




On completion of the module, learners are expected to be able to:

1. analyze historical hairstyles from ancient to modern times for modern performance

interpretation;

2. evaluate the evolution of beauty from ancient to modern civilizations and its influence

to contemporary hairstyles trend and;

3. create historical hairstyles through the use of modern products and styling techniques.




Learning Contents

Indicative

Contact Hours

1. Research Studies

Historical overview of hairstyles in Western and Eastern cultures

Identify and analyse cultural and social significance in hair trends throughout history

Application of historical knowledge in trend forecasting

Observation studies of relevant historical paintings, photography, cinema and other visual references

4 hours

2. Design Development

Evaluate historical influences in contemporary designs

Ability to design and develop contemporary hairstyles with periodic elements

Progression of head chart drawings and visualisation of hair designs

10 hours

3. Technical Studies & Workshop Practice

Identify and apply traditional versus modern hair styling and dressing techniques

Ability to use modern styling techniques to achieve a period hairstyle

Ability to use appropriate tools, common terminologies and application techniques

Explore quick change techniques to simulate actual theatre environment

25 hours


Learning Contents


1 2 3

1 Research Studies

2 Design Development

3 Technical Studies & Workshop Practice




The module is conducted through a combination of lectures, tutorials, critiques, studio and workshop practices to equip students with knowledge and skills required in the process of historical hair dressing.

In a student-centred, problem-based learning approach, learners will work on projects to further strengthen their analytical and problem solving skills.

Assessment Scheme:



Total 100%

References:

1. Bryer, R 2003, The History of Hair: Fashion and Fantasy Down the Ages, Philip Wilson

Publishers, London.

2. Corson, R 2005, Fashion in Hair: The First Five Thousand Years, Peter Owen,

London.

3. Sherrow, V 2006, Encyclopedia of Hair: A Cultural History, Greenwood, Westport,

Conn.



1 25 Nov 2014 Cecilia Pritchard

2 15 Apr 2016 Wan Pacino



Module Syllabus

Module Title Introduction to Stage Make-up

Module Code FID4227

QF Credits 7

QF Level 3


70 hrs


Lecture 13 hrs

Tutorial 12 hrs

Workshop/Lab 27 hrs

Visit/Seminar - hrs





1. apply conventional make-up techniques to create further characterisation for stage;

2. integrate ideas for character make-up with the knowledge of facial anatomical, form,

contour, light and shadow;

3. analyze medical and visual information of skin conditions, colouration and trauma for

creating successful character make-up; and

4. create 3-Dimensional make-up design through the use of special materials.




Learning Contents Indicative

Contact Hours

1. Character Research

Introduction to Human Anatomy

Facial bone structure, muscle movement and skin behaviour

Theatre references

7 hours

2. Colour Constitution

Skin tone deconstruction and textural effects Layering techniques to build up intensity

Technological references

3 hours

3. Technical Studies

Specialist products knowledge, usage and safe removal

Development of methodologies

Professional health and safety considerations

36 hours

4. Character Studies

Reality versus fantasy characters

Accident and emergency techniques

Blocking out eyebrow and facial hair effects

6 hours


Learning Contents


1 2 3 4

1 Character Research

2 Colour Constitution

3 Technical Studies

4 Character Studies




The module is conducted through a combination of lectures, tutorials, critiques and studio practices to equip students with knowledge and skills required in the character make-up process.


Assessment Scheme:



Total 100%

References:

1. Corson, R 2009, Stage Make-up, Pearson, London.

2. Thompson, P 2008, Character Make-up, USITT, 2nd Ed, US

3. Bayan, L. 1994, Make-up for Theatre, Film and Television; a step-by-step photographic guide, A&CBlack (Publisher) Limited

4. Boardman, J. 1985, Greek Sculpture: A Handbook; The Classical Period, Thames and Hudson, London.

5. Dix, J 1999, Color Atlas of Forensic Pathology, CRC Press, New York

6. Wagner, S 2003, Color Atlas of The Autopsy, CRC Press, New York



1 26 Jan 2016 Victor J. Tong




Module Syllabus

Module Title Materials for Stage Performance

Module Code FID3074

QF Credits 6

QF Level 3


60 hrs



Workshop/Lab 16 hrs

Visit/Seminar - hrs

Self-study Hours: 34 hrs (for full time pre-employment)




1. compare properties of various types of textile fibre, yarns and fabrics with costume; 2. analyse textile structures, properties and end-uses of various types of fashion materials

from their appearance, hand feel and simple testing method;

3. create fabric samples in using dyeing, printing, bleaching, brushing and washing techniques from a given theme for a costume; and

4. coordinate textile designs through relevant visual, verbal and written skills.




Learning Contents

Indicative

Contact Hours

1. Basic Textile Technology

Technical terminology in different textiles construction, content and finishing.

Classification and characteristics of textile materials both woven fabric, knit fabric and non-woven fabric.

Identify fabric content from its appearance, outlook and a simple testing method.

6 hours

2. Textile Design Techniques

Surface design experiments on different fabric and material combination according to their yarn construction.

Difference in construction and function between knitted fabric, woven fabric and non-woven fabric.

Natural fibre, regenerated fibre and synthetic fibre

10 hours

3. Coloration Design Techniques

Experimenting natural dyeing and printing techniques

Distressing/ aging effect process by hand brush, washing and adding erosive agent on it

8 hours

4. Presentation Skills

Coordinate the testing outcome in a creative way including visual and oral communication

2 hours


Learning Contents


1 2 3 4

1 Basic Textile Technology

2 Textile Design Techniques

3 Coloration Design Techniques

4. Presentation Skills




Learning and teaching will be delivered interactively in a range of formats including structured lecturers, laboratory, demonstration, projects, tutorials, and presentations.

Lectures feature an interactive approach with presentation and handouts which relate to student oriented objectives and include hands-on exercise and dying and printing experiment.

Assessment Scheme:



Total 100%


1. Bradford, 2007,New developments in textiles, clothing and design, Emerald Group Press

2. Fogg, M 2006, Print in Fashion: Design, Development and Technique in Fashion Textiles, Batsford

Further References:

1. Clarke, S 2011, Textile Design (Portfolio), Laurence King, London

2. Collier, B J & Bide, M & Tortora, P, G 2008, Understanding Textiles, 7th Ed., Prentice Hall.

3. Drusilla, C 2008, Textile Now, Laurence King Publishers.

Magazines and Periodicals: 1. International Textiles

2. International Textile Bulletin

3. Journal of the Society of Dyers & Colorists

4. Textile View

5. Textile World



Online References 1. www.wgsn.com







Module Syllabus

Module Title Millinery and Headgear Studio

Module Code FID4206

QF Credits 6

QF Level 4


60 hrs


Lecture 6 hrs Tutorial 4 hrs Workshop/Lab 16 hrs Visit/Seminar - hrs





1. evaluate the contextual influences of millinery relating to fashion on the period of time;

2. manipulate various materials and techniques for the construction of soft hat designs;

3. source appropriate accessory materials for adding details to the hat design in order to reflect the style of a given theme; and

4. create hats to reflect technical skills learned, trend references which demonstrates adequate balance between creativity and functionality.




Learning Contents

Indicative

Contact Hours

1. Historical styles and shape of millinery

Background and history

Fashion and headpiece accessories (bridal headwear, veil, tiara, felt hat, straw hat, soft hat)

2 hours

2. Product and material knowledge of soft hat design

Terminology and components

Tools and equipment

Material properties

4 hours

3. Analysis of the variables in soft hat development

Material sourcing and preparation

Head size measurement

Production sketches development

6 hours

4. Basic soft hat construction and assembling

techniques

Health and safety

Pattern making

Material / fabric laying and cutting

Soft hat hand stitching techniques

Basic trimming and finishing

14 hours




Learning Contents


1 2 3 4

1 Historical styles and shape of millinery

2 Product and material knowledge of soft hat design

3 Analysis of the variables in soft hat development

4. Basic soft hat construction and assembling techniques


Students will be introduced to various kinds of headpieces, by evaluating the design techniques, materials and possible end uses, to develop fundamental knowledge.

