Art, Communication and Design

The Fall semester is divided into period 1 and 2. Period 1 consists of one program for all students. In period 2 you can choose one second years studio out of two options.
The optional studio’s explore different design-research strategies.

Period 1:

Week 36 – 46 (15 ECT) Studio 2.1. Superlocal - Research & Problemsolving
Design & Research; play, experiment, analyse and design.

Period 2:

Week 47 – 06 (15 ECT) Studio 2.2. Design & Context: exploring different contextual settings. 2.2. A) Reclaiming the sheep - Material research in local and global contexts or
2.2. B) Tech-Art – Prototyping for a spatial experience

Additional classes Fall in all studio’s Extra class integrated in studio 2.1 and 2.2.
(Behavioural Science, Field exploration, Communication and Software Skills)
Cross-Cultural Exploration 1

During 2.1. 'Superlocal' we do not take an object, but a superlocal problem as a starting point and respond to it through individual design research. During this studio students work towards a series of designs with which they respond to a ‘superlocal problem. In sprints of 1, 2 and 3 weeks the student will go through a complete design process in which you deliver a sub-end product that is actually made and implemented. All individual contributions together provide an extensive response to the small, super-local problem from a multiple perspective. The designs are therefore on the one hand a solution or response to the super-local problem and on the other hand a visual translation of the research. The problem is also examined, researched and discussed in a global context.

Technology is central in this studio. We explore how technology is changing and additionally will change our social lives. We deal with technology in all facets: from social media to virtual reality and from prosthetics to designer babies. In 2020-2021 ArtCoDe payed attention to the relevant theme of loneliness and technology. In 2022-2023 students investigated the 'Metaverse', a virtual-reality space in which users can interact with a computer-generated environment and other users. This studio in the second year is about devising, developing and elaborating a spatial experience. We pay attention to coming up with concepts, deepening the concepts and organizing your work. Every week students research theme, concepts, materials and technology, and every week students report on their research. Every two weeks students present their work to the lecturers and their fellow students. All ideas, inspiration and sources are shared and can be copied from each other. During the studio the student designs a prototype for a spatial experience.

More than 10.000 sheep live on the grasslands in our area. The annual wool yield per sheep is on average three kilos. This yield is a loss for our local shepherds. Most of the wool from the local sheep is of B quality; worldwide there is so much supply of A quality wool that there is no interest in B. Shepherd Bart Ekkendonk is left with his locally produced wool. He loses money because of the shaving costs. How can Bart re-use his wool and make local wool profitable again? What application, function or design is possible for our raw wool? How can we make this sustainable raw material culturally and economically relevant again? Within studio 2.2. Reclaiming the sheep, students research and design new contemporary functions for the locally obtained wool. What are the economic, ecological and social consequences of using wool? Wool is a natural raw material with specific properties. During workshops students will learn techniques to process the wool. Think of washing, carding, spinning, felting, weaving, knitting, dyeing. By means of field research students will also map out how wool is currently used. What did wool mean in our Dutch culture? What does it mean nowadays? What does wool mean in other cultures? How is wool processed in other cultures and how are these processes linked to local customs and habits? After various material, theoretical and field studies, each student chooses an inspiring aspect of wool and translates this into a design reïntroducing the material into the lives of local citizen.

After an introduction into the facilities of Art Communication & Design we guide our guest students to reflect on their experiences as a visitor of the Netherlands and more specifically of the Dutch cultural scene, also providing deeper insights into historical and current phenomena shaping the Netherlands. Guest students are challenged to reflect on similarities and differences in phenomena and how they manifest in their home counties. In the course of Cross-Cultural Exchange, the guest students’ reflections become vocal by communicating these reflections at the campus of Fontys Academy of the Arts in the form of a show / exhibition.

In our second-year theory program, guest students will develop a better understanding of current Western European views in one of the areas of Art, Communication & Design. In Art theory the various functions of art and the position of art in contemporary society will be explored. In Communication theory our lessons focus on learning to write and speak about design projects. Students learn to perform at a communicative level in the professional field. In Behavioral Science lessons the societal dynamics and human behavior, important for your design process is researched. The complementary theory class in your program will be conducted in English.

