GD III assignment: Evolution of an Everyday Object

Assignment: Evolution of an Everyday Object

Research the development of an everyday object, for example, the fork (which evolved from the knife) or the telephone (which began as a ‘business machine’), the teapot, clock, etc. Based on your research, identify and select 5-7 significant moments in the history of the evolution of your object/product. You will be asked to design several pieces based on your research and interpretations of this object.

Objectives:

• to gain a greater appreciation of the intersection between technology, culture, design, function and meanings

• to further develop a vocabulary for discussing the formal properties of a given visual solution and how they influence and/or affect our perceptions

• to continue to work on visual hierarchy, grid systems for organizational structure in layouts, type as both display and body copy, as well as the integration of word and image in a design soution

GD III semester-long assignment

Assignment:

Create something that is 65 feet long and soft.

This is a semester-long project that you may interpret in any way you wish. You will present your final solution to the class during the exam period at the end of the semester. 

You may not ask me questions or discuss your ideas about the project with me. I cannot offer you any hints. The solution needs to be entirely your own interpretation.

GD III for Tuesday, August 28

Thanks for the great suggestions yesterday for class projects. I will try to incorporate/accommodate as many of your wishes as possible during the course of the semester. 

Before class begins on Tuesday, August 28

1.) Explore this website:
http://www.slate.com/articles/arts/design/2012/05/the_evolution_of_everyday_objects_the_key_the_book_the_phone_and_more_.html

2.) Do research on a number of different objects that interest you (at least 3.) This should be good quality research that reflects effort on your part to inform yourself as much as possible about the subject in several different venues: i.e.: NOT just the internet, but books and magazines in the library or bookstores.

3.) ASK A LIBRARIAN TO HELP YOU. That is what they're there for.

4.) It is important to understand that your research should be providing you with many options to choose from as you narrow your approach to this project, so gather as much info as you possibly can!

5.) The assignment sheet states:

Research the development of an everyday object, for example, the fork (which evolved from the knife) or the telephone (which began as a ‘business machine’), the teapot, clock, etc. Based on your research, gather enough information and images of your object so you can select 5-7 significant moments in the history of the evolution of your object/product. 

The key to understanding these instructions is: 

• must be a 3-dimensional object

• been around a long time, so it has a long history (enough to have "significant moments")

• there must be images available that you can gather and use down the road on this project

• you need to gather information about each stage as well as images

6.) Images that you gather must be a minimum of 300 dpi at a fairly large size in order for them to be useable in your project.

7.) Look up and know who these people are:

• Karim Rashid

• Ray and Charles Eames

• Sir Jonathan Ive

GD III for Thursday, August 23

Assignment due beginning of class on Thursday:
Make a list of 5-7 projects that you would like to do this coming semester. Keep in mind the knowledge that we would be building upon from your GD II class last semester [remember that???]. Suggestions must be practical and contribute to your growth as designers. Include in your description the skills you feel you will learn from each project.

Turn in a hard copy of the above to me at the beginning of class. We will discuss.

GD III syllabus [ART 4403]

GD III type and image

course description and objectives: 

This course is a continuation of research into subjects covered in Graphic Design 1 and II, in addition to which students will gain a greater understanding of visual logic. Design problems will be studied holistically through projects that stress dynamic relationships  among content, form, and context to gain a deeper understanding of design systems and their conceptual development. Special emphasis will be placed on development of sequential design. Design history research as it relates to relevant topics is incorporated.

• to explore the use of typographic forms as design elements and to understand the importance of typography in visual communication

• to develop a sensitivity to letterforms and an awareness to the extreme subleties inherent in typography

• to begin to develop an awareness of the principles of typography; legibility, readability, appropriateness, etc.

• to gain a basic awareness of the historical development of the typographic form

• to develop the ability to clearly communicate using relevant typographic vocabulary

learning outcomes:

After completing this course, the student will be able to:

•Understand the procedure for research criteria as a basis for concept development and sequential design

• Demonstrate a disciplined and cohesive approach to examining organic and constructed elements, applied to  aspects of design such as texture, rhythm, form, contrast, progression and sequence.

• Demonstrate a thorough knowledge of content development carried out through sketching, journaling, and exploration of image-generating techiniques by hand utilizing constructed elements to create personal design solutions as appropriate.

• Display the ability to make judgements concerning their own work as well as the work of others based on a functional knowledge of concepts, sequential content, composition, typeface selection, visual hierarchy and the use of type as “voice.”

• Utilize drawing and a wide variety of media as a basis for concept development

• Demonstrate ability to express, in critique situations, the proper use of the vocabulary of design to formally analyze composition, use of positive and negative space, and concepts and effectiveness of the applications of concept development.

• Work within the predictable stages of the creative process as it applies to design and work flow

• Demonstrate knowledge of Design history as it relates to relevant topics is incorporated.

Please see other specific blog entries for Class Procedures, Grading Policies, Attendance Policies, Late Work Policy, Professional Behavior. These policies are the same for all graphic design courses taught by Joey Hannaford.