60
Industrial Design
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
In order to achieve the expected outcomes of the course program and the proposed experimentation, the educational offering, structured into various activities, pursues the following learning objectives.
Qualifying learning objectives:
- Development of the ability to draw on various resources to fuel the creative process, observing the physical and cultural context and identifying design references from previous experiences;
- Development of skills for developing a project concept aimed at meeting technical and functional requirements by solving a problem through design.
The specific learning objectives include the acquisition of skills and the achievement of results that can be assessed during the learning assessment:
- definition and presentation of a project idea with respect to a predefined objective;
- representation of the project idea through sketches, drafts, mood boards, and study models;
- preparation of technical documents: plans, sections, elevations, 3D representations (e.g., axonometric, exploded views);
- layout of graphic documents: tables and slides for communicating the content of the design project and the creative process.
Course Prerequisites
The professor dedicates the first lesson of the course to introducing all the theoretical topics, practical exercises, and assessment methods and criteria. The professor also recalls the basic knowledge needed to best develop the course topics and specific topics that students need to know, for example by reviewing certain topics using recommended textbooks or other provided teaching materials.
Teaching Methods
1. TYPE OF TRAINING ACTIVITIES:
Theoretical lessons include lectures and opportunities for discussion and interaction with students to continuously assess learning progress.
A series of practical exercises, led by the instructor, based on the understanding and analysis of existing design projects will allow students to apply the acquired knowledge operationally and formulate proposals for creative reworking of the analyzed products.
The final exercise, led by the instructor, involves the concrete development of a creative process by groups of students, including the drafting of a project proposal and its final presentation.
The hours of classroom teaching (10 hours for 1 credit; 1 credit = 25 hours) are scheduled as follows:
Lectures: (hours/year in classroom): 30
Practical activities: (hours/year in classroom): 30
2. STUDENT INDEPENDENT WORK
Hours of work that the student will be required to complete independently outside of classroom teaching hours, to complete the required hours/credits (15 hours for 1 credit; 1 credit = 25 hours):
- In-depth study of the bibliography (theoretical part): 30
- Test preparation (experimental): 30
- Exam preparation: 30
Assessment Methods
The following is a description of the assessment methods and phases (intermediate and final):
- Assessment of the work produced in the exercises completed during the course
- Evaluation of the project proposal developed by students using the following criteria: i) project concept (clarity, consistency with the objective, technical validity); ii) representation (plans, sections, elevations, 3D representations, layout)
- Evaluation of the presentation and discussion of the project during the discussion: i) communication and ability to present the proposal's contents; ii) ability to sustain
Exam Methods: Theory and Practice: presentation of the exercises completed and the project proposal.
Evaluation criteria:
30 - 30 cum laude: awareness and full understanding of the topics covered, presented with excellent critical thinking and more than appropriate language;
26 - 29: good knowledge of the topics covered and ability to analyze and synthesize, correct but not entirely
appropriate language;
22-25: fair knowledge of the topics covered with limited ability to analyze and synthesize, not entirely appropriate language;
18-21: barely adequate knowledge of the topics, with gaps in knowledge and inappropriate language;
Insufficient: significant gaps in knowledge; inability to present concepts in a detailed manner; inappropriate language.
Restrictions for admission to the final exam:
Attendance is not mandatory but recommended. Attendance at least 70% of the course is recommended.
Students are required to complete a minimum of three reviews with the professor before taking the final exercise exam.
Texts
Zambelli M. La conoscenza per il progetto. Il case-based-reasoning nell’architettura e nel design. FUP 2022.
Verganti R. Design-driven innovation. Rizzoli.
Wihide E (2022), Design, la storia completa. Atlante.
Lewrick M, Link P, Leifer L (2018), Design thinking playbook. Mindful digital transformation of teams, products, services, businesses and ecosystems. Wiley
Contents
1_DESCRIPTION
The course introduces the basic knowledge and tools for developing a design project concept.
Specifically, the following topics are covered:
- The many fields of application of design, from product to space to communication, and the role of the designer in the creative process:
- Development phases of the creative process in design projects: identifying a problem to be solved; determining the objective and functions; defining the concept (what general criteria does it follow? How does it solve the problem?); composing a form (what material solution does it represent?).
- Representing ideas and concepts through technical drawing, practicing the presentation of a project idea through plan views, elevations, and sections, axonometric representation, and scale models.
Students will acquire skills by exploring possible creative strategies, learning to draw on prior knowledge and experience, resources necessary to develop associations and semiotic relationships useful for solving the problems facing design today. In general, students will have to "learn to learn," that is, organize their learning by identifying and using various sources (specialized design publications and magazines in both print and digital formats as tools for constant updating), and by observing the spatial and cultural context to develop the initial concept of a design project.
2_COURSE SYLLABUS (maximum 3,000 characters)
The course is structured into a series of theoretical lectures alternating with practical exercises.
The lessons include theoretical concepts to understand the various phases of a creative process, starting with an analysis of the context and emblematic cases of well-known designers, as well as more specific technical knowledge regarding representation, materials, techniques, and technologies. In addition to general theoretical frameworks to guide students on a guided journey, the theoretical lessons will use case studies to develop knowledge and critical thinking skills.
The activities and practical exercises led by the instructor in the first part of the course include the analysis of case studies, aimed at identifying the salient features of existing project concepts and their representation through technical drawing, intended as a learning tool as well as a communication tool. In the second part of the course, a design exercise will lead students on a guided journey through a learning-by-doing approach, which includes studying a spatial context, researching documented design references, developing a project idea with an agreed-upon function and objective, representing the concept and its genesis, representing a design proposal through technical drawing, and creating one or more scale models.
The module will be developed in parallel with the content and exercises provided in the second module “Concept design - sources” of the integrated Concept Design course.
3_EXPECTED OUTCOMES
The course objectives are to develop theoretical knowledge and technical skills that students will be able to independently test through individual study and group exercises.
Knowledge and understanding:
- Students will learn and discuss theoretical concepts useful for developing knowledge and critical thinking skills to understand and evaluate the characteristics of a design project in relation to its requirements and offered performance.
Applying knowledge and understanding:
- Students will develop the ability to develop a design project by recognizing and managing the various phases of the creative process, from defining an objective with respect to a specific problem, to developing a solution, to developing a coherent project, verifying its feasibility and quality through the study of form, function, materials, and other technical aspects.
Making judgments;
- Students will develop critical thinking skills capable of identifying the potential and limitations of a concept, developing coherent solutions, and developing their own design vision, drawing on various resources, such as publications and specialized design magazines.
Communication skills;
- Students will be expected to present their personal content and interpretations at every stage of the design process, sharing their ideas within work groups and presenting the results of the design process clearly and comprehensively, explaining the characteristics of the design project and the stages of the creative process.
Learning skills.
- Students must develop learning skills to be able to undertake their own educational journey and independently complete future projects.
More information
A weekly schedule is provided for meetings with students. The professor is also available on scheduled occasions, arranged via email with students and with students who are not attending. Students unable to attend must contact the professor to discuss appropriate work arrangements or whatever is necessary to take the exam.