Teaching is student-centred with demonstration, studio practices, tutorial advices and close guidance on idea generations to product development, which involves an experiential and integrative approach to learning, developed by associating design and technological considerations with aesthetics, allowing students to develop problem solving skills.

Design studios and workshops with appropriate facilities will be allocated to support learning.

Assessment Scheme:



Total 100%


1. Bentinck, J., 2014. Designing and making hats and headpieces, Ramsbury: The Crowood Press.

2. Langley, S. & Dowling, J., 2004. Vintage hats & bonnets, 1770-1970: identification & values, Paducah, KY: Collector Books.



Further References:

1. Leitner, C., 2005. Paper textiles, London: A & C Black.

2. Freeman-Zachery Rice, 2004. New techniques for wearable art: creative ideas for transforming clothes and accessories, Gloucester, MA: Quarry Books.

3. Henriksen, K. & Ahlburg, S., 2011. Hats, London: A & C Black.

4. Shephard, N., 2006. 1,000 hats, Atglen, PA: Schiffer.


1. Insight Colour and Texture Forecast, Kent, Insight, England

2. Peclers Trend Book, Peclers Paris

3. Women’s Wear Daily, Fairchild Publications, New York

Online References

1. www.wgsn.com








Module Syllabus

Module Title Portfolio Development

Module Code FID4153

QF Credits 7

QF Level 4


70 hrs


Lecture 12 hrs

Tutorial 14 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. initial, plan and control costume design, hair and makeup portfolio through an

analytical and management skill;

2. analyse their own inclinations and strengths and weaknesses in order to plan their

future career development;

3. prepare a professional portfolio of work that re-presenting their strengths and abilities

in fashion image design; and

4. execute an effective interview skills for further career development.




Learning Contents

Indicative

Contact Hours

1. Design and management

Introduction to costume design management

Establishment, operation and management of a design portfolio

5 hours

2. Self analysis and career planning

Personal analysis and reflection

Portfolio analysis

Job and further study opportunities

5 hours

3. Portfolio management

Introduction to different portfolio types/formats including print, digital and online

Organisation and design of a professional portfolio

Portfolio presentation skills

10 hours

4. Interview techniques for designs

Preparation for job and study interviews

Before, during and after the interview

6 hours


Learning Contents


1 2 3 4

1 Research Studies

2 Design Development

3 Technical Studies & Workshop Practice

4 Interview techniques for designs




The module is conducted through a combination of lectures, tutorials and critiques to equip students with knowledge and skills required in the process of portfolio making.


Assessment Scheme:



Total 100%

References:

1. Ingham, R. & Covey, L., 2003. The costume technicians handbook, Portsmouth, NH: Heinemann.


Further references:

1. Jones, C J 1992, Design Methods, Van Nostrand Reinhold, New York.

2. Potter, N 2002, What is a Designer: Things, Place, Messages, 4th edn, Hyphen Press, London.

3. Ochoa, G & Corey, M 2006, The 100 Best Trends, 2006: Emerging Developments You Can't Afford to Ignore, Adams Media Corporation, MA.

4. Walker, S 2008, Sustainable by Design: Explorations in Theory and Practice, NYU Press, New York.






Module Syllabus

Module Title Expanded Studies: Advanced Costumes Workshop

Module Code FID4043

QF Credits 6

QF Level 4


60 hrs


Lecture 3 hrs

Tutorial 3 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs





1. research and evaluate the characteristics of costume from 19th to 21st centuries;

2. integrate creativity, aesthetic and advanced technological skills to interpret a variety of advanced costume making methods;

3. manipulate the construction of period costume through fabrication, accessory and decoration; and

4. apply historical knowledge and convert it into contemporary costume designs.




Learning Contents


1. Introduction to related areas of studies

Research and evaluate the characteristic of costume from19th – 21st century

Study through historical important character, fashion icon and trend setter

The period costume influence on modern fashion

6 hours

2. Costume technology (Crinoline and petticoat)

Appreciation of different types of crinoline, petticoat which had been use for ladies’ underwear both from 19th - 21st century.

Garment making techniques which transform 3D garment to 2D pattern

Crinoline and soft petticoat construction methods

Fitting and alteration techniques to achieve a standard outcome

17 hours

3. Decorations and materials used on crinoline and petticoat

Fastening, boning and lacing application in modern and period costume and its sewing method

Fabrication both inside and outside of corset and petticoat in different period

Lace and embroidery application

3 hours


Learning Contents


1 2 3 4

1 Introduction to related areas of studies

2 Costume technology (Crinoline and petticoat)

3 Decorations and materials used on crinoline and petticoat




A series of lectures will be structured to introduce the main concepts of aesthetics and semiotics in period costumes, supplemented by notes, on-line and other reading materials.

The main learning activity will be executed through a range of open collaborative discussions, demonstration, and discourses supported by hand-outs, on-line materials, exercises and self-reflective journal.

Students will be encouraged to apply the learned practices and skills across different modules e.g. design projects, cultural studies, and creative thinking.

The module adopts a project-based approach in the integration of fashion technology and history of costume to the realisation of a period costume. Awareness of the relationship between the current daily fashion and historical costume is introduced.

Assessment Scheme:



Total 100%

References:

1. Vanderhoff, M., 1984. Clothes, clues, and careers, Lexington, MA: Ginn.

2. Arnold, J., 2008. Cut and construction of linen shirts, smocks, neckwear, headwear, etc, London: Macmillan.

3. Vecellio, C., Rosenthal, M.F. & Jones, A.R., 2008. The clothing of the Renaissance world: Europe, Asia, Africa, the Americas: Cesare Vecellios Habiti Antichi et Moderni, London: Thames & Hudson. Fabric Sewing Guide, Scheffler, Claire, Chilton Pub. 1998

4. Marshall, F., 1955. Fashion drawing, London: Studio Publications.

5. Payne, B., 1965. History of costume: from the ancient Egyptians to the twentieth century, New York: Harper Collins.

6. Armstrong, H.J., 2006. Patternmaking for fashion design, Upper Saddle River, NJ: Pearson Prentice Hall.

7. Anon, 2002. Plays, the drama magazine for young people (October 2002), Waukesha, WI: Kalmbach Pub. Co..

8. Tompkins, J., 1978. Stage costumes and how to make them, London: Pitman.

9. Anawalt, P.R., 2007. The worldwide history of dress, London: Thames & Hudson.



Online References

1. www.costumes.org

2. www.reasofelegance.com

3. www.library.kent.edu

4. www.fashionabout.com

5. www.accessoryweb.com

6. www.lindyhopping.com

7. www.fashion.net

8. www.thecostumepage

9. www.fashionicon

10. www.thehistoryofcostume

11. www.hollywood-costumes.com

12. www.theatrelibrary.org/links/Technologies.html



1 11 Nov 2014 CHEUNG Chi Yung





Module Syllabus

Module Title Expanded Studies: Costume Design Project

Module Code FID4196

QF Credits 7

QF Level 4


70 hrs


Lecture 14 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs




1. research and evaluate costume design careers in various entertainment art;

2. analyse the importance of costume for commercial and entertainment art industry;

3. propose and associate design concepts and ideas with costume renderings for a given theme of a performance; and

4. create character costume drawings basing on a story script with supporting fabrics, materials, colour, form and texture of an entertainment production.




Learning Contents


1. Research and evaluate costume designs in entertainment art.

Introduction to art form of an entertainment art e.g. film, concert, TV, and multi-disciplinary performances ,and

The costume of an entertainment art

Elements and characteristics of costume design of entertainment production

4 hours

2. Understanding the importance of costume

Definition of “NEED’ in terms of costume of commercial and entertainment productions

Research and analysis the character from the story script

Evaluate the trend of the costume design in commercial and entertainment industry

4 hours

3. Costume design methodology- Step I

Steps in discover, reveal, and refine images described in the story script

Apply appropriate drawing style and technique of a specific costume design

Design idea development

Production sketch of the costume drawing

8 hours

4. Costume design methodology- Step II

Skills in choosing of material and fabric

Application of colour and texture

Coordination with costume accessories, makeup and hair to create a certain style

8 hours

5. Visualization and presentation techniques

Using different drawing style to interpret individual character style

2 hours




Learning Contents


1 2 3 4

1 Research and evaluate costume designs in entertainment art.

2 Understanding the importance of costume

3 Costume design methodology- step I

4 Costume design methodology- Step II

5 Visualization and presentation techniques


A series of lectures will be structured to introduce the costume design of entertainment art, text and character analysis supplemented by notes, ppt and other reading materials.