The Spring semester is divided into period 3 and 4. Period 3 consists of one program for all students. In period 4 you can choose one 2nd years studio’s out of two options. The two studios explore different design-research strategies in specific contexts.

Period 3:
Week 7 – 16 (15 ECT)
Studio 2.3. Public Take Over; realize a design in the public space

Period 4:

Week 17 – 28 (15 ECT)
2.4.A studio Sexperience
2.4 B studio New Moon

Additional classes:
Theoryclass integrated in studio 2.3 and 2.4
Art Meet Arts week & Moduleweek
Cross-Cultural Exploration 1

In contribution to talent development and education, clients or organizations invite students of Fontys ArtCoDe to realize a work in the public domain. The client believes in the brainpower, creativity and ingenuity of our students and therefore offers them a challenging and inspiring assignment. The assignment is determined every academic year together with clients, collaborating organizations such as Kunstloc Brabant and Kaapstad. Characteristic of this studio are commissioned work in the public domain and conceptualizing and realizing a work, with the accompanying pitch to the client and setting up a budget.

The sex industry is known to be at the forefront when it comes to technological developments. Robots, Virtual Reality, new technologies, etc. are often the first to be encountered in this industry. It is also an industry in which material- and image-research

are central; what materials are comfortable, durable and suitable for their function and what does it look like? After all, every person has different associations, desires and boundaries. In addition to the qualitative side, working with a combination of sexual and commercial elements entails various moral dilemmas. Examples of dilemmas include exploitation, mutilation, abstinence and perversity. The sex industry is a versatile industry that is extremely relevant for the experience designer. During the studio, theoretical research, form- and material research are carried out. In the theoretical research, existing sexual designs are critically examined. Students take a personal position based on questions. The form research takes material as a starting point and will lead to new designs and/or improvements/changes of existing products/services. Students design an experience, a new (sexual) object or installation with a critical statement about sexuality, morality or the industry.

Where design looks at relatively small things, speculative design focuses on the biggest problems of our world. The term was first used by Prof Anthony Dunne, Head of Royal College of Art, and Prof Fiona Raby, Industrial Design, University of Vienna. They have written a book: Speculative everything: design, dreaming and social dreaming. “[Speculative design] thrives on imagination and aims to open new perspectives on what are sometimes called wicked problems, to create spaces for discussion and debate about alternative ways of being, and to inspire and encourage people's imaginations to flow freely.

Design speculations can act as a catalyst for collectively redefining our relationship to reality.” How can we influence the future with design. “How should design impact the entire world? How can we design for a healthier ecosystem? What can we do to influence future cultures? How can future technologies impact our products and services—and vice versa?” In the 4-week Studio New Moon students will speculative, imagine and design for future scenarios.

After an introduction into the facilities of Art Communication & Design we guide guest students to reflect on their experiences as a visitor of the Netherlands and more specifically of the Dutch cultural scene, also providing deeper insights into historical and current phenomena shaping the Netherlands. Guest students are challenged to reflect on similarities and differences in phenomena and how they manifest in their home counties. In the course of Cross Cultural Exchange the guest students’ reflections become vocal by communicating these reflections at the campus of FAA in form of a show / exhibition.

In our second-year theory program guest students will develop a better understanding of current Western European views in one of the areas of Art, communication & Design. In Art theory the various functions of art and the position of art in contemporary society will be explored. In Design theory lessons the function, design, social importance, sustainability and history of design in general will be researched. In Behavioral Science lessons the societal dynamics and human behavior, important for your design process is researched. The complementary theory classes in your program will be conducted in English.

During the module week (your first course-week in period 3) you will select your own package of workshops, based on their own preferences, from a range of workshops and lessons which Art Communication & Design preselected for you on various topics. The workshops are called
‘modules’. The content of the modules will be communicated 4 weeks prior to the module weeks. Make sure you receive the program, so you can enlist in time.

During the AMAweek (your first course-week in period 4) Students of Fontys Academy of the Arts are placed in a situation in which they work intensively together in multidisciplinary projects. The students are divided into groups of ± 15 students. The different courses/disciplines are represented as much as possible in each group, with at least two students from each course. The students work in groups under the guidance of an inspirator in their own permanent space on a multidisciplinary performance that they show to other groups and interested parties at the end of the week. Every year a different theme is chosen.