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88000 Object and Accessory Design 1: Foundations

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Description

The design of small, low function, high aesthetic products and accessories underlies the start up of many small design-oriented businesses whose main focus is the design of this type of consumer product. Companies such as Fink Design, Mambo, Dinosaur Designs, etc., have successfully built on their understanding of market and manufacture to the point where they have international reputations and market share. Understanding what makes a design attractive, feasible, and economic to manufacture on a low threshold basis is fundamental to success or failure in this endeavour. This subject can be seen as a 'foundation course' in understanding the complexities of design proportion, form and visualisation. The subject aims at building the design and design communication skills of participating students through a range of 2D graphic and 3D physical modelling exercises.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1. gain understanding of geometric form, proportion and visualisation
2. develop a brief outlining the requirements for the design outcome
3. apply a methodology for researching local manufacturers specific to the needs of the design outcome
4. demonstrate an ability to create and develop a design so that manufacturing in series is possible
5. understand a manufacturing processes
6. resolve design sufficiently so that communication with manufacturing professionals is possible
7. develop a personal design aesthetic for low function designer homeware products

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

  • Effective written and oral communication skills (C.1)
  • Effective visual communication skills (C.2)
  • Demonstration of aesthetic sensibility (I.3)
  • Industry specific practical and digital skills (P.1)
  • Identify and execute research methods appropriate to the project (R.1)

Teaching and learning strategies

This subject uses an inquiry-based learning strategy that involves students researching and developing their own solutions to complex design challenges. The design process and strategies taught in this subject are relevant to current professional practice in a global context. Students work to develop research-based understandings of product user contexts and experiences, drawing on material developed within and between classes. Individual design propositions that reference these research-based understandings, are iteratively developed by students over the course of the semester.

Studio leaders offer ongoing, in-class support and guidance for the development of these product design propositions. It is therefore imperative that students attend all classes. Regular verbal feedback is provided in class by peers and studio leaders. Formal feedback will be provided by studio leaders in response to student in-class presentations of task-work. This formal feedback will be delivered via the Review Online Feedback System.

It shall be the students' responsibility to record any feedback provided in studio. During presentations students will be expected to actively participate in collaborative peer review feedback exercises. Students will also be supported by the level 2, Faculty Workshop in the construction of presentation models and/or prototypes. Grades, marks and feedback on task submissions will be provided through Review.

Content (topics)

  • Introduction to concepts of design for manufacture
  • Creativity and Innovation
  • Communication Skills
  • Introduction to manufacturing processes available
  • Critical Thinking and Research Skills
  • Designing and manufacturing an object to a high professional standard
  • Design and manufacture of tooling
  • Design workshop skills

Assessment

Assessment task 1: Research into product area, material and manufacturing methods.

Objective(s):

This task addresses the following subject learning objectives:

2, 3 and 5

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.1, P.1 and R.1

Type: Report
Groupwork: Individual
Weight: 25%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Depth of research shown in the review of literature, observations and historical aspects concerning the Laser Cutting Process. 33 3 R.1
Demonstrated level of technical understanding for the Laser Cutting process. 33 5 P.1
Level of creative, professional communication achieved through the use of text and images within your A3 Research Report. 34 2 C.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Design development of object, followed by manufacture.

Objective(s):

This task addresses the following subject learning objectives:

1, 4 and 7

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

I.3 and P.1

Type: Design/drawing/plan/sketch
Groupwork: Individual
Weight: 50%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
The level of sophistication achieved in the fruit bowl design with respect to aesthetic balance, elegance and appropriateness. 33 1 I.3
Understanding of proportion and scale demonstrated in the completed bowl and its laser cut pattern. 33 7 I.3
Quality of the finished object concerning attention to detail and surface finish. 34 4 P.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Documentation of design process.

Objective(s):

This task addresses the following subject learning objectives:

6

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.2

Type: Journal
Groupwork: Individual
Weight: 25%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Quality of professional visual communication demonstrated in the A4 Process Book. 100 6 C.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

References

Byars. Mel, 50 Products Innovation in Design and Materials, Rotovision, Switzerland, Circa 2000

Hannah, Gail, Greet. Elements of Design: Rowena Reed Kostellow and the structure of visual relationships. Princeton Architectural Press, New York 2002

Elam, kimberly, Geometry of Design: Studies in proportion and composition, Princeton Architectural Press, New York 2001

Edwards, Betty, Drawing on the right side of the brain, Harper Collins, London 1993

Montague, John, Basic Perspective Drawing, Third Edition, Wiley, Canada, 1998

Lorenzi, Felix, Perspective Drawing made easy, Murdoch China, 2004

Lorenzi, Felix, Nature Drawing made easy, Murdoch China, 2004

Stanyer, Peter, The Complete book of Drawing Tecniques, Capella, London 2003

Stanyer, Peter, Rosenberg, Terry, A Foundation Course in Drawing, Arctusus, London 2003