Module Coordinator: Justin Magee
Module Content
Academic Year 2011-2012 Project Brief Timetable Reading List Student Blogs
Academic Year 2010-2011 Project Brief Timetable Reading List Student Blogs
Academic Year 2009-2010 Project Brief Timetable Reading List
Previously this module was know as code DES104M2
Academic Year 2008-2009 Project Brief Timetable Reading List (Delivered by S.McGilloway)
Academic Year 2007-2008 Project Brief Timetable Reading List
Academic Year 2006-2007 Project Brief Timetable Reading List
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RATIONALE
This module introduces students to 3D design values, principles and visualisation. The multi-faceted nature of 3D design will be studied to provide an insight into design working methods through exercises, information gathering and case studies. The core element of this module is formed by competencies of information gathering; communication skills; creative thinking; problem analysis; and problem solving.
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AIMS
The essential aims of this module are:
· To introduce the subject of 3D Design
· To explain further the role of the 3D designer
· To explore basic design processes and methods
· To introduce methods for prioritizing and focusing information
· To introduce project planning and simple design tasks
· To facilitate practicing designer presentations and case studies as an introduction to the professional world of product design
The assessment is 100% coursework in the form of a Design Project Portfolio.
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K1
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Show an understanding of the relationship between scale and dimensional accuracy
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K2
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Show a primary understanding of the relationship between design, people and need
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K3
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Identify the importance of 3D visualization in the multimedia industries
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K4
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Show knowledge of formal information supporting design in the fields of ergonomics, materials, components and legislation/ standards
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I1
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Elicit, analyze and creatively interpret design problems using a range of creative thinking techniques (Association methods and Analytic systematic methods)
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I2
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Demonstrate an awareness of the principles of design process thinking
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I3
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Demonstrate a knowledge of 3D Design in a global environment
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P1
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Demonstrate skills of communication, creative thinking, problem analysis and problem solving
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P2
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Demonstrate a capacity to clearly communicate using 3D visual narrative
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P3
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Produce precise and proportionate 3D models using a range of computer modelling techniques
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T1
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Work as a member of a team and individually
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T2
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Present to large groups verbally using visual material in a coherent manner, following strict guidelines and at set deadlines
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CONTENT
Lecture program will consist of demonstrations in Professional Practice; Real World Design Case Studies; Design Techniques and Creative Thinking Exercises. Students will gain an insight into Professional Corporate and Consultancy Design; Knowledge of existing and developing trends and technologies, encouraging personal application and development of these methods.
The seminar program will focus on explaining these key areas: Design consideration, design information and design principles. Students will be expected to discuss and rationalize their design work with their peer group.
Practical exercises will involve design research, presentation skills, ergonomics and anthropometrics workshops, traditional and digital visualization skills, 3D computer modeling.
LEARNING AND TEACHING METHODS
Lectures will enable students to gain an understanding of 3D form and its construction,
Seminars will enable students to discuss and rationalise their developing design work with staff and peers.
Practical sessions will enable students to develop skills in both traditional visualization techniques and 3D digital modeling.
E-Learning utilizes blended learning tools including; website support, video tutorials and student reflection using blogs
Tutorials will enable students to discuss concerns and challenges encountered in the learning process and develop their self-reflective and critical thinking
Independent study will enable students to develop their initiative, motivation and a passion for creative practice
Feedback is provided verbally and practically through critiques and tutorials. Written feedback is provided via email and discussion forums or social network discussion groups.
Students will be directed to read specific theoretical literature in the study of form, ergonomics and anthropometrics, international standards for engineering drawing and instructional material in relation to 3D software.
This module is Blended Learning.
ASSESSMENT AND FEEDBACK
The module is assessed as 100% Coursework. There are elements of summative assessment during semester for task specific micro projects, which total 25% (coursework 1 to 3). However, formative feedback is offered during the teaching period for lager design process projects to guide and assist students as they develop their design solutions, marks are only awarded during examination week at the end of semester. Students will be assessed according to set criteria distributed to students at the start of teaching period.
