GRA-120-10 Creative Autonomy
GRA-120-10 Creative Autonomy
- Course description
- Course CodeGRA-120-10
- Level of Study5.2
- Program of StudyVisual Communication
- Credits7.5
- Study Plan CoordinatorLibre van den Bergh
In the Creative Autonomy course, students strengthen their ability to develop as independent designers through self-reflection, experimentation and purposeful learning beyond their comfort zone. The course focuses on building habits of reflective practice and lifelong learning, helping students understand how creative processes evolve through testing, iteration and critical evaluation. Students explore how references, research and simple forms of testing can support experimentation, while considering applicable professional norms and course requirements when assessing the quality of their process and outcomes.
Throughout the course, students plan and carry out self-directed exploratory projects where the emphasis is on process rather than product. They document their work through journals, sketchbooks, digital archives and reflective writing, and practise communicating their exploration clearly through critique and discussion. Studio work encourages creative risk-taking and structured reflection, with students identifying subject-related issues in their process and implementing measures to strengthen experimentation and learning. Students receive guidance and feedback from peers and teachers, and use this to adjust their approach and identify opportunities for further development as visual communicators.
The candidate
- has knowledge of concepts, theories, processes and tools related to self-reflection, creative process and lifelong learning in design practice.
- has knowledge of methods for documenting and reflecting on design processes, experimentation and iterations, including journals, sketchbooks, digital archives, reflective writing and critique.
- has knowledge of practice-based experimentation, including using references, sources and simple testing to explore unfamiliar approaches.
- has knowledge of project planning methods for self-directed design projects, with emphasis on planning, documenting and evaluating process.
- can assess their own exploratory work and process in relation to applicable professional norms, course requirements and personal learning goals.
- can update their knowledge by using reflection, feedback, research and relevant professional sources to develop their practice over time.
- is familiar with the history and traditions of reflective practice in design and its role in professional development and lifelong learning.
- has insight into their own creative strengths and challenges, and their opportunities for further development as a visual communicator.
The candidate
- can explain their creative choices in relation to a self-defined brief, documented exploration, personal interests and long-term learning goals.
- can find and refer to relevant subject-related material, references and examples related to creativity, design process and reflective practice, and assess their relevance to their own development.
- can assess their exploratory design process and identify subject-related issues, and determine measures that need to be implemented to strengthen experimentation and learning.
- can reflect on their own design practice and adjust their work under guidance, based on feedback from peers and teachers and their own critical self-assessment.
The candidate
- can plan and carry out self-directed design tasks and projects alone and as part of a group, in accordance with ethical requirements and professional principles.
- can exchange points of view with others about creative processes, experimentation and good practice in reflective design, and participate constructively in discussions and critiques.
- can carry out exploratory design work based on the needs of selected target groups or stakeholders where relevant, and adjust communication and presentation accordingly.
Digital Learning Resources
The learning management system (LMS) is the primary learning platform where students access most of their course materials. The content is presented in various formats, such as text, images, models, videos or podcasts. Each course follows a progression plan, designed to lead students through weekly modules at their own pace. Exercises and assignments (individual or in groups) are embedded throughout the courses to support continuous practice and assessment of the learning outcomes.
Campus Resources
In addition to the digital learning resources, campus students participate in physical learning activities led by teachers as part of the overall delivery.
Guidance
Guidance and feedback from teachers support students' learning journeys, and may be provided synchronously or asynchronously, individually or in groups, via text, video or in-person feedback.