The main learning activity will be executed through the case study of some popular TV, movies and plays. Real clothing study from the Fashion Archive will let the students have a more understanding of garment construction and details.

Assessment Plan:



Total 100%


1. Ingham, R., 1992. The costume designers handbook: a complete guide for amateur and professional costume designers 2nd Revised ed. edition., Longman.

2. Hart, A. & North, S., 2000. Fashion in detail: from the 17th and 18th centuries, New York: Rizzoli.



Further References:

1. Jorgensen, J. & Scoggins, D.L., 2015. Creating the illusion: a fashionable history of Hollywood costume designers, Philadelphia: Running Press.




5. Blackman, C., 2017. 100 years of fashion illustration, London: Laurence King Publishing.


7. Leventon, M., 2008. What people wore when: a complete illustrated history of costume from ancient times to the nineteenth century for every level of society, New York: St. Martins Griffin.

8. Theberge Pierre & Graham, M., 2003. The body transformed, Ottawa: National Gallery of Canada.



1 4 Feb.2016 Tam Ka Yee, Mandy




Module Syllabus

Module Title Expanded Studies: Costumes Workshop

Module Code FID4042

QF Credits 6

QF Level 4


60 hrs


Lecture 6 hrs

Tutorial 2 hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs





1. identify the appearance from different social status of western costume in a historical period;

2. apply creativity, aesthetic and technological skills to interpret a variety of costume making methods;

3. analyse the distinguish styling intentions of period costume from 14th to 18th centuries; and

4. create costume design through an analysis process of a given historical period.





1. Knowledge of costume (14th – 18th century)

Brief introduction of the period costume from 14th – 18th century

Introduce the relationship between historic costume and contemporary dress

Terminology of period costume

6 hours

2. Costume technology (corsetry and draping)

Corsetry and period costume draping

Transforming 3D garment to 2D pattern

Corsetry assembly methods - including eyelets, boning and lacing

Period costume fitting

18 hours

3. Decoration and special effects on period costume (14th – 18 century)

Decoration and effects on period costume

How the period costume decoration and special affect have influenced the modern fashion.

2 hours


Learning Contents


1 2 3 4

1 Knowledge of costume (14th – 18th century)

2 Costume technology (corsetry and draping)

3 Decoration and special effects on period costume (14th – 18 century)




A series of lectures will be structured to introduce the main concepts of aesthetics and semiotics in period costumes, supplemented by notes, on-line and other reading materials.

The main learning activity will be executed through a range of open collaborative discussions, demonstrations, and discourses supported by on-line materials, exercises and self-reflective journal.

Students will be encouraged to apply the learned practices and skills across different modules e.g. design projects, cultural studies, and creative thinking.

The module adopts a project-based approach in the integration of fashion technology and history of costume to the realization of a period costume. Awareness of the relationship between the current daily fashion and historical costume is introduced.

Assessment Scheme:



Total 100%

References: 1. Hennessy, K. & Fischel, A., 2012. Fashion: the definitive history of costume and style,

New York: DK Publishing. 2. Landis, D.N. & Landis, D.N., 2012. Costume design, Lewes: Ilex.

3. Vecellio, C., Rosenthal, M.F. & Jones, A.R., 2008. The clothing of the Renaissance world: Europe, Asia, Africa, the Americas: Cesare Vecellios Habiti Antichi et Moderni, London: Thames & Hudson.

4. Sparks, L.S., 2009. The basics of corset building: a handbook for beginners 1st ed., New York: St. Martins Griffin.

5. Anawalt, P.R., 2007. The worldwide history of dress, London: Thames & Hudson. Online References: 1. <www.costumes.org>

2. <www.reasofelegance.com>

3. <www.library.kent.edu>

4. <www.fashionabout.com>

5. <www.accessoryweb.com>

6. <www.lindyhopping.com>



7. <www.fashion.net>

8. <www.thecostumepage>

9. <www.fashionicon>

10. <www.thehistoryofcostume>

11. <www.hollywood-costumes.com>

12. <www.theatrelibrary.org/links/Technologies.html>



1 Nov 2014 CHEUNG Chi Yung

2 Apr 2016 WAN Pacino

3 Aug 2018 CHEUNG Chi Yung



Module Syllabus

Module Title Expanded Studies: Experiential Project for Costume

Module Code FID3072

QF Credits 2

QF Level 3


20 hrs


Lecture 2 hrs

Tutorial 2 hrs

Workshop/Lab 9 hrs

Visit/Seminar - hrs





1. select scenario(s) and identify topic(s) to experience and explore in a specific context;

2. produce project brief outlining the learning plan and objectives;

3. conduct independent study for experiential learning to attain goals set in the project

brief;

4. analyse phenomena observed, and problems and opportunities identified in the

experiential learning process; and

5. reflect on the experiential learning process and outcome to identify potential

opportunities for individual’s development in the area/stream/industry concerned.




Learning Contents


1. Project orientation

Writing experiential project brief with personalised learning/exploration plan

Setting goals and expectations

Understanding issues of safety, legalities and ethics, etc.

Identifying roles and responsibilities of participating parties – Statement of Understanding may be signed by the parties where applicable

2 hours

2. Project experimentation

Exploration of new learning and experiences on

- process of organizing, procuring, and constructing props/scenic arts for theatrical production

- analyzing a script to develop props list and backdrop setting

- develop skills needed to build up props and scenic arts, with a variety of techniques applied

Completion of project attaining set goals

9 hours

3. Project presentation

Verbal presentation and report in appropriate media

consolidating project outcomes

- reflection and evaluation of learning and experience

- projecting potential opportunities for further exploration/development

2 hours




Learning Contents


1 2 3 4 5

1 Project orientation

2 Project experimentation

3 Project presentation


The module integrates academic classroom theories with on-site learning experiences. Students will understand real-life culture and practices, and gain confidence through undertaking the self-directed project.

Orientation before the experiential project enables students to understand the objectives, processes and ethics in relation to the experiential activities, as well as their own responsibilities and roles.

Students plan and manage their own experiential projects through personalised learning plans and learning journals. Tutorials / periodical visits by tutor/mentor will help ensure project objectives are met.

Presentations at the end of the experiential project help students consolidate and share their experience and learning with others, and identify opportunities for individual’s development.

Assessment Scheme:



Total 100%

References:

1. Relevant handbooks/references of the participating organisations and involved activities.

2. Fry, T 2008, Design Futuring: Sustainability, Ethics and New Practice, Berg



Publishers.

3. Hofstede, G J & Pedersen P B 2002, Exploring Culture: Exercises, Stories, and Synthetic Cultures, Intercultural Press.

4. Laurel, B 2003, Design research: Methods and perspective, MIT Press, Cambridge, Mass.

5. Siberman, M L 2007, The Handbook of Experiential Learning (Essential Knowledge Resource), Pfeiffer.



1 20 Jan 2016 Shaun Cheung




Module Syllabus

Module Title Expanded Studies: Props and Accessories Studio

Module Code FID4201

QF Credits 6

QF Level 4


60 hrs


Lecture 8 hrs

Tutorial 4 hrs

Workshop/Lab 14 hrs

Visit/Seminar -hrs




1. compare the function and meaning of costume props and accessories from different performance productions;

2. create design concepts and ideas for costume props and accessories design under a specific theme through research and analysis; and

3. interpret the material knowledge, construction skills and design know-how into a props or accessories designs.




