Vak: Professional Development/Theory-Student Guidance 3 credits: 5
- Vakcode
- VGVB25PDT3
- Naam
- Professional Development/Theory-Student Guidance 3
- Studiejaar
- 2025-2026
- ECTS credits
- 5
- Taal
- Engels, Nederlands
- Coördinator
- H.G. Briër
- Werkvormen
-
- Intervisie
- Opdracht
- Werkcollege
- Zelfstudie
- Toetsen
-
- Student Guidance: Portfolio - Portfolio assessment
- Theory: Visueel Essay - Opdracht
Leeruitkomsten
Level Deepening (semester 3-7): The student shows insight into the importance of design and theoretical research and experiment for the acquisition of knowledge and skills and succeeds in giving shape to this.
2. RESEARCH AND REFLECTION
The student is able to critically and from multiple perspectives consider their own work and working method and that of others. This allows the student to deepen their own design or artistry, make it more layered and position.
The student uses and develops artistic research methods from an open and experimental attitude to influence the work process and to deepen the content of the work. The student makes use of sources and shows ethical awareness.
The student takes the initiative to seek out the exchange of feedback and inspiration. By talking to others about artistic methodologies and about substantive topics, based on interests, positioning and/or questioning, the student contributes to a conversation about the work.
The student has a curious, inquisitive, and entrepreneurial attitude towards other perspectives, work practices, and ways of thinking. By sharing findings with fellow students and with the professional field, the student also questions their own ways of thinking, working methods, work and positioning.
3. CONNECTING WITH THE ENVIRONMENT
The student takes position as an artist/designer, both in terms of content and relation, in the (international) contexts in which they work.
The student seeks connections with the environment in the student’s own way for the benefit of the work and the work process, as a method of artistic research.
The student can allow perspectives of others into the work and work process and is touched and inspired by them. These can be, for example, current developments in society, activities of fellow makers or sources from the past.
4. WORKING IN A PRACTICE
The student is able to create conditions for his or her own work practice, in line with his/her own positioning. To this end, the student is able to organize and communicate with others.
The student is able to communicate online and offline about their own work, working method and positioning as part of a work practice. The student can also provide insight into the creative work process and research activities. The student makes choices in what, to whom and in what way and with what means is communicated. A personal voice and visual language are an integral part of this. The student plays with and investigates the consequences of communication for different groups.
2. RESEARCH AND REFLECTION
The student is able to critically and from multiple perspectives consider their own work and working method and that of others. This allows the student to deepen their own design or artistry, make it more layered and position.
The student uses and develops artistic research methods from an open and experimental attitude to influence the work process and to deepen the content of the work. The student makes use of sources and shows ethical awareness.
The student takes the initiative to seek out the exchange of feedback and inspiration. By talking to others about artistic methodologies and about substantive topics, based on interests, positioning and/or questioning, the student contributes to a conversation about the work.
The student has a curious, inquisitive, and entrepreneurial attitude towards other perspectives, work practices, and ways of thinking. By sharing findings with fellow students and with the professional field, the student also questions their own ways of thinking, working methods, work and positioning.
3. CONNECTING WITH THE ENVIRONMENT
The student takes position as an artist/designer, both in terms of content and relation, in the (international) contexts in which they work.
The student seeks connections with the environment in the student’s own way for the benefit of the work and the work process, as a method of artistic research.
The student can allow perspectives of others into the work and work process and is touched and inspired by them. These can be, for example, current developments in society, activities of fellow makers or sources from the past.
4. WORKING IN A PRACTICE
The student is able to create conditions for his or her own work practice, in line with his/her own positioning. To this end, the student is able to organize and communicate with others.
The student is able to communicate online and offline about their own work, working method and positioning as part of a work practice. The student can also provide insight into the creative work process and research activities. The student makes choices in what, to whom and in what way and with what means is communicated. A personal voice and visual language are an integral part of this. The student plays with and investigates the consequences of communication for different groups.
Inhoud
NB Deze onderwijseenheid wordt in het Engels aangeboden; op individueel niveau kunnen studenten in het Nederlands werken.
Deze leerlijn bestaat uit twee onderdelen: Theory en Student Guidance.
Theory
Je werkt aan het design dilemma dat je docenten hebben geformuleerd op basis van de competenties van dit blok, en de inhoud die hieronder staat.
Het vinden en begrijpen van theoretische bronnen om te reflecteren op je ontwerpproces en te vertellen over je ontwerpen, gerelateerd aan het thema van het semester (thema afhankelijk van de gekozen major) wat je helpt je ideeën te contextualiseren en keuzes te maken in Studio en Lab.
Thema’s:
Student Guidance
Dit onderdeel biedt je essentiële ondersteuning bij academische en professionele ontwikkeling. Wat voor een ontwerper wil je worden?
Met je persoonlijke studiebegeleider bespreekt je studievoortgang, de uitdagingen waar je tegenaan loopt in het studieprogramma. De studiebegeleider kan je ook helpen bij het kiezen van een major en de keuzevakken, zodat je deze kunt afstemmen op je leerdoelen.
Dit onderdeel biedt je mentorschap, studieondersteuning en waar nodig middelen voor emotioneel welzijn. Je krijgt persoonlijke begeleiding om uitdagingen aan te gaan, je artistieke groei te verbeteren en je voor te bereiden op professionele kansen door het werkveld te verkennen.
Deze leerlijn bestaat uit twee onderdelen: Theory en Student Guidance.
Theory
Je werkt aan het design dilemma dat je docenten hebben geformuleerd op basis van de competenties van dit blok, en de inhoud die hieronder staat.
Het vinden en begrijpen van theoretische bronnen om te reflecteren op je ontwerpproces en te vertellen over je ontwerpen, gerelateerd aan het thema van het semester (thema afhankelijk van de gekozen major) wat je helpt je ideeën te contextualiseren en keuzes te maken in Studio en Lab.
Thema’s:
- Graphic: Interactive Space
- Illustration: Your own project
- product: Fascination and Connection
- spatial: Place and Layering
- Time based: Body
Student Guidance
Dit onderdeel biedt je essentiële ondersteuning bij academische en professionele ontwikkeling. Wat voor een ontwerper wil je worden?
Met je persoonlijke studiebegeleider bespreekt je studievoortgang, de uitdagingen waar je tegenaan loopt in het studieprogramma. De studiebegeleider kan je ook helpen bij het kiezen van een major en de keuzevakken, zodat je deze kunt afstemmen op je leerdoelen.
Dit onderdeel biedt je mentorschap, studieondersteuning en waar nodig middelen voor emotioneel welzijn. Je krijgt persoonlijke begeleiding om uitdagingen aan te gaan, je artistieke groei te verbeteren en je voor te bereiden op professionele kansen door het werkveld te verkennen.
Opgenomen in opleiding(en)
School(s)
- Academie Minerva