Undergraduate Degree




DM3010 Project Development and Planning

[Studio Contact Hours: 39 hours; Pre-requisites:Nil; Academic Unit: 3.0]




Academic Unit


3 AU

Course Description


Learning Objective

The student will understand his or her own work in the terms of a project with objectives and constraints. Students learn the skills to use planning tools such as the Gantt chart. They gain critical awareness of the importance of a schedule (delivery on time) and of doing the work with limited resources (e.g. money).


This course is aimed at the third year student who will soon face the need to define and execute his or her Final Year Project. The practical work is to develop a project plan (the FYP plan) and to understand critical project phases. Emphasis is placed on the understanding of time and resource constraints.

Planning methodologies covered are the Roadmap and Gantt chart. Advanced techniques like PERT are mentioned on the side. A project checklist is developed and used as guide to develop each student's project plan. Different types of plans are introduced: planning a FYP, planning an exhibition, planning in a commercial environment and finally the key elements of a business plan for a startup.

The course has two parallel threads. The first one follows critical project phases like idea generation, proof of concept, prototype, development, publicity and exploitation. In this thread, concepts are taught and the student develops his or her project plan

The second thread picks selected case studies and brings in guest speakers from outside highlighting their respective planning needs and methodologies. Case studies include Christo and Jeanne-Claude, wrapped Reichstag and James Turell, Roden Crater. Speakers are from the movie, animation and game industries, from innovation development and from Museum management. A survey of funding opportunities in Singapore is given.

Course Outline


Topic, Thread 1​

Topic, Thread 2


• Intro to course


2 - 6

• Planning tools

• Project goals 

• Executive summary

• Project plan template 

• Proof of concept

• Prototype

• Case Study: Wrapped Reichstag

• Case Study: Roden Crater 

• Special topic: Portfolio Presentations


• Mid Sem review of assignments


8 - 12

• Continuous assessment methodology

• Risk Analysis

• Grant proposals

• Publicity 

• Venture funding opportunities, business plan

• Guest talk: animation

• Guest talk: museum planning

• Other external talks as available


• Final review of assignments

Learning Outcome

Students will be able to understand their works in the terms of a project and use appropriate planning methodology. Those who will start their Final Year Project in the following year will have a clear idea at the beginning and be able to start with productive, goal oriented work right away. Students know the importance of clear goals, due date and budget constraints in every project they do.

Student Assessment

Students will be assessed by:

  1. Their portfolio presentation: 20%

    They will learn about various presentation techniques by attending talks and lectures by professionals and academics from the field. Students will be expected to creatively apply those on their own presentations.

  2. Their presentation on a case study about the planning and project development for large scale installations: 20%

    Students will analyze and learn about the planning and project development done for a large-scale installation in the history of contemporary art. They will do a case study on one of these projects by using book references and online resources. In their case study, they will need to demonstrate clear understanding on various steps taken to develop a large-scale installations.

  3. Presenting their project planning and concept development for their own project, its plan, documentation of the development and achieved goals. An important consideration is the project workbook and the development and attainment of milestones: 30%


  4. Continuous Assessment 30%

    Evidence of classroom activity and generally contributing to the learning environment, e.g. generating questions in group & class and stimulating group discussions.


  1. Robert K. Wysocki, TEffective Project Manager, Wiley Publishing, Inc., 2007

  2. William Ramroth, Project Management for Design Professionals, AEC Education, 2006