Learning Contents


1. Design for creating a costume props and accessories

Research and analysis of the text and characters

Elements of costume props and accessories

2 hours

2. Function and meaning of costume props and accessories

Definition of costume props and accessories

How the costume props work with a performer

2 hours

3. Costume props and accessories design

Step in discovering, revealing and refining and approach to the text and character

Appropriate apply drawing style and technique of a costume props design

Production sketch of the costume props and accessories design scale and proportion

4 hours

4. Application of materials, color, and texture

Skills in choosing of material and fabric

Collaboration with costume accessories, makeup and hair

4 hours

5. Costume props and accessories construction

Making processing of an object with appropriate skill and technique in workshop

Realization of a final product from original design

14 hours




Learning Contents


1 2 3

1 Design for creating a costume props and accessories

2 Function and meaning of costume props and accessories

3 Costume props and accessories design

4 Application of materials, colour, and texture

5 Costume props and accessories construction


A series of lectures will be structured to introduce the costume props and accessories, design and construction supplemented by notes, PowerPoint and other reading materials.

The main learning activity will be executed through a range of open collaborative discussions, workshop, presentations and discourses supported by visual materials, and self-reflective journal.

Students will be encouraged to apply the learned practices and skills across different modules e.g. cultural studies and research, creative thinking.

Assessment Plan:



Total 100%



Essential References: 1. Evans, J., 2013. How to make jewelry with beads: an easy & complete step by step

guide, United States: publisher not identified.

2. James, T., 2006. The mask-making handbook, Studio City, CA: Players Press.

Further References: 1. Duncan-Aimone, K., 2011. The art of jewelry: polymer clay: techniques, projects,

inspiration, New York: Lark Crafts.

2. Phillips, C., 2012. Jewelry: from antiquity to the present, London: Thames and Hudson.

3. James, T., 1990. The prop builders mask-making handbook, Cincinnati (Ohio): Betterway Books.

4. Choklat, A., 2012. Footwear design, London: Laurence King Pub.



1 4 Feb 2016 Tam Ka Yee, Mandy




Module Syllabus

Module Title Graduation Costume Project

Module Code FID4203

QF Credits 30

QF Level 4


300 hrs







1. integrate a broad range of knowledge and skills to achieve a holistic design solution through research in selected discipline;

2. initiate, plan and manage projects with critical judgment;

3. execute a design project independently, applying integrated skills and methodologies and taking into account business, technological and production parameters; and

4. present a design proposal effectively and professionally for selected situation(s).




Learning Contents

Indicative

Contact Hours

1. Management of the design process

Initiating, planning, monitoring, and evaluating the design process

Coordinating schedules, resources, budgets and time-management

Collaborating with clients and professionals in the design processes

6 hours

2. Identification of project opportunities

Identifying and forecasting relevant trends (local and non-local including China) in design, market, industry, technology and society

Identifying user’s/ client’s needs and wants, market gaps, opportunities, directions, and themes for a project

Establishing the design criteria and project brief

12 hours

3. Application of design knowledge to develop innovative holistic solutions

Applying appropriate design methodologies and critical judgment

Integrating design knowledge and skills to generate innovative designs that achieve the design criteria and objectives which are coherent with the positioning, user’s/ client’s needs/ wants, create added value and provide fresh user experiences

Incorporating ethical and sustainable concerns in the development

24 hours

4. Application of business, technological and production knowledge

Contemplating business concerns including trend forecasts, marketplace and client’s objectives

Innovative use of technologies, e.g. incorporation of appropriate technologies in design and production

Considering production concerns, e.g. material application, manufacturing/ construction, quality control

18 hours



Learning Contents

Indicative

Contact Hours

5. Application of visualisation, presentation, and evaluation skills

Applying integrated communication skills to realise design ideas, e.g. graphic, multimedia, CAD, prototyping, verbal presentation, and report writing, etc

Professional presentations demonstrating the individual portfolio style of student, or the brand image of client

Applying analytical and evaluation skills to review and evaluate project outcomes

18 hours


Learning Contents


1 2 3 4

1 Management of the design process

2 Identification of project opportunities

3 Application of design knowledge to develop innovative holistic solutions

4 Application of business, technological and production knowledge

5 Application of visualisation, presentation, and evaluation skills


Learning and teaching will be accomplished interactively in multiple formats, including structured lectures, seminars, demonstrations, tutorials, workshops, visits, and presentations, where appropriate.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Collaborative projects with clients may be integrated to help students position the project in a real-life context. Alignment with other modules is encouraged to provide



students opportunities to further integrate their learning.

Group critiques and self-assessment encourage peer group learning and self-reflection.

Assessment Scheme:



Total 100%

Essential References: 1. Ingham, R., 1992. The costume designers handbook: a complete guide for amateur

and professional costume designers, London: Heinemann Drama.


Further References:

1. Fiell, C 2005, Designing the 21st Century, Taschen, Koln.

2. Visocky, O G J & Visocky, O G K 2009, The Designer’s Research Manual: Succeed in design by knowing your clients and what they really need, Rockport Publishers, Gloucester, Mass.

3. Sanoff, H 1991, Visual research methods in design, Van Nostrand Reinhold, New York.

4. Best, K 2006, Design Management: Managing Design Strategy, Process and Implementation (Ava Academia), AVA Publishing, Lausanne, Switzerland.

5. Jones, C J 1992, Design Methods, Van Nostrand Reinhold, New York.

6. Potter, N 2002, What is a Designer: Things, Place, Messages, 4th edn, Hyphen Press, London.

7. Ochoa, G & Corey, M 2006, The 100 Best Trends, 2006: Emerging Developments You Can't Afford to Ignore, Adams Media Corporation, MA.

8. Walker, S 2008, Sustainable by Design: Explorations in Theory and Practice, NYU Press, New York.

9. Mackenzie, D 1997, Green Design: Design for the Environment, Van Nostrand Reinhold, New York.



10. Grear, M 2006, Inside/Outside: From the Basics to the Practice of Design, 2nd edn, Van Nostrand Reinhold, New York.

11. Evamy, M & Robert, L 2004, In Sight: a Guide to Design with Low Vision in Mind, RotoVision, Hove; Mies, Switzerland.

12. McKelvey, K & Munslow, J 2003, Fashion Design: Process, Innovation and Practice, Blackwell, Oxford.

13. Watkins, D 2000, Design Sourcebook: Jewellery, New Holland.

14. Fiell, C, & Fiell, P 2007, Design Now!, Taschen, Köln.

15. Shedroff, N 2001, Experience Design, New Riders, Indianapolis.


Version Date Created/Revised By




Module Syllabus

Module Title Industrial Attachment

Module Code DES4901M

QF Credits 10 IA credits #

QF Level 4


103 hrs

Contact Hours: 13 hrs (Coaching and Student Support Activities ^) (for full time pre-employment)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs (for full time pre-employment)

Self-study Hours: - hrs (for full time pre-employment)


# Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed

on a pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop,

seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment

presentation and self-reflection sessions.


1. relate and apply learned knowledge and professional/technical skills to practices in a real industrial, commercial or organisational environment;

2. handle assigned tasks in the workplace with positive work attitude and appropriate key skills, such as interpersonal skills, teamwork skills, management skills, logical thinking, problem solving skills and communication skills;

3. identify their own strengths and weaknesses (in relation to working in a workplace) through reflection on experience gained in the attachment;

4. devise a personal development plan in the selected discipline; and

5. identify and justify design’s roles and potentials to add value in business and various organisations.




Learning Contents and Processes

Indicative

Contact Hours

1. Orientation and student support activities

Objectives of Industrial Attachment (IA)

Roles of trainees, tutors / IA supervisors, and industry mentors

Positive work attitude

Concept of key skills and importance of teamwork

Workplace safety, professional expectations, legalities, ethics, and etiquette

Agreement, employer-specific guidelines and information, including:

Statement of Understanding among the participating organisations, HKDI/VTC and the students

Job description and attachment schedules Workplace procedures e.g. leave application,

discipline, grievance, feedback, etc Background of the organisations

Student’s personalised learning plan

Coaching: 7 hours

2. Attachment experience

Application of key skills and professional/technical skills to fulfil the attachment as specified in the attachment schedule(s)

Reflection and recording of learning: record of work/activities, progress and learning points, reflection and ideas

Attachment review with tutor / IA supervisor

Attachment review with industry mentors

Coaching: 2 hours

Work Attachment: minimum 90 hours

3. Reporting and evaluation

Reporting and evaluation of learning experience through verbal presentation and submission of illustrated written report on: Characteristics of the assigned operational unit Practices at the workplace Work attitude and performance expectation of the

employer Role of design and creativity in the organisation (if

applicable) Learning points from the attachment and relation with

learnt knowledge and professional/technical skills Reflection and evaluation of own performance, strengths

and weaknesses, areas of and plan for improvement and further development

Coaching: 4 hours




Learning Contents


1 2 3 4 5

1 Orientation and student support activities

2 Attachment experience

3 Reporting and evaluation


1. Each student should practise at a workplace for a reasonable length of time (not less than 90 hours) in order to gain the practical work experience in a real industrial, commercial or organisational environment.

