As the boundaries between body, world, and machine continue to grow increasingly blurry, contemporary artists and designers share a world that is mediated by technologies. Using a variety of studio approaches, students explore the role of the body, social space, and the media through intensive studio production in a range of formats. To support student development of concept and craft, students are challenged to integrate emerging understandings of history and theory with creative output.
STUDENT LEARNING OUTCOMES
At the end of this course, students will be able to:
- Demonstrate methods of material transformation and various related processes in order to construct meaning.
- Demonstrate purposeful construction of form, space and structure using analog and digital techniques.
- Demonstrate the relationship of a form to its space/place/context.
- Consider cross cultural and intercultural learning in the classroom as a local, national and global learning space.
|Student Learning Outcomes
Demonstrate methods of material transformation and various related processes in order to construct meaning.
Create work that combines/joins at least 2 different materials together
Translate a form between dimensions and materials
- from 2d --> 3d ; 3d-->2d 2d-->4d etc
- from paper --> cardboard -->wood (examples. any materials are fine)
- Sample lesson plans
Demonstrate purposeful construction of form, space and structure using analog and digital techniques.
Analog Competencies: Utilize the tools and equipment provided in the classroom while emphasizing safety in all processes and procedures. Competencies should focus on:
Introduction to tools such as: Marking Gauge, Tape measure, Ruler, Caliper, Squares, Compass, Protractor, etc
Introduction to tools such as: Mitre saw, Box Cutter/ Snap knives, Rotary cutters, Band-saw, Drill Press, Jig-saw, Sander
Introduction to tools such as: Drills, screwdrivers/screws, sewing machines, glues/adhesives, hinges, nails, clamps, vides and jigs.
- Emphasize safety in all processes and procedures
- Consult with Amy about proper safety protocol for all classroom equipment and tools.
Note that these competencies are meant to be points of exposure, not exhaustive training. It's enough for students to just practice documenting their work with video, and critique what works and what doesn't, for example, you don't need to teach a class on premiere.
- Using video to document 3d, site specific or performance work.
- Basic video capture (using phone or DSLR)
- Basic video editing. For example:
- Importing footage
- Trimming clips
- Adding titles
- Exporting movie
- Drawing for fabrication/technical drawing using Adobe Illustrator.
- Understanding digital measurements and drawing to scale
- Draw 2d shapes for 3d extrusion or prepare 2d flat drawings for 2d --> 3d translation.
*Optional but suggested: Intro to 3d Modeling (printing not required but available)
- Create 3d models in Tinkercad or Fusion (no sketchup, sculptris, cinema 4d or blender please and thank you). Rhino is also fine, but we don't have the software for free access for students.
- Understand digital measurements and scale (mm vs inches)
- Basic concepts:
- Working with geometric solids
- Making holes
- Extruding (from illustrator drawings or flat shapes)
*Many faculty used tinkercad successfully for modeling practice and preparing models for printing last year and many students noted the experience as useful. However, at this time it is not a required competency.
|Demonstrate the relationship of a form to its space/place/context.
Working site specifically or in response to the environment
|Consider cross cultural and intercultural learning in the classroom as a local, national and global learning space.
||Determined by the Professor.