Compulsory. Magee Blended learning N/A N/A. Magee, JDM (Dr) Magee, JDM (Dr) Tutorials (& Critiques) Independent study (including assessment)

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1 MODULE TITLE: MODULE CODE: INTRODUCTION TO 3D DESIGN DES124 YEAR OF REVISION: 2012/2013 MODULE LEVEL: 4 CREDIT POINTS: 20 MODULE STATUS: SEMESTER: 2 LOCATION: E-LEARNING: PREREQUISITE(S): CO-REQUISITE(S): MODULE CO-ORDINATOR(S): TEACHING STAFF RESPONSIBLE FOR MODULE DELIVERY: Compulsory Magee Blended learning N/A N/A HOURS: 200 TOTAL EFFORT HOURS: 200 ACADEMIC SUBJECT: Magee, JDM (Dr) Magee, JDM (Dr) Lectures Seminars Tutorials (& Critiques) Practicals Independent study (including assessment) DES 6hrs 15hrs 15hrs 36hrs 128hrs 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. It provides a grounding for students wishing to progress either into product and interaction design or 3D digital content generation. AIMS The essential aims of this module are: To introduce the diversity of 3D design in the digital age To explain 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.

2 LEARNING OUTCOMES A successful student will be able to: KNOWLEDGE AND UNDERSTANDING K1 K2 K3 K4 K5 Show a primary understanding of the relationship between design, people and need Show an understanding of the importance of scale and dimensional accuracy in 3D environments and applications Identify the importance of 3D visualization in a digital context Understand the principles of critical thinking Understand the principles of introductory academic writing INTELLECTUAL QUALITIES I1 I2 I3 I4 Exercise different creative methodologies at specific stages of the design process in response to form, balance and aesthetic structure Critically analyse, interpret and evaluate the study of 3D form in the context of selfdeveloped original creative works. Interpret purposeful needs and user requirements through anthropometrics and ergonomics Demonstrate an aptitude to work within a cyclic design process, harnessing trial and error innovation in an organised way PROFESSIONAL/PRACTICAL SKILLS P1 P2 P3 Demonstrate skills of creative thinking, problem analysis and problem solving and communication Plan and deliver 3D designed outcomes coherently Produce precise and proportionate 3D models using a range of computer modelling techniques TRANSFERABLE SKILLS T1 T2 T3 Articulate ideas and context using diverse written and oral communication skills in context of specific tasks and to diverse audiences Demonstrate the ability to work as a motivated, self-directed and reflective learner Apply research and reflective methods

3 CONTENT This module will introduce design process methods used within product design but in the context of diverse careers now evidence in the 3D design sector. It will analyse 3D form and aesthetics providing methods to resolve complex geometric relationships visually. In tandem it will introduce the importance of people in design, specifically focusing on the physical relationship through education on ergonomics and anthropometrics. Students will be introduced to 3D digital modelling and its role across a broad range of design disciplines. TEACHING AND LEARNING METHODS Lectures will enable students to gain an understanding of 3D form and its construction, the. 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 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 which total 45% (coursework 1 and 2). However, formative feedback is offered during the teaching period for all module content to guide and assist students as they develop their design solutions. 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: A product related 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. Ergonomics and anthropometrics collaborative workshops within class will inform applied digital outcomes developed using 2D or 3D software and BS88888 guidelines, informing the project content. This assignment will measure the students achievement of the following module learning outcomes: K1, K2, K4, I2, I4, I1, P1, P2, P3, T1

4 This work accounts for 40% of the final assessment Coursework 3: 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, T3 This work accounts for 10% of the final assessment Coursework 4: A character related project will further integrate all learning into one structured problem based brief, in context of virtual objects. It will encourage the development of personality and empathy within a designed object. Technical constraints of virtual environments will be applied. 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 40% of the final assessment Coursework 5 As part of design evaluation a critical reflection of the practice work will be conducted as a reflective blog (using the Harvard referencing system). 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: K5, I5, T2 This work accounts for 5% 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, 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, 2 nd ed., London, Taylor & Francis. The Design Council, 2005, The design process; The double diamond design process model [online] Available at: < [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: [ s.asp] Doczi, G., 1994, The power of limits, proportional harmonies in nature, art and architecture, U

5 Shambhala Pocket Classics Gahan, A., 2009, 3ds Max modeling for games [electronic resource] : insider's guide to game character, vehicle, and environment modelling, Amsterdam ; Boston : Focal Press/Elsevier 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, 2 nd 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.