2. Local and non-local workplace experiences, especially those in Mainland China, are encouraged.

3. Orientation will be held before industrial attachment for students to understand the objectives, the process, and the issues in relation to the workplace, as well as their own responsibilities and roles. Where appropriate, workshops, seminars and talks by employers and alumni will be organised to familiarise students with workplace requirements and acceptable work behaviour, etc.

4. Tutors / IA supervisors will review with the students and industry mentors during the attachment period to evaluate the well-being of the students, monitor standards of performance, identify learning needs and receive feedback from students and industry mentors for the sake of maximising student learning. Workplace visit(s) will be conducted by the tutor / IA supervisor under feasible circumstances.

5. Presentation and/or sharing sessions will be conducted at the end/after the attachment for students to share and consolidate their work experience and to reflect on their own strengths and weaknesses for future improvement.

6. In case of insufficient jobs under a real industrial, commercial or organisational environment for placement of all students, or should students be considered not ready for such attachment, industry-based project for completion at home / on campus as well as other structured experiential learning experience are also accepted as alternatives to industrial attachment, though they will be accorded lower preference than industrial placement at the workplace.



Assessment Scheme:



Total 100%

Assessment Tasks Assessment Criteria Mark Distribution

1. Performance Evaluation by Industry Mentor*

(relation and) application of learned knowledge and professional/technical skills

handling of assigned tasks in workplace with positive work attitude and appropriate key skills

CA 50%

2. IA Report and Presentation#

relation (and application) of learned knowledge and professional/technical skills to real life practices

identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

EA 50%

* The Student’s Performance Evaluation Form is to be completed by the Industry Mentor as far as practical. In case of the unavailability of the Industry Mentor to complete the Form, the IA Supervisor may complete the Form in consultation with the Industry Partner/Mentor.

# The following sections (not exclusive) should be included in the IA Report and Presentation: Learning Plan for IA IA Record Self-evaluation of IA Performance & Strengths and Weaknesses Personal Development Plan Roles of Design and Creativity identified

Grade:

This module is to be assessed on a pass/fail basis:

Fail (F): below 40% Pass (P): 40-100%




1. Relevant staff/employee/trainee handbooks of the participating organisations or companies

2. Guidelines for Industrial Attachment, Design Discipline

Further References:

1. Lewrick, M, Link, P & Leifer, L 2018, The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems, John Wiley & Sons, Hoboken, New Jersey.

2. Rose, D 2015, Enchanted objects: Innovation, design, and the future of technology, Scribner, New York.

3. Greever, T 2015, Articulating design decisions: Communicate with stakeholders, keep your sanity, and deliver the best user experience, O'Reilly Media, Sebastopol, CA.

4. Potter, N 2002, What is a designer: Things, place, messages, 4th edn, Hyphen Press, London.

5. Fry, T 2008, Design futuring: Sustainability, ethics and new practice, Berg Publishers, Oxford.

6. Perkins, S 2010, Talent is not enough: Business secrets for designers, New Riders, Berkeley, Calif.

7. Eisenman, S 2008, Building design portfolios: Innovative concepts for presenting your work (Design field guide), Rockport Publishers, Mass.

8. Brainard, S 2005, A design manual, 4th edn, Englewood Cliffs, Prentice Hall, New Jersey.

9. Sherwin, D 2010, Creative workshop: 80 challenges to sharpen your design skills, HOW Books, Cincinnati, Ohio.

10. Jones, C J 2008, Design methods, 2nd edn, Wiley.

11. Calabretta, G, Gemser, G & Karpen, I 2016, Strategic design: Eight essential practices every strategic designer must master, BIS Publishers.

12. Ramroth, W 2006, Project management for design professionals, Kaplan Business, Chicago.

13. Franklin, K & Till, C 2018, Radical matter: Rethinking materials for a sustainable future, Thames and Hudson.

14. McDonough, W and Braungart, M 2009, Cradle to cradle: Remaking the way we make things, Vintage Books, London.

15. Chapman, J 2012, Emotionally durable design: Objects, experiences and empathy, Routledge, London; New York.

16. Lupton, E 2017, Design is storytelling, Cooper Hewitt, Smithsonian Design Museum.

17. Steane, J 2013, The principles & processes of interactive design, Fairchild Books.

18. Wikie, B 1996, Creating special effects for TV and video, North Light Books, Oxford, Boston.



19. Glen B 2008, Handbook for sound engineers, 4th edn, Focal Press, USA.

20. Grear, M 2006, Inside/outside: From the basics to the practice of design, 2nd edn, Van Nostrand Reinhold, New York.

21. Cairo, A 2012, The functional art: An introduction to information graphics and visualization, Pearson.

22. Black, S 2012, The sustainable fashion handbook, Thames and Hudson.

23. McKelvey, K & Munslow, J 2003, Fashion design: Process, innovation and practice, Blackwell, Oxford.

24. Arroyo, N M & Cillero & de Motta 2012, The sourcebook of contemporary jewelry design, Harper Design, New York.

25. Locker, P 2017, Basics interior design 02: Exhibition design, Bloomsbury Visual Arts.

26. Piotrowski, C M 2013, Professional practice for interior designers. John Wiley & Sons.

27. Ching, F D K 2011, A visual dictionary of architecture, 2nd edn, John Wiley & Sons.

28. Simonds, J O 2013, Landscape architecture: A manual of environmental planning and design, 5th edn, McGraw-Hill, New York.

29. Doreen W 2014, Hong Kong Media Law: A guide for journalists and media professionals, 2nd expanded edn, Hong Kong University Press, Hong Kong.

30. Itule, B D & Anderson, D A 2007, News writing & reporting for today’s media 7th edn, McGraw-Hill, New York.

31. Kenneth, K 2016, Photojournalism: The professionals’ approach, 7th edn, Focal Press.

32. Tony, H 2015, Journalism: Principles and practice, 3rd edn, SAGE Publications.

33. Turow, J 2012, Media today: An introduction to mass communication, Routledge, New York.

34. 展江主譯，2014，新聞報道與寫作，新華出版社，北京。


1. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.

4. D & AD Annual, D&AD, London.

5. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

6. IDN, Systems Design Ltd, HK.

7. Collezioni, Logos Publishing Srl.

8. Vogue, Conde Nast Publications.

9. i-D, Levelprint Ltd.

10. ID, F&W Publications Inc.



11. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

12. Axis, Maruzen Co Ltd, Japan.

13. Domus, Domus, Italy.

14. Metropolis, Bellerophon Publications.

15. Blue print, Progressive Media Markets Ltd., UK.

16. Green Places, Landscape Design Trust, UK.

17. 21.C, ABC Enterprises, Crows Nest, NSW.

18. Wallpaper, Time Life Entertainment Group Ltd.

19. Popular Science, Bonnier Magazine Group, US.

20. 流行通信 (Ryuko tsushin), INFAS Publications, Japan.


