Week 1
3D Drawing & Visualization
Exploring different approaches to drawing , students will explore ways of collecting visual information through improvisational drawing, responding to specific location[s] and/or experience[s]. The restricted timescale (60mins) and the specific location mposes 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-handor more improviseddrawing and visualization method or approach.
Using the small sketchbooks provided, 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 2
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.
Week 3
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’.
Week 4
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 5
Resolving ideas.
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 6
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
Development of techniques - combining, justaposing and developing previous ideas.
Week 9
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 10
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 11
Develop / Resolve
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 12
Selection and Editing
Preparation for Exhibition will require students to select and edit work in a professional manner which conveys their personal creative journey.