Week 1 

Introduction to course and overview of learning intentions and their relationship to wider Art and Design practices.  

Symmetrical / Asymmetrical. 

Using straws students will create a symmetrical structure which can support a single flower. (60 mins).

Using a styrofoam cup, students will rate an asymmetrical structure which holds a single flower (30 minutes). 

HOMEWORK 1 

Students should, purchasing of finding cheap material create an alternative structure to support a single flower.

Week 2  

3D Drawing & Visualization  

Part 1 (20 Textures)

This
session is to allow students to consider and develop strategies for
critically looking and selecting visual research materials that can help
‘inform’ and ‘drive’ their 3D process. Students must initially, using
any camera (including smart phone) photograph 20 textures. Consider
scale - Micro and Macro.  

Part 2 (30 in 60)

“30
in 60” - makes reference to a design method of collecting visual
information through improvisational drawing, responding to specific
location[s] and/or experience[s]. The restricted timescale (60mins) and
the specific stimuli (natural form) imposes on students constraints in
the way you record information: Time-limited - asks you to work at a
different pace, Space-limited - asks you to use a more critical eye in
finding/selecting details. With both resulting in you having to start
adopting a more personal visual short-hand or more improvised drawing and visualization method or approach. 

Within
a sketchbook or loose sheets of paper create 30 improvised drawing
statements (pen, pencil, objects, rubbings, or actions) utilizing a
variety of media. You can also use text to annotate these studies.  

Week 3 

Transformational Drawings and Experimentation with Paper.  

Essential Reading:

HANNAH, G.G., 2002. Elements of Design. Princeton Architectural Press. (Page 77- 85)

JACKSON, P., 2011 Folding Techniques for Designers. London: Lawrence King Publishing. (Page 15-27)

Using research materials: drawings from 30 in 60 Improvisational Drawing/Visualization& 20 Textures photographic research, students
will work towards developing a number of ‘Transformational’ drawings
from these materials. Considering and analyzing this information and
visual data will further inform and help progress their developmental
investigations into textures, locations, and emotive responses to these
places and forms. 

The
Main focus here will be on developing a specific set of visuals and
techniques related to their original research. Key concepts of
simplification, multiplication and repeat. Students will make use of
photocopiers to duplicate ‘stylized drawings’ and begin to learn basic
construction techniques related to paper, such as cut, score and fold. 

HOMEWORK 2

Students
will continue to develop one sample at home which combined elements of
two samples made within class. Understanding the concept of
juxtaposition as a developmental technique is the focus of this
assignment and students should produce one highly refined sample which
displays a strong command of technical skill. Consider a variety of
construction joining techniques beyond glue, such as slotting, folding,
stitching etc. The turn-around time for this assignment is two weeks. 

Week 4 

Form and Cast

Making
reference to the previous exercises students will develop a single
textured relief ‘tile’ using clay and plaster. This textured ‘tile’
should visually connect with the drawing & visualization tasks that
students have undertaken over the previous weeks. The emphasis will be
to analyze, record, and develop textures found within natural forms. The
result, a plaster cast of a clay relief sculpture, will allow students
to understand techniques of casting and 3D modelling based upon the
visual elements of texture and volume. 

NOTE
- If participating in the course remotely, you you should use
alternative found materials to generate a raised surface texture. 

Week 5 

Repeat, Repeat, Repeat

Students
will present their developmental sample (homework assignment) for class
critique. Feedback, as well as introduction of further construction
techniques focusing on the concepts of ‘piercing, perforating and
puncturing’ students will develop a single element, which will be
developed into structured item which can be ‘worn’. Via practical making
and critique, students will develop an awareness of ergonomics and the
relationship between ‘form’ and ‘wearer/user’.  

HOMEWORK 2 

Students
will create either additional developmental samples or 2D visualization
drawings, which depicts design development and alterations to the work
carried out in class. The drawings should convey Design Drawing as a
visual communication tool - which evidences logical thinking and
progression based upon work in class.  

Week 6  

Mid Term Review

A
Mid Term review will allow students to discuss one to one with the
professor areas of strength and development. Presentation of research
and material mockups will be reviewed. The grade assigned will
contribute 20% to the final grade. 

Week 7  

Drawing in the Air

Essential Reading:

HANNAH, G.G., 2002. Elements of Design. Princeton Architectural Press. (Page 87- 95)

Building
on the construction techniques used within earlier lessons, this
project aims to force students to work directly in three-dimensional
space. This project allows a freedom of construction, creating a
free-standing sculpture that develops from their initial drawings at
Orto Botanico. Using wood and wire students will need to consider
stance, strength, poise, weight and lightness. Depending on students’
interests, they may choose to be ‘analytical’ or ‘expressive’ in their
approach to the materials. The open-ended approach to this project will
allow students to begin to formulate an individual framework to their
work within 3D Art and Design.  

Week 8  

Drawing in the Air - Continued

Depending
on students’ approach to the previous weeks task, students may choose
to continue to add complexity to their forms. In contrast, they may
create an additional structure, which combines elements from previous
works. Particular attention will be placed upon ‘positive and negative
space' and ‘translucent and opaque’

HOMEWORK 3 

Students
must collect a minimum of 5 small or large samples of materials which
have varying properties. For example, transparent, rigid, soft,
crinkled, smooth.  These samples can be as small as 2 cm and students do
not have to spend money. Our daily existence is surrounded by a variety
of packaging materials, fabrics, papers which have interesting textures
and qualities. Students should also pay attention to sourcing materials
in a variety of colors.  

Week 9 

Development of techniques - combining, justaposing and developing previous ideas. 

HOMEWORK 4 

Students
will create an individual proposal for the remaining weeks of the
semester. Students at this point may choose to research another area of
interest, which is not natural forms. If so, they must create a body of
quality research from which to develop. Students, within their final
proposal should clearly consider the ‘purpose’ of their projects. Areas
of interest may be jewelry, furniture, lighting design or Fine Art. This
list is not exhaustive and in discussion with the tutor ideas and
concepts will be formulated.  

Week 10 

Project - Research

Student
will research their area of interest via drawing and ‘material
sampling’. Individual discussion and feedback from the professor and
peers will help facilitate a discursive and constructive environment for
‘purposeful’ development of ideas. The initial session will focus on
‘idea generation,’. The use of mind maps, visual connectors and
knowledge of processes will inform the session and students resulting
body of work.  

Week 11 

Development

Students
will develop ideas in a self-motivated manner, making use of earlier
techniques and individual research interests. From the initial body of
research, students will select one area to develop. For example,
focusing on the innovative application of a single (or contrasting)
techniques, evoking an atmosphere within their work or the relationship
between ‘Form and Function.’ As always within the course, emphasis is
placed upon the visual and conceptual continuity within the development
work. A sustained, methodical ‘enquiry’ is essential for the successful
completion of this project.  

Week 12 

Development

With
a growing technical competence, students will begin to resolve their
ideas. Working through problems of construction, by making miniature
moquette and producing developmental samples. Documenting developments
via photography and annotated drawings is imperative to evidence the
evolution of ideas and students creative and critical thinking.   

Week 13

Continued Development 

Week 14

Resolving Ideas

Editing / Selecting work for final portfolio.

Weel 15

Final Critique