Version Date Created/Revised By

1 5 Feb 2009 CHAN Sau Lin, Circula


3 30 Mar 2010 CHAN Sau Lin, Circula

4 7 Jun 2010 CHAN Sau Lin, Circula

5 24 Jan 2011 CHAN Sau Lin, Circula

6 19 Feb 2011 ZHANG Ann

7 21 Feb 2011 LO Kwok Wing, Born

NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula

9 12 Jan 2012 CHAN Sau Lin, Circula

10 31 Jul 2012 CHAN Sau Lin, Circula

11 2 Aug 2013 CHAN Sau Lin, Circula


13 10 Mar 2017 LO Chi Wah, Brian

14 30 Mar 2019 CHAN Sau Lin, Circula

Fashion and Image Design Programme Board Higher Diploma in Costume Design for Performance (DE114306) Appendix 1


APPENDIX 1 – MODULE ASSESSMENT SCHEMES

for

Higher Diploma in Costume Design for Performance

(AY2019/20) Note: The Module Assessment Schemes (MAS) are compiled at the beginning of each academic term or year. The template may be modified to suit the specific requirements of individual disciplines and teaching units.



單元評核大綱 [AY2019/20]

1 Module Details a 科目編號/名稱 LAN3003 / 職業中文傳意：普通話對話與匯報


b 課程編號/名稱 DE114306 / HD in Costume Design for Performance

c 資歷架構學分 6

d 資歷架構級別第三級

e 學時(總計) 60 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時



評估時數: - 小時

2 單元學習成果 (MILO) 單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA) 50%

a 就多種不同的話題，熟練地以普通話進行對話。

b 就多種不同的話題，熟練地以普通話進行匯報。

c 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

d 針對情景與說話對象，適當運用與調整說話策略。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



單元評核大綱 [AY2019/20]

1 Module Details a 科目編號/名稱 LAN4002 / 職業中文傳意：普通話報告

與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

b 課程編號/名稱 DE114306 / HD in Costume Design for Performance

c 資歷架構學分 9

d 資歷架構級別第四級

e 學時(總計) 90 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時



評估時數: - 小時

2 單元學習成果 (MILO) 單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA) 50%

a 以成段落的話語作分析、論證、辯護，並恰當運用報告技巧，熟練地以普通話進行報告。

b

整理、分析資料，並針對問題，運用恰當的言辭作出合理的解釋，提出具體的建議，或推介可行的方案。

c 針對與寫作對象，靈活運用與調整寫作策略，達到宣傳活動或產品的目的。

d 撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



Module Assessment Scheme [AY2019/20]

1 Module Details a Module Code/Title LAN4108 / English and Communication:

Persuasive Presentations b Programme Code/Title DE114306 / HD in Costume Design for

Performance

c QF Credits 9

d QF Level of Module 4

e Notional Learning Hours (total) 90

f Notional Learning Hours, comprising of

Contact Hours: 26 hrs

Lecture - hrs Tutorial 18 hrs Workshop/Lab 8 hrs Visit/Seminar - hrs


Assessment Hours: - hrs (Outside Contact/Self-study

Hours)

2 Module Intended Learning Outcome (MILO)

Module Assessment in alignment with MILO (*Please indicate the assessment mode for each MILO by ticking () the appropriate box(es))

Continuous Assessment

End of Module Assessment

a

Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation

3 Continuous Assessment (CA)

Total CA marks contributing to 40% of module mark

a CA component Assignment Notional Learning

Package b No. of assessment (s) 1 1

c CA component as a % of module mark

25% 15%

4 End-of-Module Assessment (EA) in the form of speaking test

Total EA marks contributing to 60% of module mark

5 Any Special Assessment Requirement

Nil





Promotional Materials b Programme Code/Title DE114306 / HD in Costume Design for

Performance

c QF Credits 10







Assessment Hours: - hrs (Outside Contact/Self-

study Hours)





a

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form

3 Continuous Assessment (CA) Total CA marks contributing to 40% of module mark




25% 15%

4 End-of-Module Assessment (EA) in the form of written test



Nil





Reports b Programme Code/Title DE114306 / HD in Costume Design for

Performance c QF Credits 9


e Notional Learning Hours (total)

90






Hours)





a

Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form






25% 15%




Nil





Workplace Correspondence b Programme Code/Title DE114306 / HD in Costume Design for

Performance

c QF Credits 6











End of Module Assessment(60%)

a

Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation





25% 15%




Nil





Workplace Interaction b Programme Code/Title DE114306 / HD in Costume Design for

Performance

c QF Credits 6












a

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation





25% 15%

4 End-of-Module Assessment (EA) in the form of a speaking test



Nil



Module Assessment Scheme [AY 2019/20]

1 Module Details

a Module Code/Title SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement

b Programme Code/Title DE114306 / HD in Costume Design for Performance

c QF Credits 6



60







CA In-class exercise

EA Project Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) 1 1

b Weighting as a % of module mark

50% 50%

4 End-of-Module Assessment (EA)

a Duration of EA Nil


Nil




1 Module Details

a Module Code/Title SDD4007/ Enhancing Competencies in the 21st Century Workplace


c QF Credits 3



30







CA E-portfolio

EA Mock Interview

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness


c QF Credits 6



60







CA In-class exercise

EA Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details a Module Code/Title ITE3003 / Information Technology Essentials –

Design b Programme Code/Title DE114306 / HD in Costume Design for

Performance c QF Credits 6 d QF Level of Module 3




Lecture: - hrs Tutorial: - hrs Workshop/Lab: 26 hrs Visit/Seminar: - hrs

Self-study Hours: 39 hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



Workshop EA

a MILO 1

b MILO 2

c MILO 3



a Component Workshop EA b No. of assessment 3 1 c CA component as a % of

module mark 50% 50%



a Duration of Examination Nil 5 Any Special Assessment

Requirement Nil




1 Module Details

a Module Code/Title DES4008 / Aesthetics and Semiotics

b Programme Code / Title DE114306 / HD in Costume Design for Performance

c QF Credits 11



110



Lecture 12 hrs Tutorial 27 hrs Workshop/Lab - hrs Visit/Seminar - hrs



Hours)



CA components EA

Assig’ts /

Exercise

Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 2 - - - 1


40% - - - 60%


a Duration of EA Last 19 hours

b Distribution of marks 20% Ideation and Development 30% Final work and Application 10% Reflection


Nil




1 Module Details

a Module Code/Title DES3006 / Creative and Design Thinking


c QF Credits 10



100



Lecture 6 hrs Tutorial 10 hrs Workshop/Lab 20 hrs Visit/Seminar 3 hrs





CA components EA

Assig’ts /

Exercise

Lab /

Workshop/

Activity

Project Learning

Journal Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 4 - - - 1


50% - - - 50%



b Distribution of marks 15% Needs/problem identification and analysis 15% Ideas generation 20% Presentation and reflection


Nil




1 Module Details

a Module Code/Title DES4007 / Cultural Studies


c QF Credits 15



150



Lecture 12 hrs Tutorial 32 hrs Workshop/Lab - hrs Visit/Seminar 8 hrs





CA components EA

Assig’ts / Exercise

Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%



b Distribution of marks 15% Field and Secondary Research 30% Analysis and Interpretation 15% Presentation


Nil




1 Module Details

a Module Code/Title FID4225/ Advanced Fashion Workshop: Draping and Modelling


c QF Credits 15



150



Lecture 12 hrs Tutorial 9 hrs Workshop/Lab 44 hrs Visit/Seminar hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%


a Duration of EA Last 4 Weeks

b Distribution of marks 10% Draping Methods 10% Fitting 30% Construction techniques


Nil




1 Module Details

a Module Code/Title FID4204 / Advanced Millinery and Headgear Studio


c QF Credits 12



120








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment - 1 - - 1


- 60% - - 40%


a Duration of EA Last 8 weeks

b Distribution of marks 10% on Design and Creation 20% on Construction Techniques. 10% 0n Presentation skills


Nil




1 Module Details

a Module Code/Title FID4197 / Character Costume Design


c QF Credits 7



70




Self-study Hours: 44hrs




Weightings EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 20% on Field Research 20% on Analysis and Interpretation 10% on Presentation


Nil




1 Module Details a Module Code / Title FID4200 / Collaboration Project

b Programme Code / Title

DE114306 / HD in Costume Design for Performance

c QF Credits 7 d QF Level of Module 4








CA components EA Assig’ts / Exercise

Lab / Workshop Project Learning

Journal Project

a MILO 1 b MILO 2 c MILO 3 3 Assessment a No. of assessment - - 1 - 1

b Weighting as a % of module mark - - 50% - 50%

4 End of Module Assessment (EA)

a Duration of EA 4 Weeks

b Distribution of marks 20% research skills 25% Design and Production 5% Presentation skills