Coursework 1:
Sketching is one of the fundamental methods which assists the comprehension and resolve of 3D form. A series of time limited sketching tests are conducted within class, incorporating speed drawing, left and right creativity and drawing from memory and interpretative drawing. This assignment will measure the students achievement of the following module learning outcomes: K1, P2
· This work accounts for 5% of the final assessment
Coursework 2:
Ergonomics and anthropometrics collaborative workshops within class will inform applied digital outcomes developed using 2D or 3D software and BS308 guidelines. This assignment will measure the students achievement of the following module learning outcomes: K2, K4, T1
· This work accounts for 5% of the final assessment
Coursework 3:
A mini project which encourages the student to apply theories of form as a 3D artefact within a set of prescribed spatial constraints, without additional user or functional parameters will be conducted. This assignment will measure the students’ achievement of the following module learning outcomes: K1, I1, I2, P3
· This work accounts for 15% of the final assessment
Coursework 4:
Software tutorials using industry standard software will provide evidence of the students’ technical dexterity with construction precision and aesthetic control. This assignment will measure the students’ achievement of the following module learning outcomes: K1, P3
· This work accounts for 10% of the final assessment
Coursework 5:
A major project will integrate all learning into one structured problem based brief.
Within design context students are expected to outline the cultural, social and user-needs of the problem to be solved, using the Pecha Kucha style of presentation.
Within design concept original creative works are recorded within sketchbook format and preliminary digital visualisations exploring form and function.
Within design development the students’ decision making process is demonstrated. It includes applied ergonomics/ anthropometrics and functional considerations.
Within design rationalisation the ability to evaluate (peer and self-critical analysis) and improve on specific design decisions in a cyclic manner is developed.
Within design implementation the quality of the final presentation of artworks and extent of problem resolution is demonstrated visually.
This assignment will measure the students achievement of the following module learning outcomes: K2, K3, K4, I1, I3, P1 ,P2, T1
· This work accounts for 55% of the final assessment
Coursework 6
Within design evaluation a critical reflection of the practice work will be conducted as a reflective blog. A contextualisation of how form and ergonomics theory have informed the 3D design process and suggested improvements will be expected. This assignment will measure the students achievement of the following module learning outcomes: K2, I3
· This work accounts for 10% of the final assessment
100% Coursework 0 % Examination
READING LIST
Required
· Elam, K., 2001, The Geometry of Design, studies in proportion and composition, New York, Princeton Architectural Press
· Fletcher, A., 2001, The Art of Looking Sideways, Phaidon Press Ltd., pp29-37, 139-144.
· Hannah, G.G. 2002, Elements of design: Rowena Reed Kostellow and the structure of visual relationships, Princeton Architectural Press, New York, N.Y.
· Pheasant, S. 1996, Bodyspace, anthropology, ergonomics and the design of work, 2nd ed., London, Taylor & Francis.
· The Design Council, 2005, The design process; The double diamond design process model [online] Available at: <http://www.designcouncil.org.uk/designprocess> [Accessed 08 January 2010]
Recommended
· Bernhard, E.B., 2005, Design, the history, theory and practice of product design, USA, Springer
· Capjon, J., 2004, Trial-and-error-based Innovation; Catalysing Shared Engagement in Design Conceptualisation. Oslo School of Architecture.
· CCEA, 2011, HugX vodcasts, Curriculum Council for Examinations and Assessment, Belfast. Available at:
[http://www.rewardinglearning.org.uk/microsites/technology/rev_gce/support/hugx_vodcasts.asp]
· Doczi, G., 1994, The power of limits, proportional harmonies in nature, art and architecture, USA, Shambhala Pocket Classics
· Haller, L., Cullen, C., 2004, Products 2: 50 real-life projects uncovered, USA, IDSA
· Norris, B. Peebles, L. 1998, Childata, the handbook of child measurements and capabilities; date for design, Nottingham, Government Consumer Safety Research, Department of Trade and Industry.
· Peebles, L. Norris, B. 1998, Adultdata, the handbook of adult anthropometric and strength measurements, Nottingham, Government Consumer Safety Research, Department of Trade and Industry.
· Powell, D. 1995, Presentation techniques, 2nd ed,, London, Little Brown & Company
· Tilley, A.R., 2001, The measure of man and woman; human factors in design, New York, Wiley.
· Tjalve, E., 1979, A short course in Industrial design, Newnes-Butterworth, London
SUMMARY DESCRIPTION
Through lectures, assignments, practical demonstrations, software tutorials, case studies and related literature students will be introduced to the multi-disciplinary nature of 3D design. The module provides a foundation for resolving the various attributes of 3D form within the context of the user.
See webpages http://www.justinmagee.com/des124-introduction-3d-design