Nil




1 Module Details

a Module Code/Title FID3077/ Costume Construction


c QF Credits 10



100








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title FID3070 / Costume Drawings


c QF Credits 7



70








CA components EA

Assig”ts/ Exercise

Lab/ Workshop

Project Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks

15% Research 10% Design ideas 20% on Technical skills 5% Presentation


Nil




1 Module Details

a Module Code/Title FID3073 / Costume History and Evolution


c QF Credits 10



100






Hours)



CA components EA

Assig”ts/ Exercise

Lab/ Worksho

p Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%




20% on Research 10% on Creation 15% on Technical 5% on Presentation


Nil




1 Module Details

a Module Code/Title FID4205 / Costume Technology


c QF Credits 12



120





Assessment Hours: -hrs (Outside Contact/Self-study Hours)



CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%




15% on Pattern Construction 15% on Sewing Techniques 10% on Fitting and Alteration Process 10% on Production Process


Nil




1 Module Details

a Module Code/Title FID4202 / Critical Practice for Costume Design


c QF Credits 7



70



Lecture 8 hrs Tutorial 15 hrs Workshop/Lab - hrs Visit/Seminar 3 hrs



Hours)



CA components EA


Lab / Workshop Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment - - - 1 1


- - - 50% 50%




10% on Research 20% on Creation 10% on Technical skills 10% on Presentation


Nil




1 Module Details

a Module Code/Title FID4037 / Fashion Plus: Industry Processes

b Programme Code / Title DE124301/ HD in Fashion Design

c QF Credits 12



120



Lecture 4 hrs Tutorial 4 hrs Workshop/Lab 40 hrs Visit/Seminar 4 hrs





CA components EA



Learning Journal

Assignment

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 40% Assignment


Nil




1 Module Details

a Module Code/Title FID4193 / Fundamental Costume Design


c QF Credits 7



70








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%





Nil




1 Module Details a Module Code / Title FID3075 / Introduction to Stage Hair Design













Journal Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment a No. of assessment - 1 1 - 1

b Weighting as a % of module mark - 20% 30% - 50%



b Distribution of marks 10% Presentation 40% Project


Nil




1 Module Details a Module Code / Title FID4227 / Introduction to Stage Make-up













Journal Project

a MILO 1 b MILO 2

c MILO 3

d MILO 4

3 Assessment a No. of assessment - 1 1 - 1

b Weighting as a % of module mark - 20% 30% - 50%




10% Research skills 10% Design and Creation 25% Technical reproduction 5% Presentation Skills


Nil




1 Module Details

a Module Code/Title FID3074 / Materials for Stage Performance


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- 60% - - 40%



b Distribution of marks 10% on Design and Creation 15% on Visualization Techniques. 15% 0n Presentation skills


Nil




1 Module Details

a Module Code/Title FID4206 / Millinery and Headgear Studio


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- 60% - - 40%



b Distribution of marks 10% on Design and Creation 20% on Construction Techniques. 10% 0n Presentation skills


Nil




1 Module Details

a Module Code/Title FID4153 / Portfolio Development


c QF Credits 7



70



Lecture 12 hrs Tutorial 14 hrs Workshop/Lab hrs Visit/Seminar hrs



Hours)



CA components EA



Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 20% Research 20%on Analysis 10% on Presentation


Nil




1 Module Details

a Module Code/Title FID4043 /Expanded Studies: Advanced Costumes Workshop


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 10% on Creation 30% on Technical skills 10% on Presentation


Nil




1 Module Details

a Module Code/Title FID4196 / Expanded Studies: Costume Design Project


c QF Credits 7



70








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title FID4042 / Expanded Studies: Costumes Workshop


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

c MILO 4

3 Assessment



60% - - - 40%



b Distribution of marks 5% on Creation 30% on Technical skills 5% on Presentation


Nil




1 Module Details

a Module Code / Title FID3072 / Expanded Studies: Experiential Project for Costume













Journal Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5 3 Assessment a No. of assessment - 1 - - 1

b Weighting as a % of module mark - 50% - - 50%



b Distribution of marks 20% Research 20% Design Interpretation 10% Presentation


Nil




1 Module Details

a Module Code/Title FID4201 / Expanded Studies: Props and Accessories Studio


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 15% on Research and Analysis 25% on Interpretation (design and making) 10% on Final Presentation


Nil




1 Module Details

a Module Code/Title FID4203 / Graduation Costume Project

b Programme Code/Title

DE114306/HD in Costume Design for Performance

c QF Credits 30





Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





CA components EA

Assig’ts /

Exercise

Lab / Work -shop/ Activity

Project (Stage 1:

Project Brief & Research,

Stage 2: Design Development &

Solution)

Learning Journal

Project (Stage 3: Realizatio

n)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment - - 2 - 1

b Weighting as a % of module mark - - 50% - 50%


a Duration of EA Last 4 weeks (24hrs)


10% Research Skills 15% Design and Creation 15% Technical Production 10% Presentation


Nil




1 Module Details

a Module Code / Title DES4901M / Industrial Attachment b Programme Code / Title DE114306 / HD in Costume Design for Performance c QF Credits 10 IA credits # d QF Level of Module 4



Contact Hours: 13 hrs (Coaching and Student Support Activities ^)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs Self-study Hours: - hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



CA components EA

Performance Evaluation by Industry Mentor

IA Report and Presentation

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment a No. of assessment 1 1

b Weighting as a % of module mark 50% 50%


a Duration of EA Within 4 weeks upon completion of industrial placement/project

b Distribution of marks N/A


Nil

Notes: # Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed

on a pass/fail basis and carries10 IA credits. ^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop, seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment presentation and self-reflection sessions.



APPENDIX 2 – Comparison of Revised Programme against Existing Programme

Fashion and Image Design Programme Board Higher Diploma in Costume Design for Performance (DE114306 Appendix 2


Comparison of Revised Programme - HD in Costume Design for Performance against Exiting Programme - HD in Costume Design for Performance

Different categories of revisions are highlighted with differentiated colors:

Embedment of new elements / adjustment of focuses in response to industry need Updated General Education (GE) modules and delivery sequences as proposed by GE Module Boards

Study load evened out / delivery sequence reallocated for better learning progression Revised semester and programme total credit values, curriculum hours, and related values

Subsumed previous Design Plus module contents Others – Replacement of the sequential numbers in the module titles with more descriptive terms

Revised HD in Costume Design for Performance Existing HD in Costume Design for Performance

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Semester 1 Semester 1 LAN3100*1 English and Communication:

Workplace Interaction 3 26 34 - 60 6 LAN3100*1 English and Communication:

Workplace Interaction 3 26 34 - 60 6

SDD4006*1 Collaboration, Teamwork & Social Engagement

4 26 34 - 60 6 SDD4001*1 Whole Person Development: Self-efficacy Enhancement

4 26 34 - 60 6

ITE3003*1 Information Technology Essentials – Design

3 26 39 - 65 6 ITE3003*1 Information Technology Essentials – Design

3 26 39 - 65 6

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10

DES4007*1 Cultural Studies 4 52 98 - 150 15

FID3077 Costume Construction 3 52 48 - 100 10 FID3071 Costume Technology I 3 52 48 - 100 10

FID3070 Costume Drawings 3 39 31 - 70 7 FID3070 Costume Drawings 3 39 31 - 70 7


4 26 44 - 70 7 FID4193 Fundamental Costume Design

4 26 44 - 70 7


3 13 7 - 20 2 FID3072 Expanded Studies: Experiential Project for Costume

3 13 7 - 20 2

Sem 1 Total^: 247 298 - 545 54 Sem 1 Total^: 260 335 - 595 59

Nominal Duration for Sem 1: 13 weeks Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 41.9 NLHs per week Estimated Study Load for Sem 1^: 45.8 NLHs per week




Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits ~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Semester 2 Semester 2

LAN3003*1 職業中文傳意︰普通話對話與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6 LAN3003*1 職業中文傳意︰普通話對話

與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6 LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4005M*1,*2 MindShift: Achieving Personal Growth & Effectiveness

4 13 17 - 30 3 SDD4003 Whole Person Development: SMART in Action

4 13 17 - 30 3

SDD4004 Whole Person Development: Integrated Career Development

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15

DES3004*1 Creative Thinking 3 39 61 - 100 10

FID3073 Costume History and Evolution 3 39 61 - 100 10 FID3073 Costume History and Evolution

3 39 61 - 100 10

FID4205 Costume Technology 4 52 68 - 120 12 FID4194 Costume Technology II 4 52 68 - 120 12

FID3074 Materials for Stage Performance 3 26 34 - 60 6 FID3074 Materials for Stage Performance

3 26 34 - 60 6

FID4206 Millinery and Headgear Studio 4 26 34 - 60 6 FID4195 Millinery and Headgear Studio I

4 26 34 - 60 6


4 26 34 - 60 6 FID4158 Expanded Studies: Costume Workshop I

4 26 34 - 60 6







Module

Code Module Title

QF Level

ContactHours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~



4 26 64 - 90 9 LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9

SDD4005M*1,*2 MindShift: Achieving Personal Growth & Effectiveness

4 13 17 - 30 3 SDD4002 Whole Person Development:

Global Vision

4 13 17 - 30 3

DES4008*1 Aesthetics and Semiotics 4 39 71 - 110 11 DES4008*1 Aesthetics and Semiotics 4 39 71 - 110 11


3 39 31 - 70 7 FID3075 Introduction to Stage Hair Design

3 39 31 - 70 7


4 26 34 - 60 6 FID4160 Expanded Studies: Costume Workshop II

4 26 34 - 60 6

FID4196 Expanded Studies: Costume Design Project

4 26 44 - 70 7 FID4196 Expanded Studies: Costume Design Project

4 26 44 - 70 7

Varied*2 Enrichment Module 3 26 34 - 60 6 Varied Enrichment Module 3 26 34 - 60 6



Estimated Study Load for Sem 3^ : 70 NLHs per week Estimated Study Load for Sem 3^ : 54.4 NLHs per week




Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~


LAN4002 職業中文傳意︰普通話報告

與推介文書


4 26 64 - 90 9 LAN4002 職業中文傳意︰普通話報告

與推介文書


4 26 64 - 90 9


4 26 64 - 90 9 LAN4107 English and Communication: Reports

4 26 64 - 90 9


4 65 85 - 150 15 FID4199 Advanced Fashion Workshop: Draping and Modelling

4 52 68 - 120 12


4 52 68 - 120 12 FID4198 Millinery and Headgear Studio II

4 39 51 - 90 9

FID4197 Character Costume Design 4 26 44 - 70 7 FID4197 Character Costume Design 4 26 44 - 70 7

FID4200 Collaboration Project 4 26 44 - 70 7 FID4200 Collaboration Project 4 26 44 - 70 7

DES4017 Design Plus: Presentation and Communication Practice

4 39 51 - 90 9

FID4227 Introduction to Stage Make-up

3 52 48 - 100 7 FID3076 Introduction to Stage Make-up

3 39 31 - 70 7







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~



4 39 61 - 100 10 LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10

SDD4007


4 13 17 - 30 3


4 26 44 - 70 7 FID4202 Critical Practice for Costume Design

4 26 44 - 70 7


4 52 68 - 120 12 DES4020 Design Plus: Industry Processes

4 52 68 - 120 12

FID4153 Portfolio Development 4 26 44 - 70 7 FID4153 Portfolio Development 4 26 44 - 70 7


4 26 34 - 60 6 FID4201 Expanded Studies: Props and Accessories Studio

4 26 34 - 60 6

FID4203 Graduation Costume Project 4 78 222 - 300 30 FID4203 Graduation Costume Project 4 78 222 - 300 30




Grand Total for 5 Semesters^: 1261 1914 - 3175 317 Grand Total for 5 Semesters^: 1261 1914 - 3175 317



Industrial Attachment (IA)@ Industrial Attachment (IA)@

Module

Code

Module

Title

QF

Level Total NLHs#

QF

Credits^

Module

Code

Module

Title

QF

Level Total NLHs#

QF

Credits^

DES4901M Industrial

Attachment 4

90 attachment hours minimum

+ 13 hours for coaching, preparation, etc.

= 103

10 DES4901M Industrial

Attachment 4

90 attachment hours minimum

+ 13 hours for coaching, preparation, etc.

= 103

10

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to

5, considering the readiness of the students, the skills requirement, availability of IA opportunities,

and the overall study load of each semester.

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to

5, considering the readiness of the students, the skills requirement, availability of IA opportunities,

and the overall study load of each semester.

Note (Full-time Mode):

* 1 In order to attain the Diploma in Design, students have to complete and acquire: a) totally 30 credits in five General Education Modules, including:

LAN3100 / English and Communication: Workplace Interaction (6 credits) SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (6 credits) or

SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits) ITE3003 / Information Technology Essentials – Design (6 credits) or

ITE3005 / Information Technology Essentials – Media (6 credits) or ITE3009 / Information Technology Essentials – Smart Living (6 credits)

LAN3003 / Vocational Chinese Communication: Putonghua Conversation and Reports 職業中文傳意：普通話對話與匯報(6 credits) LAN3103 / English and Communication: Workplace Correspondence (6 credits)

b) minimum 90 credits in Vocational Modules, including: DES3006 / Creative and Design Thinking (10 credits) DES4007 / Cultural Studies (15 credits) DES4008 / Aesthetics and Semiotics (11 credits) Plus any other vocational modules offered in the student’s enrolled programme/stream, accumulating to 54 Credits or above.

* 2 SDD4005M / MindShift Achieving Personal Growth & Effectiveness is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered

across two semesters from Semester 2 to Semester 3. The break down values of this module (Contact Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in Semester 2 and 3 are for the proportionate calculation of Semester Total and Estimated Study Load only. The total QF Credits of the module is 6 which is presented as 3 in Semester 2 and 3 in Semester 3.



* 3 A variety of Enrichment Modules, offered by different disciplines of HKDI / IVEs, are open to all Higher Diploma students irrespective of the Discipline, programme or stream, upon meeting the pre-requisites / co-requisites / anti-requisites, if any. These Enrichment Modules may vary in QF Level, Self-study Hours, Assessment Hours, Total NLHs and QF Credits. Successful completion of one Enrichment Module is a graduation requirement.

# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner would take to complete all the learning and acquire the learning outcomes. The Notional Learning Hours is a summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the teaching staff of a programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff. Assessment hours refer to the amount of time spent by a student in scheduled examinations, tests and other related assessment activities outside contact and self-study hours. Some assessments may already be included in contact hours (e.g. quiz conducted in class) and self-study hours (e.g. students’ time spent on doing a project) and should not be double-counted.

~ The QF Credits of a module is proportional to the number of Notional Learning Hours that an average learner would take to acquire the learning outcomes stated in the module. One QF Credit is equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF Credits are rounded down by module if they are in decimal. Adult learners are in general more mature and motivated than school leavers on pre-employment programmes, and in general possess a certain amount of work experience. Therefore for the same total amount of learning, the proportion of contact hours to self-study hours to achieve the same learning outcomes may be different for pre-employment students and in-service adult learners.

^ IA has not been included in the above calculations of total NLHs, total credits and estimated study load, as students may undertake IA in different semesters. Still the IA credits taken by students and IA study load in each semester are closely monitored according to prevailing regulations and guidelines.

@ For NHD, while 90 attachment hours are a minimum requirement, IA of individual programmes may include more attachment hours to meet industry requirements. For other types of programmes, the decision of the number of IA hours, if any, rests with the Programme Board.

Documents

Hong Kong Design Institutedilwlintra.vtc.edu.hk/de-dpo/doc_centre_files/DPDs/FID...DES4008 Aesthetics and Semiotics 87 DES3006 Creative and Design Thinking 91 DES4007 Cultural Studies